District and School Systems Planning for Tier 2 and Tier 3

1. District and School Systems Planning for Tier 2 and Tier 3 National PBIS Leadership Forum October 14,2010 2:15-3:30 Session C6 Lucille Eber, IL PBIS Network www.pbisillinois.org

2. The Kansas-Illinois SW-PBS Tertiary Demonstration Center: A Response to Intervention (RtI) Continuum of Support Model Lucille Eber, Illinois PBISNetwork Wayne Sailor, University of Kansas

3. IL Tier 2/3 Team • Kimberli Breen • Michele Capio-Collins • Ami Flammini • Sheri Luecking • Diane McDonald • Kelly Hyde • Jen Rose

4. Commitments for Success* Examples of District/Building Tier 2/3 Commitments : • Tier 2/3 Coaching FTE • Position Personnel to Facilitate Tertiary Intervention Teams for 3-5% of Students • Comprehensive Training and “Practice” • Data-based decision-making is part of all practices • Tertiary District Leadership Team • Review Special Education and Disproportionality Data • Review District Policies *See IL PBIS Network Commitment for Success Agreement

5. District-wide Tertiary Implementation Process • District meeting quarterly • District outcomes • Capacity/sustainability • Other schools/staff • Building meeting monthly • Check on all levels • Cross-planning with all levels • Effectiveness of practices (FBA/Wrap) • Tertiary Coaching Capacity • Facilitators for complex FBA/BIP and wraparound teams

6. Tertiary Level System Components(Installation Stage) • District Planning Team to address the system challenges and address the data trends to be changed. • Building level tertiary systems planning team to monitor progress of tertiary plans and address challenges at building level. • Tertiary Coaching (District level). • Facilitators identified and “positioned” to facilitate Tier 3 teams and plans for 1-5% of students. • Comprehensive training and technical assistance plan. • Data system/tools to be integrated into tertiary practices.

7. 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

8. 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

9. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

10. Teaming at Tier 2 Secondary Systems Planning ‘conversation’ Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief FBA/BIP supports Review data in aggregate to make decisions on improvements to the interventions themselves Students are NOT discussed Problem Solving Team (‘conversation’) Develops plans for one student at a time Every school has this type of meeting Teachers and family are typically invited

11. Secondary Systems Planning TeamMeeting Agenda Number of youth in CICO (record on TT)? Number of youth responding (record on TT)? * Send Reverse Request for Assistance to teachers of all youth not responding Number of new youth potentially entering intervention (share # of RFAs, Universal Screening info and/or youth who met the data-based decision-rule cut offs for Secondary support)? Repeat for S/AIG, Mentoring & Brief FBA/BIP If less than 70% of youth are responding to any of the interventions, the Secondary Systems team should review the integrity of the intervention and make adjustments as needed.

12. Secondary Systems Team Roles Team Leader: responsible for agenda & overall facilitation Intervention Coordinators (CICO, S/AIG etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”) Action Plan Recorder: a.k.a. note taker Time Keeper: help team to set time limits and stay within allotted time for each agenda item

13. Data-Based Decision-Making Student outcome data is used : a) To identify youth in need of support and to identify appropriate intervention b) For on-going progress-monitoring of response to intervention c) To transition youth out of interventions at the appropriate time

14. Data Used to Identify Youth in Need of CICO Student outcome data: Office Discipline Referrals Suspensions Attendance Tardies Universal Screeners (SSBD, BESS etc.) Requests for Assistance made by teachers, family members and/or students

15. Tertiary Demo School Reduces ODRs & Increases Simple Secondary Interventions IL Tertiary Demo *CICO = Check in, Check Out

16. Data Used to Progress-Monitor CICO DPR (Daily Progress Report) points earned each day (data entered into Excel or SWIS) Office Discipline Referrals Suspensions Attendance Tardies Follow-up questionnaire for teachers, family member, or student who made referral

17. Daily Data Used for Decision Making

18. Daily Data Used for Decision Making

19. Development of Data based decision rules Everyone needs to know how students are eligible for the intervention. Everyone needs to know how progress is monitored. Everyone needs to know how students exit the intervention.

20. Data Used to Identify Youth Ready for Exiting/Transitioning out of Support DPR (Daily Progress Report) points earned each day (data entered into Excel or SWIS) Office Discipline Referrals Suspensions Attendance Tardies Follow-up questionnaire for teachers, family member, or student who made referral

21. Recommended Time-frames for Data Review CICO, S/AIG, mentoring & Brief FBA/BIP: Student outcome data (student effectiveness): Intervention facilitator to review individual student data at least every 2 weeks Process data (Intervention effectiveness): Student aggregate data should be reviewed at least once a month by Secondary Systems Team

22. Teaming at Tier 3 Tertiary Systems Planning ‘conversation’ Monitors effectiveness of Complex FBA/BIP & Wraparound supports Review data in aggregate to make decisions on improvements to the interventions themselves Students are NOT discussed Individual Student Teams FBA/BIP Team per student Wraparound Team per student

23. Tertiary System Planning Team • Supported by Tertiary Coach • Review/assess effectiveness of interventions themselves • Work on improving/creating intervention systems, data, practices • Support Complex FBA/BIP & Wraparound facilitators

24. Student-Specific Teams • Wraparound Team: • Family of child and all relevant stakeholders invited by family. Wrap facilitators are trained to effectively engage families so that they will see that these teams are created by and for the family, and therefore will want to have a team and actively participate. School staff involved are informed that their presence is uniquely important for this youth and invited to participate. • Individual Youth FBA/BIP Team: • Like the wraparound team, this team is uniquely created for each individual child in need of comprehensive planning and the families are critical members of the team. All relevant individuals/staff are invited.

25. Team Development Initiating Tier 3 FBA/BIP Process • Prepare for team meetings through individual conversations with core team members (critical first step) • The first contact/s with the family should feel different than being invited to a standing/generic meeting (ex. IEP mtg.) • Gather information on youth strengths & preferences (this will be valuable information for action planning)

26. Team Development (cont.) Tier 3 FBA/BIP Facilitator: • Meets with family & stakeholders • Gathers perspectives on strengths & needs • Assesses safety • Initiates creation of crisis/safety plan if safety is compromised • Explains the Tier 3 FBA/BIP process • Assists in identifying team members, invites members & facilitates mtg. • Summarizes interview information & data review (FBA) into Competing Behavior Pathway and shares with team

27. Identifying Who Needs a FBA/BIP Kids are referred to an individual problem solving team by the Secondary Systems Team typically when lower-level, Simple Secondary, interventions do not result in adequate progress. Any student not responding adequately to CICO, S/AIG and/or Mentoring etc. (CnC etc.). Request for Assistance made: Data identifies student as in need (# of ODRs, suspensions, absences, etc..). Exception to the system: Adult perceives youth as in urgent need (lower-level support not seen as adequate)

28. Brief Generic Individual Problem solving Team Meeting time/day usually already determined Plan developed quickly/easily Complex Individualized Youth FBA/BIP Team Meeting time/day decided by individualized team Interventions are highly individualized Brief vs. Complex FBA/BIP

29. Brief SWIS data, Daily Progress Report (DPR) points, Functional Assessment interviews Effectiveness of system monitored by Secondary Systems Planning Team Data reviewed at least every other week Complex SWIS data, Daily Progress Report (DPR) points, Functional Assessment interviews, SIMEO Data, direct observation data, additional tools as needed Effectiveness of system monitored by Tertiary Systems Planning Team Data reviewed at least weekly Brief vs. Complex FBA/BIP

30. Additional Data Tools Used for Complex FBA/BIP • SIMEO • Educational Information Tool • Student Disposition Tool • Problem-Behavior Questionnaire • Forced-Choice Reinforcement Menu • Complex FBA Family-Directed Interview • Direct observation • Setting-specific data (scatter plot, ABC chart)

31. Tier 3Behavior Intervention Planning • All areas must be addressed: • Setting Events • Triggering Antecedents • Behavior or skills • Consequences • All individuals must be involved: • Family • Non-teaching staff/bus drivers etc. • Teachers/administrators

32. Moving from Brief FBA/BIP to Complex FBA/BIP • Team developing plan became more individualized • Additional data tool used—Educational Information Tool (SIMEO) • BIP strategies applied in multiple settings (at school)

33. Bobby: 4th Grade Student in PBIS Tier IIIThe Wraparound Decision Points… Strengths: Smart, good at math, reading, writing and playing video games Mother’s School Involvement, Established Relationship with Mentor Risk Factors and Challenges: Three Previous Psychiatric Hospitalizations Physical Aggressions at home Office Discipline Referrals (30) Suspensions-(3) ADHD Diagnosis with inconsistent use of medication Unsuccessful stabilization with CICO and Mentor Student Requested a Psychiatric Hospitalization

34. Bobby: 4th Grade Student in Tier III SchoolThe First Team Meeting… Family and Student Voice on Team Composition Initial steps as a result of the first Wrap team meeting: -Continued cico -Continued mentoring -Continued MH services -Continue communication with Mental Health FBA to be completed by Facilitator Family YMCA (schedule present at LANS for funding)

35. Bobby: 4th Grade Student in Tier III SchoolThe Third Team Meeting… Reviewed strengths ~ Celebrating that he walked away from two fights at school (he had never done that before) Team looked at SIMEO Graphs and Bobby led the discussion and interpreted the improvements for the group Needs in Bobby’s words were that he “still had room to improve”. Bobby pointed to areas on the SIMEO graphs on which he still needed to work

37. Educational-Information Tool

38. Example of Stages of implication • Applied to Tier 3 Development…

39. 2 – 4 Years Stages of Implementation Implementation occurs in stages: • Exploration • Installation • Initial Implementation • Full Implementation • Innovation • Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

40. Initial Implementation Stage: • District Leadership Team meets at least quarterly • District Tertiary Coach .5 fte (partially funded) • 3 or more buildings with at least monthly Secondary Systems & Tertiary Systems Team mtgs. • 3 or more buildings with 1-3 kids with 2 or more data points

41. Full Implementation Stage: • District Leadership Team mtg. with a Tertiary focus at least quarterly • District Tertiary Coach 1 fte (partially funded) • 6 or more buildings with at least monthly Secondary Systems, Tertiary Systems & Problem Solving Team mtgs. • 6 or more buildings with 3 or more kids with 2 or more data points

42. Innovation Stage: • District Leadership Team mtg. w. a Tertiary focus at least quarterly w. community & family representation • District Tertiary Coach 1 fte (fully funded) • 9 or more buildings with at least monthly Secondary Systems, Tertiary Systems & Problem Solving Team mtgs. • 9 or more buildings with 1-3 % of kids with 2 or more data points • Modified district policies/procedures • Specific strategies for blending related initiatives

43. Sustainability Stage: • Representative District Leadership Team mtg. with integrated Tertiary focus regularly • District Tertiary Coach/es 1 fte or more (fully funded) • 80% of buildings with at least monthly Secondary Systems, Tertiary Systems & Problem Solving Team mtgs. • 80% of buildings with 1-3 % of kids with 2 or more data points • Modified district policies/procedures • Specific strategies for blending related initiatives

44. Federal demonstration sites show improvement at all tiers, with marked growth in secondary and tertiary systems 216% 34%

45. ISSET results show consistent, three-year improvement in systems implementation Federal Demonstration Sites FY08-FY10 % ISSET Implementation 35% 229% 78% 55%

46. Illinois PBIS Network Universal Screening Results: Externalizers SY 2007-10 (N=18) (N=30) (N=42)

47. Illinois PBIS Network Universal Screening Results: Internalizers SY 2007-10 (N=42) (N=18) (N=30)

48. State Performance Plan (SPP)Indicators for Special Education

49. State Performance Plan (SPP)Indicators for Special Education

50. State Performance Plan (SPP)Indicators for Special Education