Building Systems at the Tier 3/Tertiary Level

1. Building Systems at the Tier 3/Tertiary Level Sheri Luecking, IL PBIS Network Ami Flammini, IL PBIS Network Sara Teeter, Springfield Public Schools Abbey Wacaser, Springfield Public Schools

2. Perspectives • Federal • State • District • Building • Student and Family

3. Kansas Illinois ProjectTertiary Grant • 4 year federal grant • 6 large districts: Waukegan, Valley View, East Aurora, Springfield, Alton, Rock Island • Required grant components • District leadership team that meets quarterly • ½ time Tertiary Coach • Lots of training… first tier 3, back up to build tier 2 • Build the continuum of interventions

4. Results from K-I project • Wrap facilitators trained with many opportunities for technical assistance • Through Technical Assistance days • Through ongoing coaching • Through ongoing TA provided in district • Through mentoring • And now through our tertiary learning community • Secondary Interventions developed and refined • Students benefit from a continuum of interventions (a NEW triangle) • Wraparound becomes part of the system in a district • The importance of a “system” team

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. ٭ 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

8. practices • 3 tiers of interventions

9. 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

10. Deciding Which Tertiary Level Intervention is Most Appropriate Complex FBA/BIP (T200): Brief FBA/BIP was not successful AND NONE of Wraparound criteria are present Wraparound (T300+): Youth with multiple needs across home, school, community & life domains Youth at-risk for change of placement The adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along well)

11. DATA • Outcome • process

12. Data-Based Decision-Making Student outcome data is used: To identify youth in need of support and to identify appropriate intervention For on-going progress-monitoring of response to intervention To exit or transition youth off of interventions Intervention integrity or process data is used: To monitor the effectiveness of the intervention itself To make decisions regarding the continuum/ menu of interventions/supports

13. Data-Based Decision-Making Intervention integrity or process data is used: To monitor the effectiveness of the intervention itself To make decisions regarding the continuum/menu of interventions/supports This data is monitored by the Secondary Systems Team

14. 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

15. Data Used to Identify Youth in Need of Tertiary Support Universal Data by Student (ODR’s, # of absences, # of ISS or OSS) Universal Screening Data – SSBD, etc. Request by Family Member, Teacher or Student Recommended referral to Tertiary Systems Team from Secondary Problem Solving team after Brief FBA/BIP was not successful

16. SYSTEMS • TEAMING

17. 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

18. Teaming at Tier Three

19. 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

20. 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.

21. Tertiary Systems Team Roles Team Leader: responsible for agenda & overall facilitation Intervention facilitators (Wrap,FBA/BIP) report out on aggregate student data from interventions they facilitate (ex. “10 youth w/ Wrap plans & 6 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

22. Tertiary Systems Planning TeamMeeting Agenda For Complex FBA/BIP and Wraparound: # of youth in interventions (record on TT)? Number of youth responding (record on TT)? * Consider Wrap OR use of WIT for all youth not responding Number of new youth potentially entering intervention? If less than 70% of youth are responding to any of the interventions, the Tertiary Systems Team should review the integrity of the intervention and make adjustments as needed.

24. Springfield Public Schools District #186 • District #186 has been a Tertiary Site for 4 years • District provides ongoing tertiary training and tertiary technical support with the help of the Illinois PBIS network. • Springfield currently has 17 schools that are tertiary sites.

26. A real school systems & data example

27. Graham Elementary & Abbey Population: 312 Poverty level: 89% Ethnicity breakdown: 42% African American, 36% Caucasian, 16% Multi-Racial, 3% Hispanic, 1% Asian, and 1% American Indian Student Support Leader (role): at Graham 3 days a week and provide Lion’s Quest instruction in sixteen classrooms a week (thirty minutes per class); secondary systems facilitator; cico coordinator; wrap facilitator;

28. Graham Elementary Tertiary Systems Team Team membership & Roles Meeting logistics: Meeting Time Location of meeting Frequency of team meetings

29. Graham’s Tertiary Data Decision RulesHow Do they get in? Data-based decision rules for identification: 1) Data source #1: Daily progress reports Rule for Inclusion in Intervention: Averaging less than 80% Time frame: After 12 weeks of simple secondary interventions (6 weeks of CICO plus 6 weeks of another secondary intervention) and 4 weeks of a simple FBA 2) Data source #2: Risk of change of placement Rule for Inclusion in Intervention: ____________________ Time frame: ______________ 3) Data source #3: More than 1 psychiatric hospitalization in school year Rule for Inclusion in Intervention: ____________________ Time frame: ____________________ ** Teacher Request for Assistance enters youth (circle one): Yes No ** Referral from Problem Solving Team enters youth (circle one): Yes No

30. How are they monitored 2. What additional data sources will be used to monitor student progress? a. Additional data source: SIMEO tools (RD-T, EI-T & HSC-T) 4. What is the timeframe for a Wraparound (how long will a student receive support & mtgs. be held before relevant data is reviewed for progress)? The data will be looked at typically at each meeting, however SIMEO data will be entered anywhere from every 30-90 days. Typically it is around 60 days. 5. How often is SIMEO data collected (ex. time 2 at four weeks)? SIMEO data is collected anywhere from every 30-90 days

31. How do they get out? 7. How will you know if students are responding to the support (i.e. what SIMEO items will be the focus for progress monitoring? What defines adequate progress?) Data-based decision rule for defining “response”: _The student will be averaging at least 80% on daily progress report, SIMEO will show areas of need and strengths as well as teacher, parent and child report_________

32. A Real Wrap Around Story

33. WRAPAROUND STARTED SECOND SEMESTER OF HIS 4TH GRADE YEAR BenGraham Elementary

34. The beginning… • Ben started CICO in September of 2009. He was automatically entered into the intervention when he met the building criteria of having two, level two office discipline referrals. • Behaviors of concern included: disobeying directions, talking out, disrupting others learning, off task, hitting other students, arguing with teacher and students, name calling, cursing to peers and adults. • He averaged a 78% after 6 weeks.

35. And then… • a reverse request was given to the teacher where she was asked to identify the next secondary intervention (continued check-in-check-out, social-academic instructional groups, check-in-check-out with individual features or mentoring). • The teacher chose for Ben to receive a mentor. • His mentor was chosen from the community partnership Graham elementary holds with a local church.

36. Moving forward In December, Ben began asking his mother if he could be admitted to the hospital so he “could get better”. He was experiencing anger, thoughts of hurting himself and he was physically aggressive with classmates and peers. He was verbalizing “he couldn’t control himself.” Ben had three prior psychiatric hospitalizations (before coming to graham elementary).

37. And then… • One of our criteria from the guiding questions is for the secondary systems team to consider wrap around for a student who is at risk for change of placement. • The secondary systems met and decided to contact mom re: starting a wrap around. • Ben was at risk for an out of home placement due to behaviors at home (physical aggression with siblings and mom). He was also chosen due to continued office discipline referrals (30 for the year), out of school suspensions (3), and a CICO average of 76%.

38. The initial steps of wrap around… • Abbey knew the parent from her presence in the building when Ben was experiencing difficulty. • The building cico consent letter was sent to mom. • Abbey contacted Ben’s mom, met with her to discuss the wraparound process and collect baseline simeo data. She also gathered data from the classroom teacher (ed tool). The mother understood the process of family voice. • Ben and Mom initially chose the teacher and abbey. They also wanted an aunt who was unable to participate. • Mom was unable to identify other adults for the team due to frequent moves, difficulty in the neighborhood and a lack of involvement in the community. After the first two meetings Ben asked for his mentor to join the child and family team.

39. FAMILY VOICE Ben and Mom initially chose the teacher and abbey. They also wanted an aunt who was unable to participate. Mom was unable to identify other adults for the team due to frequent moves, difficulty in the neighborhood and a lack of involvement in the community. After the first two meetings Ben asked for his mentor to join the child and family team.

40. Challenges Ben and family were facing included… Single parent family; mom working evenings and overnights. No contact with biological father and no consistent male role models. ADHD diagnoses; inconsistent use of prescribed medication. Limited involvement in community & neighborhood Limited social relationships at school & home Stress of moving to different homes.

41. Initial SIMEO Data:

42. Strengths identified in the first meeting Ben’s strengths Ben: Smart, good at math, reading, writing and playing video games Mom: Very organized, He’s creative and enjoys drawing cartoons Teacher: writing and math; Family Strengths: Mom consistently takes Ben to his mental health appointments. (This might include getting the city bus for an hour ride, attending an hour appointment, waiting another 30 minutes for the bus and then riding home and then bringing him to school). Mom is an active participant at the school, follows through with suggestions;

43. MISSION STATEMENT The mission statement was developed by the team, Ben and his mom. Ben wanted the mission statement to be “I will yell less at home so that I can see more smiling from my family”.

44. The BIG NEED(what’s under the surface) The Child & Family Team determined the Big Need using the SIMEO data and people’s perceptions. ~ The need for positive adult and peer relationships at home, the neighborhood and school

45. Initial steps as a result of the first child and family team meeting Continue CICO Continue mentoring Continued MH services Continue communication with Mental Health TO DO FBA to be completed by Abbey Family YMCA (schedule present at LANS for funding)

46. C&F team meeting number 2 January 22 Abbey, Sara, Teacher, Ben Discussed improved behavior at home and school (not in physical fights at school, turning in his work, helping at home) Completed BIP using the FBA (help from the baseline SIMEO data) Planned next meeting-Ben wanted to invite mentor to the next meeting

47. Behavior Pathway completed at 2nd c&f team

48. Behavior Intervention Plan

49. 3rd c&f team meeting (3/5/2010) Reviewed strengths Celebrated that he walked away from two fights at school (he had never done that before) Used data to determine needs Team looked at SIMEO Graphs. Ben led the discussion and interpreted and reported out on the improvements needed. In Ben’s words, he “still had room to improve”. Ben pointed to areas on the SIMEO graphs where he said he still needed to get better. TO DO To address the need based on the SIMEO data (things to do/social activities), Mom was going to bring electric bill so Abbey could continue to work on getting funding for the family YMCA membership pass.

50. Meeting scheduled for 4/23/2010 Upon returning from spring break (spring break is three weeks-this is a year round school) mom was in the school office and reported she was evicted and needed to begin staying with extended family. Abbey and the parent educator are working to obtain transportation. The parent educator (homeless liason) is working with the family to obtain stable housing.