Mentoring Across Tiers

Christina Jordan, M.EdWayne Hickman, Ed. D

Rebecca Piermattei, M.S.

Outline

• Purpose of Mentoring• What systems features are needed for mentoring

at tier 2 and tier 3• Role of the coach in helping guide mentoring

efforts• Use of data for T2/T3 interventions• Practices to support implementation across the

tiers• Resources

• Purpose of Mentoring• What systems features are needed for mentoring

at tier 2 and tier 3• Role of the coach in helping guide mentoring

efforts• Use of data for T2/T3 interventions• Practices to support implementation across the

tiers• Resources

KEY FEATURES1. Focused outcomes2. Use of data to determine need and to

monitor progress3. Support systems for staff to access

professional development and collaborative problem-solving

4. Evidence-based practices to support student success

SYSTEMS Support

Staff Behavior

PRACTICES Support Student

Behavior

DATA Supports Decision Making

Valued Outcome:

ActivityExpectations:

Actively participate in activityWork in pairs

Share your thoughtsListen attentively to others

Follow attention signal

1.Introduce yourself to your neighbor2.Discuss whether the schools you work with currently have mentoring programs3.Use the back of a handout to create a picture/symbol to describe the desired outcome of the mentoring program at your school. Your neighbor will try to guess what the desired outcome is.*** (If neither of you has a mentoring program at your school, complete the same activity using a desired outcome of a mentoring program/Targeted intervention you would like to start).

•YOU HAVE 3 MINUTES

timer

Why Mentoring?• Provides additional adult support• Adults model expected behavior• Opportunities for adults to explicitly teach

expected behaviors• Opportunities for staff to provide practice and

feedback on expected behaviors• Adult contact to provide early warning

referrals

OUTCOMES

• Can be academic, behavioral, cognitive/affective, social-emotional

• BUT… should be clearly defined, targeted, and use evidence-based practices to change student behavior

Question ???Expectations: Work in pairs

Share your thoughtsListen attentively to others

Follow attention signal

What do the tiers mean to you?What do they mean to your PBIS team?What do they mean to building administration?

What does your school/district have in place to support multi-tiered systems?

YOU HAVE 4 MINUTES

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What does it mean to mentor across tiers?

• Use PBIS framework to structure supports• Focus on data, systems, practices• Continuum of supports• Layering of supports• Communication between teams at all tiers• Sorting by intervention focus, not by students

SYSTEMS FEATURES

• Coordinating team• Roles and responsibilities defined• Shared responsibility among the team• Support staff with PD and problem solving• Communication with all stakeholders

Critical Features of T2 Interventions

1. Linked to SW expectations2. Continuously available for students and implemented within 3

school days3. Can be modified4. Includes structured prompts for “what to do” in relevant

situations5. Students receive positive feedback from staff6. Orientation materials to staff7. Orientation materials to students and families8. Home-school Communication9. Opportunities for students to be re-taught and practice skills daily

REALLY, REALLY KEY features and what COACHES can do

• Linked to learning outcomes• Administrative support• Fits with demands of the school• Appropriate training and support for staff• On-going feedback and communication• Shared responsibility among coordinating TEAM• On-going feedback and communication

Capacity Building

• Help teams understand what is needed to plan, support, implement and maintain interventions

Activity

Expectations: Actively participate in activity

Work in small groupsFollow attention signal

QUESTION: HOW COMFORTABLE IS YOUR TEAM WITH USING DATA TO MAKE DECISIONS FOR ADVANCED TIER INTERVENTIONS?

YOU HAVE 90 SECONDS!!!

timer

Data-based Decision-making

• Outcomes and outcome data are identified

• Screening criteria for student participation

• Progress monitoring tool identified

• Targeted intervention aligned with desired outcome

• Data analyzed consistently

ACTIVITYExpectations:Work in pairs

Share your thoughts and listen attentively to othersFollow attention signal

•A-Z: See if you can list 25 skills that students may need to be re-taught

through mentoring. YOU HAVE 4 MINS!

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Practices to support implementation across the tiers

• PLANNING, PLANNING, PLANNING!!!• Effective and efficient tier 2 team• Appropriate resources to support intervention• Opportunity to re-direct or re-teach appropriate

school behavior and skills• Opportunity for communication and feedback

between students, staff, families• Evaluation of student AND program progress• Opportunity to modify intervention to fit school

AND student needs

Program Coordination• School manual developed

• Process for informing staff

• Process for informing students

• Process for sharing and receiving input with parents/guardians

• Ongoing training and support in place: Focus groups

• Linked to other school resources/supports as needed

• Program Goals • Mentor Coordination, Orientation, Training, • Mentee Screening, Recruitment, Introduction• Mentoring Procedures• Documentation Procedures• Data-sharing Procedures• Modifying/Layering supports• Home-School Connection• Program Evaluation

ESSENTIAL ELEMENTS OF EFFECTIVE MENTORING

Program GoalsAcademic: (Ready to Learn)

•Increase work completion•Increase time in instruction

•Increase grade point averages•Increase credits accumulated

•Explore post-secondary options•Earn service learning hours toward

graduation

Behavioral: (Responsibility)•Increase rates of attendance

•Increase time on task•Increase work completion

•Increase school involvement•Increase community involvement

•Enhance leadership skills

Social: (Respect)•Increase positive peer interactions

•Increase school engagement•Increase community involvement

•Demonstrate leadership skills•Expand school support network

Program Coordination, Orientation, Training, ONGOING SUPPORT

• Led by building staff (who had been trained in EBPs)• Program Coordination (# of coordinators may differ

depending on intensity of intervention)• Roles and responsibilities defined• Recruited other staff through social marketing• Information session then option to participate as mentor• Outlined mentor expectations at intro meeting• STAFF must understand what they are committing to do• Then trained in some key components of mentoring

Mentee Screening, Recruitment, Introduction

• Data decision rules that are measurable and match program outcomes

• Used data to narrow to match capacity• Introduction= Group meeting, video, activity,

pairing with mentors, Q&A, and opportunity to “opt out”

Mentoring Procedures• Manualized to provide support and

consistency for staff and students• Didn’t re-create the wheel (many

resources)• Focused on providing prompts and

framework to staff• Focused on SKILL BUILDING for

students• Focused on increasing student

autonomy and ownership of school success

• Linked to SW expectations• Explicitly taught and reinforced

The amount of time spent with students, frequency

of meetings with students, number of

meetings with other staff parents, families, outside agencies, and amount of re-teaching/feedback/re-

direction needed will differ as the intensity of

intervention changes

Documentation Procedures

• Easy for mentors• Purposeful: Gives us important

information to plan for program improvements and student RTI

• Is analyzed and shared with the team and administration

• Daily, weekly, bi-weekly, monthly, quarterly

Frequency and depth of information may differ as the level of

intensity of the intervention changes

Data sharing and Communication Procedures

• With mentors• With students• With families• With coordinators• With administration• With other stakeholders• Monthly and quarterly

Frequency and depth of information may differ as the level of intensity

of the intervention changes

Modifying/Layering supports

• Data tracking and early referral• Connecting to other services/interventions• Student RTI• Intensifying and/or individualizing

interventions

Home-School Connection

• Share information with families/guardians

• Gain input from families/guardians

• Encourage student sharing of information to and from school

• Interest not only in academic achievement, but in social competence and involvement in productive activities outside of school

Frequency and depth of information may differ as the level of

intensity of the intervention changes

Program Evaluation

• Fidelity Measures• % of students responding to intervention• Refer to data presentation• Use program feedback to modify intervention

to fit the needs of the population or to align students with appropriate supports

Resources

• Email me at cjordan@mds3online.org and I will share our Google drive with a template of our mentoring handbook.

Acknowledgements• MDS3 is funded by a grant from the USDOE.

• Federal Grant CFDA# Q184Y100015

• Sheppard Pratt Health System:

– Wayne Hickman, Ed.D. Whickman@mds3online.org

– Christina Jordan, M.Ed. Cjordan@mds3online.org

– Rebecca Piermattei, M.S. Rpiermattei@mds3online.org

• Maryland State Department of Education

• Johns Hopkins University