National PBIS Forum October 2012

1. National PBIS ForumOctober 2012 Sheri Luecking, Illinois PBIS Network Robert Stevens, Charleston, SC

2. The Evolution of Social Workers in Illinois • Completing an average of 50-100 SDS’s a year • SSW doing individual counseling all day • SSW addressing perceived crisis • Sitting in IEP meetings • SSW delivering classroom groups in isolation. • Leading Tier 2 and 3 teams • Coordinating Tertiary Interventions (Using Data) • Facilitating FBA/BIP teams • Facilitating Wraparound teams • Coordinating Secondary Interventions (Using Data) • Lead small group interventions • Coordinate Check in Check out and Check and Connect intervention • Organizing Universal Screening for all Students • Continuing Education for all staff • Provide individual skill building that is based on data

3. Response to Intervention: New Roles for School Social Workers • By Kate Usaj, MSSA, LISW; Judith Kullas Shine, MSW, MS, LICSW; and Myrna Mandlawitz, M.Ed., JD • School Social Work Association of America • Early intervention with struggling learners to link them with appropriate resources. • Ongoing progress monitoring. • Comprehensive formal and informal ecological assessments including academic functioning, social/emotional and mental health functioning, adaptive functioning, and family and community interactions. • Development of Positive Behavioral Interventions and Supports (PBIS). • Development and monitoring of Behavioral Intervention Plans (BIP). • Comprehensive family services. • Individual counseling services. • Small group counseling. • Community liaison to ensure adequate and appropriate resources for students and families in need. • Helping students to develop and maintain personal, social and academic competencies. • Consultation to and with educators to ensure understanding and support of struggling learners. • Crisis response for students in critical need (e.g. suicide ideation, self-harm, family crisis, homelessness).

4. To meet this challenge, school social workers will need to: Be willing to re-examine their approaches to change and problem resolution. Take risks in terms of attempting new interventions and strategies. Examine their beliefs about special education and services to students with special needs. Engage in regular and ongoing professional development opportunities. Be more physically available to the classroom. Examine their personal service delivery system and make adaptations to better serve students. Determine more efficient ways to provide services to more students. Become more expert in data collection.

5. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

6. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~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

7. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out Intervention Assessment Social/Academic Instructional Groups Daily Progress Report (DPR)(Behavior and Academic Goals) Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised May 2009 Adapted from T. Scott, 2004

8. 3-Tiered of System Support Necessary Conversations (Teams) Universal Team Secondary Systems Team Problem Solving Team Tertiary Systems Team Plans SW & Class-wide supports Process data, overall intervention effectiveness Standing team, uses FBA/BIP process for 1 youth at a time Process data, overall intervention effectiveness Universal Support CICO Brief FBA/BIP SAIG Complex FBA/BIP WRAP Mentoring Brief FBA/BIP

11. Other Things to Consider… • School social workers (SSW) struggle with the use of data, pre and post intervention • Interventions continue to be implemented year after year whether or not success is noted • SSW and school staff default to individual counseling for many students • SSW training programs traditionally have not taught the use of data • Due to lack of resources, SSW have been encouraged to do therapy rather than skill building with students

12. Reviewing and Changing Job Descriptions (the old way) • Completes SDS for Case Study Evaluation • Integrates Assessment information to provide a multi-faceted overview of students functional ability • Participates in Child Study Team • Conducts classroom observations • Assists parents and educational personnel in reaching a realistic understanding of student’s ability and needs • Provides preventative and therapeutic services to children, parents, and/or families

13. Job Description (the old way, cont.) • Provides services on IEP • Maintains channels of communication with principals and teachers • Provides assistance in crisis situations • Maintains communication with students, parents, educational personnel, and community • Provides and participates in in-service • Conducts seminars for parents • Other duties as assigned.

14. Newly Designed Job Description • Participate in building based activities that support the School Improvement Plan • Participate in Secondary and Tertiary intervention planning meetings • Participate in development and implementation of strategies and activities related to PBIS • Use data to determine effectiveness of research based intervention (pre and post) • Use the three tiered approach to intervention planning to enter, progress monitor, and exit youth from interventions (based on data) • Providing coaching and professional development for staff

15. Job Description (New, cont.) • Provide conflict resolution training, drug and alcohol education, and social skills training based on secondary or tertiary team • Provide direct services to children in crisis • Provide school social work services to children as determined in the IEP process based on a continuum of preventative interventions • Develop and maintain working relationships with students, parents, educational personnel, and community • Participate in the development of Tertiary interventions in the form of FBA/BIP or wraparound teams

16. Tier 1 con·sult

17. Tier 2 co·or·di·nate

18. Tier 3 fa·cil·i·tate

19. BEFORE TIME SPENT IN ROLES SUCH AS COORDINATOR, FACILITATOR, COACH, ETC. INDIVIDUAL/DIRECT MINUTES WITH STUDENTS

20. TRANSITION PERIOD TIME SPENT IN ROLES SUCH AS COORDINATOR, FACILITATOR, COACH, ETC. INDIVIDUAL/DIRECT MINUTES WITH STUDENTS

21. AFTER TIME SPENT IN ROLES SUCH AS COORDINATOR, FACILITATOR, COACH, ETC. INDIVIDUAL/DIRECT MINUTES WITH STUDENTS

22. Common Trends • Moving from reactive to preventative • Time efficient and least restrictive • Moving from Tier 1 to leading Tier 2/3 • Facilitating Tier 3 Interventions • Serving students needs vs. “labeled” populations • Systems approach • Intervention vs. Referral to Professional

23. Charleston County, SC • 45,000 students in 78 schools. • Over 100 miles from the most distant schools • Rural, inner city, and suburban schools • Student Population: 46% African American; 46% Caucasian; 3% Mixed; Asian 2%; 1% Native Amer.; 1% other • 14% Identify themselves as Latin or Hispanic • 60% receive free or reduced meals • 9.5% have IEP’s • 6% not English proficient • Historically in CCSD schools; nurses, guidance counselors, a few contracted mental health counselors, para-professional behavior support staff; school psychologists not school based.

24. The Evolution of Social Workers in Charleston, SC • Social Workers not in CCSD Schools • Very limited (2 District-wide) number of social workers in the district office working in the Office of Exceptional Children supporting identified students

25. From 0 to 60 in one year8 school-based Social Workers are assigned in 2011-12 • Federal Counseling Grant • Charleston Promise Neighborhood • Medical University of South Carolina • Social workers assigned to poor inner city schools

26. ISF with Social Workers • SSW is a new role in CCSD schools • Integrating with current systems, creating new systems • Existing Teams – School Leadership • PBIS • TEAM Two • CORE (Tier 3) • External Partners

27. Use Data to Drive Activities • Data that will lead to intervention before referral • At-Risk Alert System • SWIS • Social Emotional Measures

28. Intervention Vs. Referral • ARAS (pronounced “air-us”) is the At-Risk Alert System: a data tool developed by Charleston County School District as part of a federal Safe Schools/Healthy Students grant. • Helps identify students potentially at-risk by using existing academic & behavior data. • Transforms data into reports to support effective decision making. • Provides composite views of magnitudes of risk factors existing for students and schools. • Supports a variety of student support models.

29. Risk Indicators • ARAS uses student academic and behavior data currently available in PowerSchool and other district data bases as indicators to assess potential risk. • For each of eight indicators, students are assigned to one of three levels: • Level 1 (Motivated/Low Risk) • Level 2 (Vulnerable/Moderate Risk) • Level 3 (Critical; High Risk)

34. Use Data to Monitor Practices

35. What Services are Delivered

36. Initially Focus on Tier One

37. PBIS Problem Solving Logic used by CCSD for School-based Social Workers • Establish Ground Rules • Start with Data • Match Practices to Data • Align Resources to Implement Practices Lewis, PBIS Missouri

38. Common TrendsFrom Illinois PBIS Network adopted in Charleston, SC • Moving from reactive to preventative • Time efficient and least restrictive • Moving from Tier 1 to leading Tier 2/3 • Facilitating Tier 3 Interventions • Serving students needs vs. “labeled” populations • Systems approach • Intervention vs. Referral to Professional

39. What will it take? • To build the collaboration across school employed and community employed partners • Knowledge gaps • Skill gaps • Relationship gaps • To help school leaders build and sustain collaborative programs

40. Contact Information Sheri Luecking, Illinois PBIS Network Sheri.luecking@pbisillinois.org Bob Stevens, Ph.D. Charleston, SC Robert_Stevens@charleston.k12.sc.us