Session E10 The Changing Role of School-based Clinicians

1. Session E10The Changing Role of School-based Clinicians Sheri Luecking, Illinois PBIS Network Michele Capio, Behavior Interventionist Oak Park School District

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 from 2006 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 http://www.nasponline.org/advocacy/RTIrole_NASP.pdf • 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:http://counselingoutfitters.com/vistas/ACAPCD/ACAPCD-05.pdf 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. The Role of the School-based Clinician at all three Tiers Coaching/Facilitation Coaching/Coordination Coaching/Consultation

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

11. 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

12. 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

13. 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

14. 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

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

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

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

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

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

20. Reality of Implementation • Evidence-based practice/curriculum • Where do we fit? • Supervision and accountability • Relationships, self-awareness, and value base • Understanding and using data

21. Evidence-based practice/curriculum

22. Considerations • Common curriculum across the district/with training on implementation prior to handing curriculum out • Structured sharing • Committee to write Lesson Plans for different skills groups for all • Differentiate between levels

23. Where do I fit? • Common Core • RTI • PBIS Special Education • Crisis Response • Individual Minutes

24. Supervision and Accountability • Peer Modeling/Networking • Lead Role for different strengths • Coaching • Rubric for standards of each role • Building level data report out • Increased communication (non-punitive)

25. Relationships, self-awareness, and value base • Working only with “workable” teachers and families • Indirectly or directly supporting the “us” (school) vs. “them” (home) mentality • Not willing to try new interventions/methods of treatment • Lack of advocacy for marginalized students, families and teachers

26. Considerations • Code of Ethics/professional standards • Social Justice • Taking the lead on poverty, trauma, diversity, etc. in all staff settings • Self-awareness of language and how we promote positive talk about kids, families, and teachers to create space for growth

27. Understanding and using data • Beyond data collection • Progress-monitoring • Entrance, monitoring and Exit Criteria

28. Moving Forward… • 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