Lucille Eber, IL PBIS Network, lewrapil@aol Leanne Hawken, University of Utah, leanne.hawken@utah

1. Sustaining and Scaling the Implementation of PBIS: Systems Applications CEC Boston April, 2008 Sustaining and Scaling the Implementation of PBIS: Secondary Tier and Tertiary Tier Interventions and Systems Lucille Eber, IL PBIS Network, lewrapil@aol.com Leanne Hawken, University of Utah, leanne.hawken@utah.edu

2. Tertiary Interventions • Individual Students • Assessment-based • High Intensity • Tertiary Interventions • Individual Students • Assessment-based • Intense, durable procedures • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small Group Interventions • Some Individualizing • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small Group Interventions • Some Individualizing • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive School-Wide Systems for Student SuccessA Response to Intervention Model Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

3. Why Does RTI Need to be Applied to Social/Emotional Components? • Over use of restrictive settings (Sp. Ed. as well as non-Sp.Ed) • Disproportional representation of specific population subgroups • Failure to intervene early with adequate dosage and fidelity increases “cost” • Lack of structures for fidelity implementation

4. Challenges with Social/Emotional Components of RTI • Behavior is not always viewed as sets of skills that need instruction • Transference & generalization structures • History of failed implementation • Lack of effective Universal systems • High rate of Universal responses applied to students who really need access to all 3-tiers • Specialized interventions implemented poorly if at all; too low dosage, intensity

5. The Secondary/Tertiary Tier: • Is positive behavior support being applied in needed dosage for ALL students? • How do we move from “expert driven”, one-student at a time, reactive approaches to building capacity within schools to support the behavior of ALL students? • How do we develop/impact the systems needed for tertiary implementation?

8. Positive Behavior Interventions & SupportsA Response to Intervention (RtI) Model Universal School-Wide Assessment School-Wide Prevention Systems Secondary Tertiary Small group interventions (CICO, SSI, etc) SWIS & other School-wide data Intervention Assessment Group interventions with individualized focus (CnC, etc) BEP & group Intervention data Simple individual interventions (Simple FBA/BIP, schedule/curriculum changes, etc) Functional assessment tools/ Observations/scatter plots etc. Multiple-domain FBA/BIP Wraparound Revised March 2008 IL-PBIS Adapted from T. Scott, 2004 SIMEO tools: HSC-T, RD-T

9. Continuum of Support for Secondary-Tertiary Level Systems • Group interventions (BEP, social or academic skills groups, tutor/homework clubs, etc) • Group Intervention with aunique feature for an individual student, (BEP individualized into a Check & Connect; mentoring/tutoring, etc.) • Simple Individualized Function Based Behavior Support Plan for a student focused on one specific behavior (simple FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc) • Complex Function-based Behavior Support Plan across settings (i.e.: FBA/BIP home and school and/or community) • Wraparound: More complex and comprehensive plan that address multiple life domain issues across home, school and community (i.e. basic needs, MH treatment, as well as behavior/academic interventions) multiple behaviors 3.8.08

10. Examples of Ineffective Secondary/Tertiary Systems/Practices • Referrals to Sp.Ed. seen as the “intervention” • FBA seen as required “paperwork” vs. a needed part of designing an intervention • Interventions the system is familiar with vs. ones likely to produce an effect (ex: student sent for insight based counseling at point of misbehavior)

11. Challenges with regard to students with Emotional Behavioral Challenges: • Low fidelity or low dosage of of interventions • Lack of data-based decision making • Fragmentation of efforts on behalf of youth • Lack of effective behavior practices in school environment • School environments that are “toxic” for youth with MH challenges • Need to find “internalizers” sooner (SSBD)

12. District-wide Secondary/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 (CICO/BIP/Wrap, etc) • Secondary/Tertiary Coaching Capacity • Wraparound Facilitators IL PBIS Network

13. System Data to Consider • LRE • Building and District Level • By disability group • Other “places” kids are “parked” • Alternative settings • Rooms w/in the building kids are sent • Sub-aggregate groups • Sp. Ed. • Ethnicity IL PBIS Network

14. Ongoing Self–Assessment pf Secondary/Tertiary Implementation Building Level: • IL Phases of Implementation (PoI) Tool • IL Secondary/Tertiary Intervention Tracking Tool • Sp. Ed Referral Data • Suspensions/Expulsions/Placements (ongoing) • Aggregate Individual Student Data (IL SIMEO data) • LRE Data trends • Subgroup data (academic, discipline, Sp. Ed. Referral, LRE, etc) District Level: • Referral to Sp.Ed. Data • LRE Data (aggregate and by building) • IL Out-of-Home-School-Tracking Tool (multiple sorts) • Aggregate SIMEO data • Aggregate PoI Data IL PBIS Network

15. Individual Interventions Rated “Very High” & “High” in Fully & Partially Implementing PBIS Schools 2006-07 Illinois PBIS Schools

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

17. Phases of Implementation IL Tertiary DemosCohort 1 Change over Time (n=19)

18. Phases of Implementation IL Tertiary DemosCohort 2 Change over Time (n=18)

19. Secondary Level Interventions Also Known As: Targeted Interventions Tier 2 Selected Intervention

20. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

21. Critical Features of BEP • Intervention is continuously available • Rapid access to intervention (less than a week) • Implemented similarly across students • Very low effort by teachers • Consistent with school-wide expectations • Flexible intervention based on assessment • Functional Assessment • Continuous monitoring • Data used for decision-making

22. Screening Students for Secondary Level Interventions • Teacher referral/nomination • Internalizing & Externalizing • Systematic Screening for Behavior Disorders (SSBD; Walker et al • Office Discipline Referrals • Absences • Tardies • In school detentions/ interclass time-outs (Think Time)

23. Examples of Secondary Level Interventions Newcomers Club Social Skills Instruction Mentoring Academic Support Successful Recess Behavior Education Program 23

24. Newcomers Club (Newcomer 2004) Highly transient school population 450 students; turnover brings in 260 new students during the course of the year. Solution: EBS team developed Newcomers Club welcome and support new students teach school wide expectations Leanne S. Hawken, 2007

25. Social Skills Instruction (Newcomer 2004) Critical Components Student selection Curriculum (assessment-based targets) Training social skills instructor Group Management Effective Instructional Model Planning for generalization Evaluation Leanne S. Hawken, 2007 25

26. Mentoring(Newcomer 2004) Identify Students Data decision rule Teacher recommendation Function-based Identify Mentors Teachers Administrators Counselors Secretaries Cooks Custodians Volunteers Older students (i.e., seniors mentor freshman) 26

27. Academic Support Options: • Cross-Grade Tutoring • Community Volunteers • After school or before school tutoring/study skills program • Extra support provided in school library during recess

28. Successful Recess For students who have problems during recess but not in the classroom Identified by ODR’s received from playground Paraprofessional provides training/skill instruction on behavioral deficits Problem-solving forms 28

29. Behavior Education Program • Also known as: • Check in, Check-out or CICO • Check, Connect & Expect • For students who have mild problem behavior, across the day. • Inappropriate for students whose problem behavior occurs solely in unstructured settings (e.g., hallway, bus area, lunchroom)

30. Student Recommended for BEP BEP Implemented BEP Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly Meeting to Assess Student Progress Afternoon Check-out Revise Program Graduate Program

31. Daily Progress Report

32. Leanne S. Hawken, 2007 32

33. Leanne S. Hawken, 2007 33

34. KENNEDY CARD

36. BEP Check-in/Check-Out Record Date:__________________ BEP Coordinator:_________________ Check-In Check-Out

37. Tracking Student BEP Progress(number = % of total daily points)

38. Daily Data Used for Decision Making

39. Daily Data Used for Decision Making

40. Resources for Secondary Level Interventions • Hawken, L. & Adolphson, S., MacLeod, K., & Schumann, J. (in press). Secondary Tier Interventions and Supports. In G. Sugai, R H. Horner, G. Dunlap, & W. Sailor (Eds.). Handbook of Positive Behavior Support • Leanne Hawken’s Website • www.ed.utah.edu/~hawken_l/index.htm • Or Google “Leanne Hawken”

41. Challenges at Tertiary Level • Requires complex skills • Data is buried in family/student stories • Capacity to stay “at the table” long enough to effect change • Engage key players, • Establish voice and ownership • Translate stories into data to guide plans IL PBIS Network

42. Tertiary Tier: Systems Systems 1. Team based problem solving • District, Building @ all 3 tiers 2. Data-based decision making system • SWIS data (CICO) • Web-based Individual student data system (IL-SIMEO) 3. Sustainability focus • redefining roles, district-level data review, etc. 4. Systematic Screening • Beyond ODR’s IL PBIS Network

43. Tertiary Tier: Data Data • Data used for engagement and action planning with team • Data tools are strengths/needs based • Multiple perspectives and settings captured in data • Show small increments of change at team meetings IL PBIS Network

44. Tertiary Tier: Practices Practices • Youth having access to all levels of SWPBS • Engagement and team development are critical elements • Facilitation if team/plan is essential skill set • Wrap process creates ownership/context for interventions • FBA/BIP is essential skill set • Assess/monitor progress and fidelity with families IL PBIS Network

45. Individualized Teams at the Tertiary Level • Are unique to the individual child & family • Blend the family’s supports with the school representatives who know the child best • Meeting Process • Meet frequently; use data • Regularly develop & review interventions • Facilitator Role • Role of bringing team together • Role of blending perspectives

46. Effective Behavior Interventions: • Function – based • Proactive • Have adequate dosage of: • Instruction • Practice • Support • Encouragement • Monitoring

47. Interventions…. Ownership & Voice: A Key to Intervention Design The person who is supposed to implement the strategy needs to be actively involved in designing it; or it probably won’t work!

48. Points to Keep in MindWhen Action Planning with a Team… Scientifically sound strategies can fail if they don’t fit with values and skills of those who are supposed to implement them.

49. Functional Assessment Pathway Maintaining Consequence THE FUNCTION “Get something” “Get away from Something” Problem Behavior Setting Event Triggering Event or Antecedent

50. Build a Competing Behavior Pathway Maintaining Consequence Desired Behavior Setting Event Triggering Antecedent Maintaining Consequence Problem Behavior Replacement Behavior