Using Data to Inform Social, Emotional, & Behavioral Wellness Interventions

Using Data to Inform Selection of Social, Emotional & Behavioral Wellness Interventions Tim Knoster (McDowell Institute: Bloomsburg University) Danielle Empson (McDowell Institute: Bloomsburg University) Catherine Girton (Milton Area School District) Keywords: Mental Health, Systems Alignment, and Evaluation

Maximizing Your Session Participation Consider 4 questions: 1. Where are we in our implementation? 2. What do I hope to learn? 3. What did I learn? 4. What will I do with what I learned?

Where are you in the implementation process? Adapted from Fixsen & Blase, 2005 Exploration & Adoption We think we know what we need so we are planning to move forward (evidence-based) Installation Let s make sure we re ready to implement (capacity infrastructure) InitialImplementation Let s give it a try & evaluate (demonstration) Full Implementation That worked, let s do it for real and implement all tiers across all schools (investment) Let s make it our way of doing business & sustain implementation (institutionalized use)

Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet

Tertiary Prevention: Specialized Individualized Systems for Students with High- Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

Experimental Research on SWPBIS SWPBIS Experimentally Related to: 1. Reduction in problem behavior 2. Increased academic performance 3. Increased attendance 4. Improved perception of safety 5. Reduction in bullying behaviors 6. Improved organizational efficiency 7. Reduction in staff turnover 8. Increased perception of teacher efficacy 9. Improved Social Emotional competence

NPR The Silent Epidemic: The Mental Health Crisis in our Schools published on-line September 7, 2016

NPR Story Conclusion: In Schools, Mental Health should be EVERYONE s Job

PBIS Provides a Solid Foundation. but More is Needed Many schools implementing PBIS struggle to implement effective interventions at Tiers 2 and 3 Youth with internalizing issues may go undetected PBIS systems (although showing success in social climate and discipline) often do not address broader community data and mental health prevention.

Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide Positive Behavior Support Editors: Susan Barrett, Lucille Eber and Mark Weist pbis.orgcsmh.umaryland IDEA Partnership NASDSE

ISF Enhances MTSS Core Features Effective teams that include community mental health providers Data-based decision making that include school data beyond ODRs and community data Formal processes for the selection & implementation of evidence-based practices (EBP) across tiers with team decision making Early access through use of comprehensive screening, which includes internalizing and externalizing needs Rigorous progress-monitoring for both fidelity & effectiveness of all interventions regardless of who delivers Ongoing coaching at both the systems & practices level for both school and community employed professionals

Using Data: Logic Model & Action Plans (Adapted from Safe Schools/Healthy Students: SAMHSA) Designing, implementing and sustaining effective data-driven school-based programs to enhance social-emotional-behavioral wellness of students and staff requires the application of multi-tiered logic within an organized framework. Needs & Gaps Data Sources Objectives Activities, Curricula, Programs, Services, Strategies & Policies Partner Roles and Resources Process Measures Impact & Outcome Measures

Using Data: Logic Model & Action Plans Once the multi-tiered logic is applied through the logic model framework, attention turns to developing action plans to implement the identified activities, curricula, programs, services, strategies and policies (see middle column from the logic model framework). Objective Activity What action will occur? Who will carry it out? What resources are needed? By when and how to monitor ? Communication: How and Whom? Resources needed Status Updates

Going Beyond ODRs: Pennsylvania Youth Survey (PAYS) Voluntary survey conducted with 6, 8, 10 and 12 grade students to learn about their behavior, attitudes and knowledge concerning risk and protective factors in their lives. The survey is conducted on an every other year basis and is sponsored through the Pennsylvania Commission on Crime and Delinquency in collaboration with the Pennsylvania Department of Education. Approximately 75% of school districts in Pennsylvania are projected to conduct the PAYS during the 2017-18 school year. Primary focus is on 1) providing school leaders with critical information concerning changes in patterns in the use and abuse of harmful substances and behaviors, and 2) assessing risk factors that are related to undesired behaviors and the protective factors that help guard against concerning behavior.

Case Example: Milton Area School District 2017-2018 Student enrollment of 2,223 students comprised of 86% White, 3% Black, Latino-Hispanic 7% and 4% Other 182 teachers, 108 staff, and 16 administrators Largest industries: food manufacturing/distribution, trucking & steel Located in rural Northumberland and Union counties 3 Elementary Schools, 1 Middle School and 1 High School Each school is at different stages of implementation of the PBIS framework 352 students receive special education (17.08%) 120 students speak English as their second language (4.5%) 69 students currently receiving ELL services Median household income of $38,311.00 / year 56% of students qualify for free or reduced lunch

MASD PAYS (2015) Priorities Reflected in MASD PAYS Data (2015): Mental Health & Risk for Suicide 4 out of 10 students indicted at times I feel I am no good at all (41.4%) 4 out of 10 students indicated felt sad or depressed most days in the past 12 months (44.5%) 2 out of 10 students reported seriously considered attempting suicide (21%) Experiences with Bullying 2 out of 10 students reported being bullied in the past 12 months (21.9%) Being Threatened with Violent Behavior 3 out of 10 students report being threatened to be hit or beaten up on school property in the past 12 months (31.2%) 1 in 10 students report having been hit or beaten up in the past 12 months (13.9%) Substance Access and Use 4 out of 10 students report having tried beer, wine or hard liquor in past 30 days (41.3%) 1 out of 2 students report gaining access to alcohol from family / religious celebrations (51.5%) Nearly 2 of 10 students report having smoked cigarettes (19.4%) Approaching 1 of 10 students indicate using prescription pain relievers without doctor telling them to take them (7.9%) with primary source of those drugs being family or friends Stress Associated with Limited Family Resources 2 out of 10 students report worrying about the family running out of food (19.8%) Almost 1 out of every 10 students indicate having skipped a meal due to limited family money (8.9%)

MASD Logic Model (Example Priority 1) Priority One: Social, Emotional and Behavioral Wellness to Address Non-Academic Barriers to Learning Goal Statement: To enhance each student s ability to develop academic skills in concert with social, emotional and behavioral competencies to succeed at school and in the community. Needs and Gaps Data Sources Objectives Activities, Curricula, Programs, Services, Strategies & Policies Partner Roles and Resources Process Measures Impact & Outcome Measures 1. The percentage of students reporting risk factors associated with depression or suicide will decrease by 10% by the end of the 2018-2019 school year. 1. Four out of the ten 6, 8, 10 & 12 grade students completing in the PAYS in 2015 reported risk factors associated with depression or suicide. The following PAYS items: At times I feel I am no good at all (41.4%) (40.7%) 1. Identify and install curriculum that builds social, emotional and behavioral wellness across PK-12 schools. 1. EPI S Center 2. Directors 1. Curriculum identified 2. Curriculum purchased 3. Curriculum installed 1. The percentage of students reporting risk factors associated with depression or suicide will decrease by 10% as measured by the PAYS 2019 and universal screening data. . Felt sad or depressed most days in the past 12 months (44.3%) (46.8%) 2. Install a multi-tiered system of social, emotional and behavioral supports (including a teacher toolbox) within the PBIS framework across PK-12 schools. 1. County BHI 2. CSIU SAP/School-wide 1. Developed figure that depicts the MTSS structure that reflected alignment of PBIS & SAP 2. Disseminated the MTSS structure figure to staff 3. Implemented the MTSS structure 4. align all documents to a K-12 language model Seriously considered attempting suicide (21%) (19.6%) SAP data 3. Establish protocols for selection and installation of evidence-based behavioral health supports within the PBIS framework 1. Geisinger 2. County BHI 3. Concern Counseling 4. McDowell Institute 5. EPISCenter Northumberland County Crisis data 1. Identified the protocol 2. Trained staff on use of protocol 3. Implemented protocol SRO response incidents, non-discipline related

Needs & Gaps Data Sources Objectives Activities, Curricula, Programs, Services, Strategies & Policies Partner Roles and Resources Process Measures Impact & Outcome Measures 1. Identified screener and enhanced in-take protocols 2. Installed screener and enhanced in-take protocols 3. Provided YMHFA training to staff 4. Install universal screener (e.g., SRSS), enhance in-take protocols to screen for adverse childhood experiences/trauma, and initiate gatekeeper training (e.g., YMHFA) across K-12 schools. 1. McDowell Institute 2. PATTAN 3. Cochran Elementary School 5. Explore establishment of a) Geisinger Interns supporting guidance staff to run targeted groups and b) explore establishment of a partial hospitalization program in district. 1. Department of Human Services 2. Geisinger 1. Explored connections with relevant mental health providers 2. Established meeting schedule & structures 3. Met to explore PHP in district 6. Review, revise as relevant, and re-clarify the roles and responsibilities of the guidance counselor, social worker, school psychologist, reading specialist, instructional coaches, nurses, and data and assessment manager. 1.Geisinger 2.ASCA 3.NASP 4.OCYF 5.Child Maltreatment Center 1. Student data folders Auditors Report 7. Establish protocols to access guidance counselor and social worker support. 8. Evaluate the current implementation of SAP for fidelity and effectiveness. 1.CSIU External auditor

Needs & Gaps Data Sources Objectives Activities, Curricula, Programs, Services, Strategies & Policies Partner Roles and Resources Process Measures Impact & Outcome Measures The following PAYS items: Were you bullied in the past 12 months (21.9%) If you have been bullied in the past 12 months, why were you bullied? with my size , the way I look , how much money my family makes , and some other reason as greatest areas of concern (40.7%) During the past 12 months have you been bullied through texting and/or social media (20.1%) In the past 12 months did anyone did anyone on the internet try to get you to talk on line about sex, look at sexual pictures, or do something sexual (28.2%) For those reporting having been bullied in the past 12 months, emotional abuse, insults and name calling appeared to be the greatest reported area of concern (61.2%) Districtwide bullying discipline data 1. At the high school, continue to work to achieve 80% buy in criterion for initial implementation of the PBIS framework. 1. Created plan to continue conversations among staff 2. Supported staff to visit other secondary PBIS sites 3. Enlisted high leverage staff as advocates 1. Re-engaged with external CSIU PBIS coach 2. Engaged staff in each building with respect to fidelity measures 3. Accessed PaTTAN resources to support achieving a banner for universal prevention fidelity through either the SET or TFI 1. Engaged faculty in seeing the value of this strategy 2. Explored ways to incentivize faculty achievement 3. Built in prompting and error correction supports for staff that experienced difficulty 1. Established agreements with trainers (e.g., McDowell, CSIU, PaTTAN) 2. Scheduled trainings 3. Trained on coaching follow up 2. One out of every five 6,8,10,& 12 grade students completing the PAYS in 2015 reported experiencing bullying in the past twelve months across school, home and community contexts. 2. The percentage of students reporting having experienced bullying will decrease by 10% as measured by the PAYS 2019, PBIS data, and Safe Schools report. 1. Bellefonte SD 2. PATTAN 3. CSIU Behavior TAC 4. McDowell Institue 2. The percentage of students reporting having experienced bullying will decrease by 10% by the end of the 2018- 2019 school year. 2. In K-8 schools, work towards achievement of fidelity per PAPBS Network criteria at the universal level of the PBIS framework. 1. McDowell Institute 2. CSIU 3. PATTAN 3. Institute 5 indirect/virtual positive contacts and 5 positive phone calls home per week initiatives across all teaching staff in K-12 schools. 1. McDowell Institute 2. CSIU Behavior TAC 4. Provide explicit professional development (including use of the coaching framework) for instructional staff across K-12 schools on Positive Behavior Support within the classroom (emphasis on a) rapport building, b) clarity of expectations and c) 4 to 1 ratio of positive reinforcement along with teaching redirection procedures). 1. McDowell Institute/CAT 2. CSIU Behavior TAC

Needs & Gaps Data Sources Objectives Activities, Curricula, Programs, Services, Strategies & Policies Partner Roles and Resources Process Measures Impact & Outcome Measures 5.Consider other evidence- based programs for promoting positive youth development, that align with the PBIS framework K-8 and explore evidence- based bully prevention curriculum that aligns with the PBIS framework at the high school level. 6. Goal created to address habitually truant students. Admin has a list of who was designated as habitually truant and will track those students and remove barriers for those students getting to school. 1. 2. EPIS Center 2. McDowell Institute 3. PATTAN 1. Explored curricular options 2. Strategically selected curriculum 3. Implemented curriculum 3.

Needs & Gaps Data Sources Objectives Activities, Curricula, Programs, Services, Strategies & Policies Partner Roles and Resources Process Measures Impact & Outcome Measures 3a. The percentage of students reporting that they had been threatened with violent behavior at school will decrease by 10% by the end of the 2018-2019 school year. 3b. The percentage of students reporting that they have been attacked on school property will decrease by 10% by the end of the 2018-2019 school year. 1. Juvenile Justice System 2. McDowell Institute 3. Close to one out of every three 6,8,10,& 12 grade students completing the PAYS in 2015 reported being threatened with violent behavior at school with a little over 1 of every 10 students reporting having been attacked on school property. The following PAYS items: In the past 12 months how often have you been threatened to be hit or beaten up on school property (31.2%) In the past 12 months how often have you been hit or beaten up on school property (13.9%) Discipline data 1. Gathered information and visited schools using Restorative Practices 2. Targeted an initial building for initial implementation 3. Implemented and piloted in one building initially 3a. The percentage of students reporting that they had been threatened with violent behavior at school will decrease by 10% as measured by the PAYS 2019, PBIS data, Safe Schools Report, and borough police department data. 1. Explore implementation of Restorative Practices in alignment with the PBIS framework across PK-12 schools. 1. Assessed PBIS awareness and skills sets of SRO 2. Designed professional development to address identified gaps 3. Provided training and support to embed roles and functions within PBIS framework 3b. The percentage of students reporting that they have been attached on school property will decrease by 10% as measured by the PAYS 2019, PBIS data, Safe 1. Milton Borough Police Department 2. McDowell Institute 2. Review and enhance integration of SRO roles and functions within the PBIS framework. 3. Analyze data trends associated with violence on school grounds to increase supervision and prevention efforts in high priority environments. 1. Gathered data on reported acts of violence 2. Analyzed those data 3. Designed and implemented preventive strategies Schools Report, and borough police department data. 1. Milton Borough Police- BU 2. McDowell Institute Note: PBIS disciplinary data should provide additional, valuable information.

Needs & Gaps Data Sources Objectives Activities, Curricula, Programs, Services, Strategies & Policies Partner Roles and Resources Process Measures Impact & Outcome Measures 4. Four of every ten 6,8,10,& 12 grade students completing the PAYS in 2015 reported early initiation / higher prevalence of alcohol use than other controlled substances with cigarette use reported with 1 of every 5 student respondents. Further, access and use of prescription narcotic drugs was reported by approximately 1 of every 10 student respondents. The following PAYS items: How many times (if any) have you had a beer, wine or hard liquor in the past 30 days (41.3%) Further, 51.5% of students chose Family/religious celebration as their most frequent source / method to obtain alcohol. Have you ever smoked cigarettes ( 19.4%) How many times (if any) have you used prescription pain relievers without a doctor telling you to take them (7.9%) with the primary sources of prescription drugs appeared to be taken from a family member living in my home , took them from other relatives , and a friend or family member gave them to me . SAP data DNA evaluation parent requests DNA evaluation referrals 4a. The percentage of students reporting accessing and use of alcohol will decrease by 10% by the end of the 2018-2019 school year. 4b. The percentage of students reporting accessing and use of cigarettes will decrease by 10% by the end of the 2018-2019 school year. 4c. The percentage of students reporting accessing and use of prescription drugs will decrease by 10%by the end of the 2018-2019 school year. 1. Expand mentoring and youth leadership programs across K-12 schools. 1. School Climate Leadership Initiative 2. McDowell Institute 1. Scheduled and conducted planning meetings at other schools 2. Situated mentoring at targeted (Tier 2) level of PBIS framework (along with other Tier 2 supports) 3. Initiated implementation across buildings 4a. The percentage of students reporting accessing and use of alcohol will decrease by 10% as measured by the PAYS 2019, annual SAP data, DNA evaluation parent requests, and DNA evaluation referrals. 2. Select and Implement evidence-based alcohol and drug prevention curriculum (e.g., Too Good for Drugs). 1. EPIS Center 2. McDowell Institute 1. Identified a range of curricular options 2. Analyzed those programs through use of established protocol 3. Selected and installed curriculum 4b. The percentage of students reporting accessing and use of cigarettes will decrease by 10% as measured by the PAYS 2019, annual SAP data, DNA evaluation parent requests, and DNA evaluation referrals. 1. Building Effective Schools Group 2. SADD club 3. SAP teams 4.Student Leadership Team (HS) 5. WEB (MS) 6. Peer Helpers (ES) 7. PAYS 8. Social Media: FB, Snapchat, Instagram 3. Establish public awareness campaign at school to reduce alcohol, tobacco and drug use (HS Student Leadership Team) 1. Identified relevant partners including students to design 2. Designed campaign 3. Implemented campaign 4c. The percentage of students reporting accessing and use of prescription drugs will decrease by 10% as measured by the PAYS 2019, annual SAP data, DNA evaluation parent requests, and DNA evaluation referrals.

MASD Action Plan (Example 1) Priority One: Social, Emotional and Behavioral Wellness to Address Non-Academic Barriers to Learning Goal Statement: To enhance each student s ability to develop academic skills in concert with social, emotional and behavioral competencies to succeed at school and in the community. Goal: To enhance each student s ability to develop academic skills in concert with social, emotional and behavioral competencies to succeed at school and in the community. Priority: Social, Emotional and Behavioral Wellness to Address Non-Academic Barriers to Learning Who Will Carry it Out? What Actions Will Occur? What By When & How to Monitor? Communicate How & to Whom? TA Resources are Needed? Status Updates Resources Needed Objective Activity 1. Philip Hegggenstaller and Mike Lord met with CSIU Preschool at WD 3/7/2018: List of preschools and daycares provided to CSIU EI TaC. Mike Lord liaison. (CG) 7/18.2018: CSIU EI representative met with all programs and provided MASD school-wide curriculum (CG) a)Initially focus on alignment among feeder pre- schools with the 3 elementary schools primary grades. Technical Assistance through the McDowell Institute in concert with CSIU Behavior TAC D. Snook to provide updates via progress monitoring established via Effective Schools. Create a resource map November 1. Install PBIS curriculum that builds social, emotional and behavioral wellness across PK-12 schools. The percentage of students reporting risk factors associated with depression or suicide will decrease by 10% by the end of the 2019-2020 school year. Technical Assistance through the McDowell Institute in concert with CSIU Behavior TAC Elementary Principals Meet with pre- K representatives December 1 Elementary Principals b)Complete a resource map of those feeder programs, and in turn, establish an initial convening of this group to begin the conversation about common social skills curricula. Deliver PBIS curriculum to PK facilities July 2018 Systems tools

MASD Action Plan (Example 2) Goal: To enhance each student s ability to develop academic skills in concert with social, emotional and behavioral competencies to succeed at school and in the community. Priority: Address Non-Academic Barriers to Learning Social, Emotional and Behavioral Wellness to Who Will Carry it Out? What Actions Will Occur? What Resources are Needed? By When & How to Monitor? Communicate : How & to Whom? TA Status Updates Objective Activity Resources Needed CSIU & McDowell Institute School Psychologists, Guidance Counselors, Districtwide MTSS team, McDowell Institute TA from CSIU & McDowell Institute Screener identified by October 31, 2017 C.Girton with Effective Schools progress monitoring meetings 3/7/2018: (a, b,e)Readiness Assessment tool completed in all buildings, data reviewed by Dr. Knoster, Danielle Empson, and Mike Lord. Determination made district is not ready for formal universal screener. Discussed informal screener occurring on regular intervals, JumpStart program, and use of K registration screener as a soft launch. YMHFA training completed on 2/20 to 56 staff. Second training to be scheduled over summer. QPR scheduled for 3/27/18.PBIS coordinators invited to attend PBIS Implementers Forum in May. HS PBIS leaders are Marissa Jacobs and Allison Pauling. (CG) 7/18/2018:Soft launch Install universal screener (e.g., SRSS), enhance in- take protocols to screen for adverse childhood experiences/trauma, and initiate gatekeeper training (e.g., YMHFA) across K-12 schools. Screeners: a) Assess readiness for building in Universal Screeners across K-12 Schools The percentage of students reporting risk factors associated with depression or suicide will decrease by 10% by the end of the 2019-2020 school year. b) Begin exploration of evidence-based screener to install within the PBIS framework K-12 schools during the fall 2017. CSIU & McDowell Institute School Psychologists, Guidance Counselors, Districtwide MTSS team, McDowell Institute TA from CSIU & McDowell Institute Screener identified by October 31, 2017 C. Girton with Effective Schools progress monitoring meetings Ic ) n-take Protocols: Begin to draft enhanced in-take protocol sensitive to ACEs & trauma for use in Kindergarten registration. CSIU & McDowell Institute Screener identified by October 31, 2017 C. Girton with Effective Schools progress monitoring meetings School Psychologists, Guidance Counselors, Districtwide MTSS team, McDowell Institute TA from CSIU & McDowell Institute

MASD Action Plan (Example 2 continued) Goal: To enhance each student s ability to develop academic skills in concert with social, emotional and behavioral competencies to succeed at school and in the community. Priority: Social, Emotional and Behavioral Wellness to Address Non-Academic Barriers to Learning TA What Actions Will Occur? What Resources are Needed? Who Will Carry it Out? Communicate: How & to Whom? Building administrators within context of Effective Schools progress monitoring meetings. By When & How to Monitor? Resources Needed McDowell Institute and other state and local partners as needed. Status Updates to be utilized during the 2018-2019 school year. Draft questions to be added to the enrollment process sent to Tim and Danielle for feedback. QPR (cohort 2 scheduled for July 25. Cohort 2 for YMHFA cancelled due to a lack of commitment for staff to attend over the summer. Catherine provided updates on progress in these areas at two different Building Effective School meetings in the spring(CG) Objective Activity d) Draft a parallel intake protocol for students moving into the district during the fall 2017. Targeted launch date for use of both protocols will be 2018-19. e)Gatekeeper Trainings: YMHFA: 1) Identify lead SAP/Tier 1 PBIS Team members from across K-8 buildings (additional staff may be included unique to given buildings). Ulmer, C. Girton, D. Snook in collaboration with McDowell Institute YMHFA & QPR training through McDowell Institute. MASD will need to cover cost of texts / materials for both YMHFA & QPR as well as staff time. Complete initial trainings by end of summer 2018 prior to start of 2018-19 school year. Monitored by certifications awarded to staff.

Goal: To enhance each students ability to develop academic skills in concert with social, emotional and behavioral competencies to succeed at school and in the community. Priority: Social, Emotional and Behavioral Wellness to Address Non-Academic Barriers to Learning Who Will Carry it Out? What Actions Will Occur? What Communicate : How & to Whom? TA By When & How to Monitor? Resources are Needed? Status Updates Resources Needed Objective Activity f) Schedule and conduct trainings to commence as soon as feasible in 2017-18 school year. g) Identify lead SAP/and potential Tier 1 PBIS Team members at high school (additional staff may be included as relevant). Schedule trainings to commence as soon as feasible in 2017-18 school year. Conduct trainings. Principals

Goal: To enhance each students ability to develop academic skills in concert with social, emotional and behavioral competencies to succeed at school and in the community. What Resources are Needed? Monitor? Whom? Priority: Address Non-Academic Barriers to Learning Social, Emotional and Behavioral Wellness to Who Will Carry it Out? What Actions Will Occur? By When & How to Communicate How & to Status Updates Objective Activity TA Resources Needed QPR: Identify relevant staff (instructional and non-instructional) to participate in QPR training. Schedule trainings to commence as soon as feasible in 2017-18 school year. Conduct trainings. Note: QPR is a 2-3 hour training.

Progress & Accomplishments: MASD Priority One Professional Development YMHFA (2017-18) - training for targeted leadership staff across their five school buildings - two cohorts (60 staff) - administrators, guidance, members of PBIS Teams along with SAP - training delivered through partnership among: 1) McDowell Institute, 2) GSVUW, and 3) BHARP QPR (2017-18) - training of all teachers (K 12) across all five schools - nested within in-service date with repeated session provided to over 200 professional staff QPR (2018-19) - Training bus drivers and cafeteria workers - Expanded access to general community Virtual Modules (2018-19) - McDowell Institute virtual modules with embedded video (5 in total) for teachers - Follow up discussion through PLCs - Built in to Instructional Coaching in an ongoing basis

Progress & Accomplishments: MASD Priority One SEL Curriculum : MASD Positive Action - Initially implemented across all Kindergarten classrooms in 2017-18 - Targeted roll out across all primary grades in 2018-19 - Targeted roll out in Pre-K programs as well as intermediate grades, middle school and high school 2019-2020 Universal Screening : MASD - Initial pilot work with screening in 2018-19 - Installation of universal screener 2018-19

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