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Tacoma Whole Child Initiative: Sustainable City-Wide

Transformation to Strengthen the Future

Teacher Educators for Children with Behavioral Disorders Conference 2016Gregory J. Benner, Ph. D.

University of Washington TacomaCenter for Strong Schoolsgbenner@uw.edu@GJBennerGreg Benner | LinkedIn

tacoma.uw.edu/strongschools

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@uwstrongschool @tacomaschools@gregoryjbenner @jenniferkubista@Garciaj9Josh

UW Center for Strong SchoolsGreg Benner

Center for Strong SchoolsGreg Benner

University of Washington Tacoma Center for Strong Schools

University of Washington Tacoma Center for Strong Schools

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TURN AND TALK:TWO TAKEAWAYS FROM VIDEO

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Strategic Plan Benchmarks Data

Strategic Plan Benchmarks Data

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Changing HeartsBeliefs and Biases 14

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The Idea: Comprehensive Sustainable Change

• Tacoma Whole Child Initiative in Action

• Outcomes

• WHY– Sustainable change

• HOW – Keys to implementation

• WHAT– Four Shifts: School, Community, Family,

Neighborhoods

– Social emotional learning—the foundation of sustainable change

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(Latham, 1988)

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Future Ready Skills

• Complex Thinker

• Quality Producer

• Self-Directed Learner

• Responsible Decision Maker

• Effective Communicator

• Collaborative Teammate

• Community Contributor

• Conscientious Worker

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Adverse Childhood Experiences

1. Personal

1. Emotional abuse

2. Physical abuse

3. Sexual abuse

4. Emotional neglect

5. Physical neglect

2. Family

1. Witnessing domestic violence

2. Alcohol or substance abuse in the home

3. Mentally ill or suicidal household members

4. Parental marital discord (as evidenced by divorce)

5. Incarcerated household member

ACEs in WASHINGTON SCHOOLS – SOPHOMORES AND SENIORS

(2010)

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Mix and Mingle

• Take a moment and think about your personal “whys”.

• Share your most important “why” with two colleagues.

• Write down your whys on your device or notes (somewhere you won’t lose it).

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Implementation Science

WHO

Teams

WHEN

Stages

HOW

Cycles

WHAT

Interventions

Community

Leadership Team

District Leadership

Team

Neighborhood

Leadership Teams

Cohort 1 Building

Teams

TWCI Core

Leadership Team

Family

Engagement

Leadership

Team

Cohort 1

Neighborhood

teams

Cohort 2

Neighborhood

teams

Cohort 3

Neighborhood

teams

Cohort 2 Building

Teams

Cohort 3 Building

Teams

Cohort 4 Building

Teams

Cohort 3

Program

Teams

Cohort 2

Program teams

Cohort 1

Program teams

Tacoma

Whole Child

Initiative

Cohort 1

Building

Family Teams

Cohort 1

Building

Family Teams

Cohort 1

Building

Family Teams

You are here

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District Implementation Team• Tacoma Public School District Representatives• Dr. Josh Garcia, Deputy Superintendent• Dr. Jennifer Kubista, Director of Student Life• Amanda Scott-Thomas, Director, Community Partnership, Academic

Equity and Achievement• Mary Kate Richardson, Grants Manager• Erika Flattum, IT Business Analyst• Brandon Ervin, Counseling Coordinator• Sandra Jacobson, Director, Student Information Systems• Rita Chauduhri, Director, Elementary Education• Elizabeth Mills, Assistant Director of Student Services• Jonathan Bell, Assistant Director of Student Services• Hannah Gbenro, Project Manager, Technology Services• Mary Waterbly, Instruction Coach, Teaching and Learning

Community Partners: UWT Center for Strong Schools, Comprehensive Life Resources (Mental Health)

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TPS Deputy Superintendent, Dr. Joshua Garcia

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Successful Student Outcomes

SIG

TWCI

Literacy and Math Frameworks

Braiding Initiatives at the District LevelWorking Smarter

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5D

AVID

Successful Student Outcomes

SIG

TWCI

Literacy and Math Frameworks

Braiding Initiatives at the District LevelWorking Smarter

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5D

AVID

230

10

0

50

100

150

200

250

Initiatives

Tacoma Public Schools Braiding Initiatives

Initial

After Prioritization

25 PAGES!

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Meeting Agenda Examples

District Capacity Assessment

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Competency breakdown by subgroup can be found on the

strategic plan website

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Tacoma Whole Child Initiative: School, Community, Families & Neighborhoods

What

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SHIFT 1: TACOMA PUBLIC SCHOOLS

Truman Middle School

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Stand up, Share Out, Sit down

• Stand up

• Share out: One takeaway from the video (High Fives)

• Sit down

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Early Warning Signs• Attendance

– Absent 10% or more of school days

• Behavior

– Two or more mild or more serious behavior infractions

• Course performance

– An inability to read at grade level by the end of 3rd grade;

– A failure in English or math in 6th through 9th grades;

– A GPA of less than 2.0;

– Two or more failures in 9th grade; and

– Failure to earn on-time promotion to 10th grade.

(Balfanz, Bridgeland, Bruce, Fox, 2012)

More information about EWS: http://www.betterhighschools.org/ews.asp

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Kinder 1st 2nd 3rd 4th 5th

72% 67% 73% 67% 63% 65%

15% 20%15%

17%16%

20%

13% 13% 12% 16% 21%15%

Per

cen

tag

e

Student Risk Screening Scale (SRSS) by Grade

Winter '16

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Kinder 1st 2nd 3rd 4th 5th

67%76% 71% 74%

58%66%

25%18%

18%19%

23%

22%

9% 6% 11% 7%19%

12%

Per

cen

tage

Student-Internalizing Behavior Scale (SIBS) by Grade

Winter '16

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

93%

4%

3%

Per

cen

tage

Office Discipline Referrals

5-16 (To Date)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

September-March '16

80%

17%

3%

Per

cen

tag

e

School-Wide Attendance Data

(To Date)

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Spring '15 Fall '16 Winter '16

56%

65%71%

30%

24%20%

14%11% 11%

Per

cen

tag

e

Spring '15 Fall '16 Winter '16

High Risk 14% 11% 11%

Moderate Risk 30% 24% 20%

Low Risk 56% 65% 71%

Student Internalizing Behavior Scale (SIBS)

Universal Behavior Screener

Score

Standard Protocol

Tier 2 Interventions

SRSS

Moderate – High(individual schools develop additional entry & exit

criteria)

Check In/Check Out For Externalizers

SSGRIN

SIBS

Moderate – High (individual schools develop additional entry & exit

criteria)

Check In/Check Out for Internalizers

SSGRIN

Brief Functional Behavioral Assessment

Check and Connect

Student

Name

Grade

Level SBA Score SRSS Score SIBS Score ODRs AttendanceKelcey

Schmitz 3 34 Low Risk 13 High Risk 4

Moderate

Risk

Moderate

Risk 4 Low Risk 8%

Rayann Silva 1 32 Low Risk 0 Low Risk 3 Low Risk Low Risk 1

Moderate

Risk 12%

Greg Benner 5 36 Low Risk 18 High Risk 5

Moderate

Risk High Risk 8 Low 4%

Student Identification and Connecting to Supports

Modification of Standard Protocol Interventions

Increase Intensity and

Individualization for Students

Not Responding to Standard

Protocol Interventions

If Tier 1 school-wide and class-wide practices are implemented with fidelity then…

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Mental Health Concerns

• School Referrals

o Depression

o Anxiety

o Significant Social Problems

o Family Conflict

o Past Domestic Violence and Abuse

o Other Trauma and Grief

o Gender Dysmorphia

• Referred Back to Clinic or Home Based Treatment

o Complex trauma

o Frequent high risk for suicide or harm to others

o Currently experiencing psychosis

o Situations where the youth’s mental health issue are primarily driven by family dynamics (especially with younger students) and/or conflicts in the family put the child/youth’s safety at risk.

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Check & Connect Overview

Check & Connect is a

structured mentoring

intervention to promote

student success and

engagement at school and

with learning through

relationship building and

systematic use of data.

http://checkandconnect.um

n.edu/

This photograph and the remaining stock photos

were used with permission from Microsoft.

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SHIFT 2: COMMUNITY

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Beyond the School Yard…

“This is the first time we have all the right people in all the right places and the buy-in at the schools, in the community, and the school board. TWCI gives us a once in a lifetime opportunity to give our children a wonderful and fulfilling life.” -Lyle Quasim, President of the Tacoma/Pierce County Black Collective

Collective Action Networks

1. Early Learning

2. Out of School and Summer Learning

3. Going to College

4. STEM

5. Community Health

6. Child Welfare

7. Juvenile Rehabilitation and Juvenile Justice

8. Faith Based Organizations

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MILLION FATHER MARCH VIDEOJason Lee Middle School

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Contact Information

Gregory J. Benner, Ph.D, Executive Director and Professor

gbenner@uw.edu