Sheri Luecking , ISTAC Sheri.luecking@istac

1. Breakout Session: 10 - Administrators Lead Changing Roles of Clinicians Date:10/16/2014Time: 1:30-3:00 pm Sheri Luecking, ISTAC Sheri.luecking@istac.net

2. ٭ Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www. Pbis.org/schoolwide.htm Supporting Student Behavior

3. Positive Behavior Interventions & Supports:A Multi-Tiered System of Support Model (MTSS) Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in Check-out (CICO) Intervention Assessment Social/Academic InstructionalGroups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning(FBA/BIP) Individual Student Information System (ISIS) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Family Focus SIMEO Tools: HSC-T, SD-T, EI-T Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004

4. To meet this challenge, school social workers will need to:School Social Work Association of America/NASW Position Paper • 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. To meet this challenge, school psychologists will need to be:National Association of School Psychologists • Open to changing how students are identified for intervention; how interventions are selected, designed, and implemented; how student performance is measured and evaluated; how evaluations are conducted; and how decisions are made. • Open to improving skills (as needed) in evidence-based intervention strategies, progress monitoring methods, designing problem-solving models, evaluating instructional and program outcomes, and conducting ecological assessment procedures. • Willing to adapt a more individualized approach to serving students while also adapting a more systemic approach to serving schools. • Willing and able to communicate their worth to administrators and policymakers—to “sell” new roles consistent with the provisions of IDEA 2004.

6. School counselors, as individuals and as a profession, can take forward steps to: 1. Align their beliefs and attitudes with their behaviors by assessing their readiness to make change, not talk about change. Instruments that offer baseline analyses of the components of comprehensive school counseling and the skills essential to changing practice are available. 2. Use the provisions of No Child Left Behind (2001) as a means to demand an entitlement to professional development. 3. Act as leaders, social justice advocates, data informed practitioners, collaborators and team players, and managers of resources at all times with all students. 4. Align school counseling program goals and objectives with the building and district school improvement plan. Data informed practice drives the school counseling bottom line. 5. Build the comprehensive program around critical data elements. Strategic interventions focused on school report card data demonstrate the effectiveness of school counseling. 6. Partner with local institutions of higher education to prepare the next generation of practitioners by sharing best practices in both the schoolhouse and on the campus. 7. Commit to a campaign to educate stakeholders as to the contributions of a data informed, evidence based school counseling program committed to closing both the opportunity and achievement gaps

7. Are you willing to think differently?

8. Where do school-based clinicians fit in? • School-wide Needs Assessment • Look at school-wide data to determine student needs • Intervention Development • Develop Interventions • Intervention Fidelity Check • Individual Student Needs • Identifying Student Needs • Progress Monitor • Layering Support

9. Tier 1 con·sult

10. Tier 2 co·or·di·nate

11. Tier 3 fa·cil·i·tate

12. The Role of the School-based Clinician at all three Tiers • Coaching/Facilitation • Coaching/Coordination • Coaching/Consultation

13. The school-based clinician can be seen as a LIAISON between domains

14. Areas of involvement can be broken down by Tier (level of need) and Domain (home, school, community) There is a place for the school-based clinician to be involved in supporting youth and families at ALL 3 Tiers Home School Community

15. SAMPLES of school-based clinician job roles at each Tier under the “home” domain • Facilitate WRAP/RENEW plans and Family Check-ups • Sit on WRAP/RENEW teams as a team member • Lead parent “SAIG” groups (i.e. setting up helpful routines at home, homework strategies, etc.) • Host Q&A sessions for parents (i.e. what you need to know about “Tier 2 interventions”) • Help in creating home incentive forms • Help facilitate “behavior change plans” • Create brochures regarding PBIS data, systems, practices • Help distribute materials to families regarding PBIS • Help host parent Networking meetings (N300s) • Update school PBIS website link to include resources for families • Help create and post “home matrix” to website Home

16. SAMPLES of school-based clinician job roles at each Tier under the “School” domain • Facilitate WRAP/RENEW/Family Check-ups • Enter/Analyze data for Tier 3 interventions • Train facilitators on ISIS • Track Tier 3 intervention data • Provide TA to WRAP/RENEW facilitators • Train WRAP facilitators from other buildings in the district • Create curriculum for SAIGs • Train facilitators for Tier 2 interventions • Provide “check-ins” for facilitators (i.e. mentors or CICO facilitators throughout the year • Train staff during team/grade level meetings • Lead FBA/BIP processes • Provide PBIS staff trainings and presentations during staff meetings • Sit on PBIS District Leadership Team- communicate messages from buildings to district administration • Help in training, facilitation, implementation of Universal Screening School

17. SAMPLES of school-based clinician job roles at each Tier under the “Community” domain • Facilitate WRAP/RENEW/Family Check-ups • Data- Tier 3 interventions • Train community WRAP/RENEW facilitators • Train community members who sit on WRAP/RENEW teams • Train partner sites in Tier 2 interventions • Assign community mentors to youth • Train mental health partners to lead SAIGs • Assess community resources and create community Resource Binder • Assist in creating and delivering Board Presentations with PBIS information Community

18. A Shift in Practice Clinician TIMEspent with Students in system supported by PBIS Clinician TIMEspent with Students in “current” system

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

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

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

22. TRANSITION PERIOD INDIVIDUAL/DIRECT MINUTES WITH STUDENTS UH- OH!! • More Work • Increased Accountability TIME SPENT IN ROLES SUCH AS INTERVENTION COORDINATOR, FACILITATOR, COACH, ETC.

23. Where does your role fall? • Break into groups of 4-5 • Introduce yourselves (name, school, age level served) • Briefly describe your role • Describe your administrators level of support/understanding of what your do • Popcorn out ideas of your discussion with large group

24. Social Worker, 2014 and beyond Possible Daily Job Responsibilities: -Tier 3 Meetings (weekly) --Tier 2 Meetings (weekly) -Problem-Solving Team Meetings (weekly) -Train Facilitators in the Development of FBA and BIP -Train Facilitators/Help Support Facilitators for SAIGs (weekly) -Lead Trainings for Classroom Teachers (social and emotional strategies) -PBIS Interventions Facilitator -Individual and Group Counseling -Crisis Intervention Work -Social Developmental Evaluations/Assessments -Social Work Team Leader for the District -PBIS Committee member for District – Presenter of data and status of PBIS to board

25. (Potentially)Difficult Conversations… • SWs in the district • Staff • Administration • Director(s) of Special Education • Superintendent • Board of Education • Parents Know your sandbox

26. Bringing your administrator on board… • Have conversations about what needs to change with building administrator and district leaders • Be armed with what you currently do, (time study, data on # of students seen, outcomes from IEP’s, other ways to track student progress • Be prepared to propose a plan for how you might do things different • Be transparent • Share at your table your ideas for system change

27. Sandburg Elementary: Springfield • https://www.youtube.com/watch?v=Fgg96WP3IHo&feature=youtu.be • 22 min

28. Educate Staff • Build capacity across the building • Shared understanding of what the SW is doing • How other staff can support the work at Tier 1 • Be aware of misconceptions • Know what the SW is doing and communicate that relentlessly • Use data to drive decisions on how to use SW time/expertise • Think about SW as you would a reading teacher

29. Supporting the Social Worker • Set up the environment that allow SW to use his/her expertise • Routinely check in to share information • Help build transparency with the staff • Extend a healthy philosophy toward PD for the building SW

30. Principal leads the process The SW duties should be lead by the Mental Health needs of the students not the flexibility of the schedule. “SW is not the principal’s pawn.”

31. Technology • Grade level collaboration logs that SW has access to • Regularly creating agendas and looking at data • Documenting SW professional development and Tier 3 tasks on google calendar • Food pantry • Doctor appointments for students/families • Transporting families

32. Social Worker and Principal Relationship • Total is greater than the sum of it’s parts • Work as a team to support students and staff • High level of professional respect between the two • Scheduled check in times

33. Road Blocks • Shared big picture of role of SW in 3 Tiers system of support • Budget • Building and flying the plane at the same time

34. Step by Step • Have a conversation with clinicians • Determine all the things they do • Share the consult, coordinate, facilitate slides • Determine what you want the role to look like • Map out a plan, backward design • Educate all staff in the building of the changes • Begin implementation of new plan • Check data and temperature of all stakeholders • Tweak plan

35. Group Response: • What are your thoughts about bridging the “old” and “new” systems? • Are there any steps that your school (district, agency, etc.) is already taking to start to do this? • Does this feel possible? Overwhelming? Good/bad? • Do you think it will free up more time in the long run?

36. Questions? Comments?