U 7 CHAPTER 15 . 82 SECTION (1) . ASSESSMENT AND SERVICE DELIVERY DEVELOPMENT TIER 1 CASE EXAMPLES and special education for beh preventive services and early To support all students Afr I interventions focus on schoolwide supports for all students. This level Practice is oriented toward prevention and addresses organizational feature might be disproportionately school climate and culture. Tier 1 approaches also include universal screening of BD, Anita, MTSS team men identifies students who need more targeted and intensive services beyond prepall use a universal screening to tion. While research indicates that school social workers are less likely to engage the MTSS team could more def I services, intervening at the organizational level highlights social work leadin dent behavior and use the Ship skills (Kelly et al., 2010). The following two case examples provide insight in more targeted support and tier 1 interventions where school social we cial workers, as active members of multidiscl strated higher risks. Plinary teams, helped design and implement universal assessment processes and The school administ shared their expertise on mental health, equity, and culturally responsive system cess that included the foll change. The first example portrays how a school social worker leads the process of tal Health Services Adm identifying and implementing a universal screening tool. The second exam Obtaining staff an demonstrates how a school social worker collaborates with multidisciplinary, fame Allocating fiscal, ily, and community stakeholders to promote a positive school climate that support LGBTQ+ students' inclusion and social identity development. process Addressing pare Selecting the star Tier 1 Case Example 1: Applying a Universal Screening Approach to Training for adr Assess Students' Social, Emotional, and Behavioral Risks Conducting sta This tier 1 case example highlights the practices of Anita, a school social worker at students, famil an elementary school in a midsized Midwestern city. Historically, the city had a an opportunity thriving economy, but after several factories closed and businesses were shuttered Identifying pro throughout the past two decades, the community experienced a severe economic well as linking downtown. Many of the current residents work at low-paying service jobs and live at or below the poverty level. With limited access to public transportation, afford- After several dis able child care, and health care, many families struggle to meet their basic needs. work and to review t The impact of these community challenges is also reflected within the school MTSS team, in collab setting. Throughout the last decade, the elementary school has seen an increase in groups, selected the mental health concerns, disruptive behaviors, and special education referrals. 1997). The scale was When reviewing the special education referral data, Anita observed a pattern of and brief (25 items). Black male students being identified as needing special education services for emo- been tested and no tional and behavior disorders (EB/BD). Knowing the national trends on the over- States and internat representation of racial minority students in special education programs (Bean, cates the strengths 2013; Raines et al., 2012), Anita's concern was heightened. Anita also questioned sions: (1) emotiona whether students' behavior disruptions might be rooted in the significant environ- (4) peer relationsh mental stressors they were experiencing. Applying the MTSS framework, Anita After ensurin was compelled to move toward a systematic approach to gathering data to screen and opt out of th students' needs for preventive and more targeted social, emotional, and behavioral support services. screening, The d Anita discussed the concerns with school administrators and MTSS team exhibited challen members, outlining the disproportionate referral and office discipline rates of racial ysis helped to ic minority students, especially Black males. In addition to concerns about implicit symptoms, beha bias, Anita assessed that students were being referred for office discipline referrals Anita, in co cated the findin\fU CHAPTER 1. 104 SECTION 171 ASSESSMENT AND SERVICE DELIVERY DEVELOPMY early intervention services as a preventive response, including social skills by To guide the climate sur peer mentoring, enhanced family engagement opportunies around wellness ension dedicated to asse Bully-oriented social emotional lessons in every classroom a pita and the ylf james had built relationships lenin worked on referring students for targeted bentgeorge grademic shy over time and heard their stor and progress monitoring for these students. Students who had more signs dered. James assessed that sor behavioral and mental health needs were identified, and family members wey puts among students was rep tacted to initiate referrals to appropriate community-based services rodents experienced. From the screening, the school leadership recognized the need to establish; The core planning tear laboration with a local community-based mental health center and other put it that serves LGBTQ+ youth tural community-based resources. The first year of the universal include the Gay Lesbian and administration provided lessons learned and also baseline data that the school in al screen Climate Survey. The survey monitor its organizational progress in addressing students social, emotional any sion and student assent we havioral health needs and improving processes for appropriately identifying s gisen.org/). The customizat for special education referrals. During the next two years, the school continued and provided results that ministering the SDQ screening tool two times per year to monitor aggregated ress of student challenges and strengths and to identify those who needed addit and graphs. The survey results rev supports. Anita and the MTSS team met every six to eight weeks to review discin harassment. Students iden and special education referrals. They compared data trends from those referrals w school due to safety conc the universal screening data. Over the course of two years, the school saw a consists cumstances in the school reduction in Black males being referred to special education. Office discipline refers rooms, physical education for all students decreased, especially for racial minority students. Using these de a high rate of homopho Anita, the MTSS team, and the school leadership continued to modify and cultiv volvement to address the racially equitable MTSS programming, policies, and services that aligned with so ceived that fewer than dents' social, emotional, and behavioral needs depicted in the data outcomes. general, close to half of accepting of their LGBT Tier 1 Case Example 2: A Data-Driven Approach to Promoting a Upon reviewing th Positive School Climate recommended the follo The school improvement team at Southview High School was assembled to update lenges revealed in the s the school improvement plan. James, the school social worker, requested to serve Within six mor on the team to provide leadership with addressing schoolwide student and edug- includes protect tor well-being. Reviewing the school discipline, attendance, bullying, and dropon Within six mo data revealed numerous challenges the team needed to address when updating the students repor school improvement plan. As part of the overall needs assessment process to deter- orientation an mine goals and priorities, the team decided to include a climate survey as part of . Within six me the data-driven strategy to illuminate specific ways they could improve organin dressing bully tional culture, policies, and practices and, ultimately, academic progress. lations. After ensuring that district and school leaders backed the initiative, the team worked to establish a core planning team that would coordinate the school climax . By the next assessment and recommendations process. The team comprised diverse stake prevention p holder perspectives from the school community. Team members included educa tent on verb tors, student services professionals, support staff (e.g., janitorial and cafeteria students. services), the assistant principal, and family members. Teachers and staff were . Within oney given release time to serve on the committee, and the meetings were held at time will receive when family representatives could participate. . Within six by the parkDEVELOPMENT CHAPTER 15 . Uking Assessments to Design Dota Opt social skills groups, round wellness, and To guide the climate survey initiative, James suggested the school have one Anita and the MISS unsion dedicated to assessing LGBTQ4 students experiences in the school academic support had built relationships with several LGBTQ+ students and their families ad more significant time and heard their stories of bullying. microaggressions, and Being mingen members were com james assessed that some of the high rates of truancy, bullying, and drop vices, Among students was rooted in the lack of safety and belonging that LGBTOr dents experienced. ed to establish a col. The core planning team consulted with a community based organization and other multiout lives LGBTQ+ youth. The organization leadership recommended the school universal screening de the Gay Lesbian and Straight Education Network's (GLSEN) Local School at the school used to Date Survey. The survey was available free, and templates for parental permis- 1, emotional, and be and student assent were available on GLSEN's website (https://localsurvey. identifying students "morg/). The customizable online survey was easy to administer to all students school continued ad. provided results that could be summarized and available visually in tables tor aggregated prog. and graphs. ho needed additional The survey results revealed a high prevalence of LGBTQ+ bias, bullying, and s to review discipline wwwment. Students identifying as LGBTQ+ reported missing multiple days of a those referrals with fool due to safety concerns. They also indicated that there were places and cir- hool saw a consistent stances in the school where they felt especially unsafe (e.g., locker rooms, bath- ce discipline referrals was, physical education classes, and extracurricular activities). Students reported its. Using these data, high rate of homophobic remarks made about them with minimal teacher in- wivement to address the verbal h bal harassment. A majority of students (over 60%) per- modify and cultivate hat aligned with stu- waived that fewer than five teachers and staff supported LGBTQ+ students. In ta outcomes. meral, close to half of the responses indicated that students were neutral or not accepting of their LGBTQ+ peers. upon reviewing the data and focus group feedback, the core planning team romoting a xcommended the following tier 1 schoolwide approaches to addressing the chal- lenges revealed in the survey data: assembled to update Within six months, the school will instate an antidiscrimination policy that r, requested to serve includes protection of sexual orientation and gender identity/expression. e student and educa Within six months, the school will articulate a specific written protocol for ullying, and dropout students reporting incidents of harassment and bullying based upon sexual s when updating the ent process to deter orientation and gender identity/expression. Within six months, the school will outline a written protocol for swiftly ad- ate survey as part of dressing bullying and harassment reports related to LGBTQ+ student popu- d improve organiza lations. ic progress. e initiative, the team . By the next academic year, the school will require a schoolwide bullying te the school climate prevention program for all students, educators, and staff that includes con- prised diverse stake tent on verbal, physical, and cyberbullying, with content specific to LGBTQ+ bers included educa students. itorial and cafeteria . Within one year, all administrators, educators, and staff hired into the school chers and staff were will receive implicit bias training and training on inclusive language. gs were held at time " Within six months, policies will be created to ensure students are identified by the name and pronouns aligning with their gender identity/ expression.guessturn are showered under si minutes 506 SECTION III. ASSESSMENT AND SERVICE DELIVERY DEVELOPMA By the next academic year, dress code policies will ensure student ry clothing consistent with their gender identity at school and extra school psychologist, spec activities. guage Learner (ELL) team Within three to six months, students will be able toone restrooms con intermediate classroom with their gender identity/expression. students' respective MTV The core planning team then began the process of communicating the Tier 2 Case Example Is ommendations to the school improvement team. As a next step, the school Transitions, and Loss provement team reviewed and drew from the recommendations to establish Alejandro is a nine-year- improvement plan goals and to establish policy and practice priorities for the United States from H school during the next three months to one year. Not all members agreed with referred him to the MTS. recommendations, and the school improvement team continued to discuss and Yvonne, the school social gotlate how the recommendations would be incorporated into school policies god father to the meeting, but implemented into practice. Being on the school improvement team, James has spoken with the teach mained committed to advocating for the policy recommendations generated from the climate survey and helped to provide guidance with seeking technical age support. tance for policy language from the LGBTQ+ community organization and other Student's Strengths school systems. After considerable debate, the school improvement team arrived? Alejandro tested in the 65 a consensus for a modified version of the policy recommendations. They esta (NWEA) standardized test lished a team for operationalizing the policies and made plans to monitor day vices from the ELL teacher around bullying, truancy, and tier 3 mental health referrals. As part of the day teacher because of his posit monitoring for the school improvement plan, the school improvement team would haviors. Alejandro has atten conduct a follow-up climate survey at one-year increments for the next three years is supportive of Alejandro z to see if there were any changes in LGBTQ+ students' experiences in the school. reports that Alejandro is ver Ultimately, the school climate assessment process brought attention to a may. the fourth grade. ginalized student group and established data and policy priorities to address the concerns in a formalized manner. It also helped the school strengthen its relating Student's Support Needs ship with LGBTQ+ community organizations that could provide policy and prac. Alejandro completes 50% tice guidance to the school administration. to complete it when asked to times this school year for bi grades are in the failing rang TIER 2 CASE EXAMPLES ther is concerned about Alex for strategies to motivate Al Tier 2 supports provide targeted interventions to students who are unresponsive to tier 1 prevention supports. These students may be identified through univer sal screening or through teacher referrals. When students are not performing Family and Cultural Hist academically or behaviorally at their grade level, teachers make referrals to the Living in the United States MTSS team. To assess student needs, the MTSS team will draw from various ather. The father and broth data sources, such as academic screeners, office discipline referrals, school did not complete high school nurse visits, and absences. Some MTSS teams will conduct functional beber mother is in Honduras, un ioral assessments at the tier 2 level, using data to formulate a precision hypo Alejandro's younger sibling esis about the behavior and to develop effective interventions (Filter brother's journey to the Uns 2012). Using the collected data, the MTSS team develops a plan of targeted sir and/or riding in trucks to the ports, including programs and small-group interventions. In the following me required immigration docu case examples, the MTSS team comprised the school social worker, administrat he wanted a better life for hi to separate the family.LIVERY DEVELOPMENT ill ensure students may wek at school and extracurricular CHAPTER 15 . Using Assessments to Design Data-Driven Student 307 to use restrooms consistent school psychologist, special education teacher, behavior specialist, English Lan guage Learner (ELL) teacher, Title 1 teacher, primary classroom teacher, and of communicating their rec ermediate classroom teacher. The parents/guardians were also invited to the students' respective MTSS meetings. a next step, the school in ndations to establish school Ther 2 Case Example 1: Assessing Needs for Alejandro: Immigration, Transitions, and Loss practice priorities for the l members agreed with the Alejandro is a nine-year-old fourth-grade student who immigrated at age five to ontinued to discuss and ne. ited States from Honduras with his father and older brother. His teacher ed into school policies and referred him to the MTSS team for review of his challenges in the classroom. conne, the school social worker, worked with an interpreter to invite Alejandro's rovement team, James re father to the meeting, but he could not attend due to his job responsibilities. He mendations generated from has spoken with the teacher about these concerns as well and welcomed the extra ith seeking technical assis. support. ity organization and other Student's Strengths nprovement team arrived at mmendations. They estab- Alejandro tested in the 65th percentile of the Northwest Evaluation Association ade plans to monitor data (NWEA) standardized test at the beginning-of-year evaluation. He receives ser- vices from the ELL tea LL teacher. Alejandro has been chosen as a peer mediator by his ferrals. As part of the data teacher because of his positive interactions with his peers and age-appropriate be- I improvement team would haviors. Alejandro has attended school 98% of the school year. Alejandro's family nts for the next three years is supportive of Alejandro and responds well to the teacher's concerns. The teacher xperiences in the school. reports that Alejandro is very capable of completing the work and could be passing brought attention to a mar- the fourth grade. cy priorities to address the ool strengthen its relation- Student's Support Needs d provide policy and prac. Alejandro completes 50% of his class work. He states that he does not see a reason to complete it when asked by the teacher. He has been referred to the office three times this school year for becoming noncompliant with the teacher. Alejandro's grades are in the failing range due to lack of completion of his schoolwork. His fa- ther is concerned about Alejandro failing the fourth grade. The teacher is looking for strategies to motivate Alejandro to complete his schoolwork. ES nts who are unresponsive Family and Cultural History dentified through univer Living in the United States with Alejandro are his older brother, age 18, and his dents are not performing ather. The father and brother are self-employed at a car repair shop. The brother ers make referrals to the did not complete high school, and the father and brother speak limited English. His will draw from various mother is in Honduras, unable to immigrate to the United States. She has two of cipline referrals, school Alejandro's younger siblings with her in Honduras. Alejandro, his father, and onduct functional behar brother's journey to the United States was long and consisted of weeks of walking ulate a precision hypoth andfor riding in trucks to the border. They eventually crossed the border with the entions (Filter & Alvarez equired immigration documentation. The father shared with the ELL teacher that ps a plan of targeted sup he wanted a better life for his sons and that he and his wife made the hard decision ons. In the following two to separate the family. ial worker, administrator. : : . : . : . . ... . 508 SECTION III . ASSESSMENT AND SERVICE DELIVERY DEVELOPMENT CHAPTER 15 . Using A Education History Alejandro did not attend school in Honduras. When he and his family came ton The MTSS team will review the United States, they lived in Texas for three months before settling in Geoget Alejandro has not made progress in h Where extended family were living. At age six, Alejandro was enrolled in king (tier 3) will be discussed and will inch garten and began receiving ELL services. He quickly learned English and, with sessment and behavioral intervention supports of the ELL program, has been successful in school. Those supports fur referral; daily accountability sheet; a diminished as the years have progressed. Alejandro has attended two different Latinx community supports. schools, and this is his first year at this school. Following the meeting, Yvonne, vention plan to Alejandro's father. Sh Social-Emotional Concerns invited his engagement with support The teacher referred Alejandro to Yvonne to assess why he was not completing work. Alejandro told Yvonne that he misses his mother, as he gets to talk to Tier 2 Case Examples 2: Assessi only once a week and then for only a short time. He is concerned he may never Placements, Family Violence, a to see her again. Alejandro states that his father and brother work a lot, and The MISS team met to discuss Brad misses spending time with them. Alejandro indicates that he likes spending in has been in and out of foster care with extended family who live close by. tended the MTSS meeting. Brady's behavior challenges in the classroom MTSS Team Plan three different schools. His perman The MTSS team created the following tier 2 plan for Alejandro to promote a pre interventions have been implement dictable learning environment, safety, and positive relationships. ral, which includes Brady's response Goal 1: Alejandro will complete 80% of his schoolwork. The teacher will col ports established in her classroom: lect the data in her records. regulation strategies. The teacher fe Interventions: these classroom strategies. 1. ELL teacher will meet individually at the beginning of each school day with Student's Strengths Alejandro to build their relationship and help him complete his assignments Brady is a friendly second-grade s in her work area. worker and loves to do math. Brady 2. Classroom teacher will create a "study group" with other students in the his life throughout all his foster p classroom for Alejandro to lead daily. placement. Brady is proud to show 3. Alejandro will have an assignment notebook that he will show his father a please them. Brady has a 95% atten another family member. The father or family member reviewing the assip to school. ment notebook will sign it once per week. Goal 2: Alejandro will build positive relationships at school. Presenting Challenges Interventions: Brady's grandparents disclosed a ments due to the parents' substa 1. Yvonne will meet with Alejandro for small-group counseling weekly in Brady is placed back home with h half-hour sessions to process grief and loss as well as the trauma he ha substance abuse problems. When experienced. sibility of taking care of his young 2. Alejandro will be a peer mediator once a week. lence. The teacher reports that 3. Alejandro will be referred to the mentoring program in the school, with the classroom when he is redirected. emphasis on identifying a Latinx mentor. arriving, without permission, a 4. The classroom teacher and Yvonne will collaborate to deliver a weekly soci room. If Brady is not allowed to g emotional learning lesson to Alejandro's classroom that focuses on can hallways of the school. Brady has tional literacy, social awareness, empathy, and cultural diversity. times for this behavior.of questions d'e are we' e." . DEVELOPMENT CHAPTER 15 . Using Assessments to Design Data-Driven Student 309 family came to the settling in Georgla s enrolled in kinder The MTSS team will review the tier 2 interventions in four to six weeks. If Alejandro has not made progress in his work completion, more intensive supports nglish and, with the (tier 3) will be discussed and will include the following: a functional behavioral as. Chose supports have sessment an ent and behavioral intervention plan; school-based mental health services ended two different referral; daily accountability sheet; and/or wraparound services that incorporate Latinx community supports . Following the meeting, Yvonne, with an interpreter, communicated the inter- vention plan to Alejandro's father. She actively listened to the father's feedback and invited his engagement with supporting Alejandro as they monitored his progress. s not completing his he gets to talk to her Tier 2 Case Examples 2: Assessing Needs for Brady: Foster Care ined he may never get Placements, Family Violence, and Par d Parental Substance Abuse er work a lot, and he The MISS team met to discuss Brady, a seven-year old second-grade student, who e likes spending time has been in and out of foster care his entire life. The student's grandparents at- tended the MTSS meeting. Brady's teacher referred him to the MTSS team due to behavior challenges in the classroom. Brady is new to the school and has attended three different schools. His permanent record does not show that any tier 2 or 3 interventions have been implemented. The MTSS team reviewed the teacher refer- dro to promote a pre- Lips. ral, which includes Brady's response to the following tier 1 positive behavior sup- ports established in her classroom: community circles, mindfulness practices, and The teacher will col. regulation strategies. The teacher feels he needs more interventions to benefit from these classroom strategies. mooreis silt al Student's Strengths each school day with Brady is a friendly second-grade student who wants to help others. He is a hard plete his assignments worker and loves to do math. Brady has supportive grandparents who have been in his life throughout all his foster placements. At times they have been the foster other students in the placement. Brady is proud to show his grandparents his schoolwork and wants to please them. Brady has a 95% attendance rate this school year, and he likes coming will show his father or to school. Short Baby reviewing the assign Presenting Challenges Brady's grandparents disclosed a history of Brady's frequent foster care place- cool. ments due to the parents' substance abuse. The grandparents state that when Brady is placed back home with his parents, he is not with them long due to their counseling weekly is substance abuse problems. When in his parents' home, Brady also had the respon ibility of taking care of his younger siblings and witnessed parental domestic vio- as the trauma he ha ence. The teacher reports that Brady exhibits aggressive behaviors in the classroom when he is redirected. Brady will also leave the classroom shortly after arriving, without permission, and run to his younger brother's kindergarten in the school, with the room. If Brady is not allowed to go to his brother's classroom, he runs through the talways of the school. Brady has been referred to the school administration five deliver a weekly social that focuses on eno times for this behavior.Hot al diversity$10 SECTION III . ASSESSMENT AND SERVICE DELIVERY DEVELOPME CHAPTER 15 - Using to assess for anxiety, Ms. Foley, the school social worker, administered Spence Children's Anxiety Scale (SCAS; Spence, 1998) and found that Brady a call for school social workers to in especially high on the symptoms for generalized and separation anxiety " nevention-oriented approaches (K teacher wants interventions to help Brady remain in the classroom. ers have focused on individual and Family History practices (Allen-Meares, 1994; K light how school social workers col Brady has lived with his parents sporadically throughout his life due to their community partners to support st stance abuse and incarcerations. Brady has three siblings, including a brother ally responsive clinical skills, inc kindergarten, a three-year-old sister, and an eight-month-old sister. They have trauma-informed care, the school been in foster care most of their lives but are now living with their mother jata-driven tier 3 assessment and i father remains incarcerated. Being the oldest child, Brady feels responsible for younger siblings. Foster care is usually with maternal grandparents, but there Tier 3 Case Example 1: Traum been nonrelative placements also. Assessment for Middle School Nobles Park Middle School serves Social-Emotional Concerns students qualify for free and redu Brady presents with deficits in attention, impulse control, and self-regulation tion is 46 percent White, 36 perce exhibits signs of anxiety related to the multiple adverse experience in his life, and 1 percent other. However, this representation is 85 percent White MTSS Team Plan panic, and 3 percent other. The The MTSS team created the following tier 2 plan for Brady to promote a predict high crime rate, particularly drug learning environment, safety, and positive relationships. pockets of rural homes. Vacant ho Goal 1: Brady will stay in the classroom 80% of the school day. To track cess, the teacher will keep a private behavior chart. Presenting Information Interventions: Jacinda, a seventh grader, has classes. The MTSS team at the m 1. Ms. Foley will meet Brady every morning in his classroom and walk wig Jacinda, such as a social skills gr him to check on his brother in kindergarten. cial worker, but her teachers repo 2. Ms. Foley will see Brady once per week for group counseling with me issues stem from what her teach second-grade students who are experiencing anxiety. Jacinda's science teacher, Ms. Co 3. Teacher will provide a calming area for Brady and other students where they triggers Jacinda since her reaction can do their math, read books, or just sit. off because a teacher asks her 4. A sixth-grade student will read with Brady once a week on Friday afternoon Jacinda's math teacher, Mr. Ross not want to do her work. Accord The MTSS team will meet in six to eight weeks and review Brady's progres out her book, Jacinda ignored t with the tier 2 interventions in place. If progress has not been made, possible tie) the floor. Mr. Ross gave Jacinda interventions will be put in place and will include a functional behavioral assert suspension (ISS). According to ment and behavioral intervention plan; referral to school-based mental health s class and you're an idiot." Jacinc vices; additional structured breaks; and/or wraparound services. off the wall. TIER 3 CASE EXAMPLES Demographic Information Jacinda is a 13-year-old African Students unresponsive to tiers 1 and 2 supports may need more intensive service with a different father who lives w Tier 3 supports are provided for students experiencing severe and often chris mother works full time, they still disruptions in their ability to academically and behaviorally engage. While then income apartments