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Tier 3/Tertiary Series Training HS T300fi-T301fi

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  1. . Tier 3/Tertiary Series Training HST300fi-T301fi Tertiary Level Support and Data-based Decision-making through Wraparound A 2-Day Training for High Schools Implementing School-Wide PBIS

  2. Training Behavioral Expectations

  3. Content Knowledge Human Development and Learning Diversity Planning for Instruction Learning Environment Instructional Delivery Communication Assessment Collaborative Relationships Reflection and Professional Growth Professional Conduct PBIS Supports the Illinois Professional Teaching Standards http://www.isbe.net/profprep/PDFs/ipts.pdf

  4. Agenda DAY ONE 8:30-10:15am Introductions/Success with FBA/BIP PBIS as a Context for Wraparound in Schools Overview and Key Features of Wraparound 10:15-10:30 BREAK 10:30-11:15 Intro to RENEW 4 Phases of Wrap-Around 11:15-12:00 Lunch 12:00- 12:30 RENEW: Phase 1: IDENTIFICATION and ENGAGEMENT Data Collection Tools 12:30-1:45 RENEW PHASE 2: Person-Centered Planning MAPPING- History, Preferences, People 1:45- 2:00 BREAK 2:00-3:20 Roles of Facilitator & Team Members 3:20-3:30 Questions, Readings, and Adjourn

  5. Objectives Day One • Understand how the RENEW intervention related to Wraparound • Understand how to identify and engage youth in RENEW • Understand and begin to facilitate the personal futures graphic facilitation process

  6. Introductions and Acknowledgments • Introduce your team • What have been your successes with Functional Behavior Assessment, Behavior Intervention Planning Data, Systems, and Practices

  7. 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 Sept., 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

  8. 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

  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, CREDITS etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out (CICO) Intervention Assessment Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Studet progress tracker Wraparound Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

  10. 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

  11. Tertiary Level PBIS 1. Systems • Team based problem solving (District, Building @ 3 tiers) • Data-based decision making system (SIMEO) • Sustainability focus (redefining roles, district data review, etc. ) 2. 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 3. Practices • Youth having access to all levels of SWPBS • FBA/BIP is essential skill set for implementers • Engagement and team development are critical elements • Team facilitation is essential skill set (for complex FBA/BIP & wrap) • Wraparound process/elements create ownership/context for effective interventions including FBA/BIP • Assess/monitor fidelity with families

  12. What Do we Know about the Tertiary Level: • “Requires real talent and skills” (Rob Horner) • Applies Art (of engagement) and Science (of interventions) • Needs to happen sooner for many students/families • Gets tougher with each system failure • Requires thinking differently with kids and families • Is easier in schools proficient with school-wide PBIS • Includes system/practice/datacomponents L. Eber 2005

  13. Unique Fit Tertiary-tier intervention plans should be uniquely designed to fit individual students needs as opposed to making a student fit into a prescribed program.

  14. ActivityIT-A: Think of a Student • Think of a student who you feel needs Tier 3 support • How is he/she currently accessing Tier 1 and 2? • How can adding Tier 3 components improve effectiveness of lower level interventions?

  15. What is Wraparound? • Wraparound is a process for developing family-centered teams and plans that are strength and needs based • (not deficit based) • across multiple settings and life domains.

  16. Life Domain Areas to Consider • Physical Needs/Living Situation • Family/Attachment • Safety • Socialization • Cultural/Spiritual • Emotional/Psychological • Health • Educational/Vocational • Legal

  17. Wraparound and PBIS The wraparound process is a key component on the continuum of a school-wide system of PBIS. Value-base: • Quality of Life; Voice/Ownership Data-based Decision-Making: • Efficient & Effective Actions

  18. Voice to Engagement • WE have to ask the youth/family how they will know if things are getting better… • they have to define ‘success’ for the team • If they define progress/success, as well as strengths and needs, then they are likely to be engaged in the interventions.

  19. Value Base • Build on strengths to meet needs • One family-one plan • Increased parent choice • Increased family independence • Support for youth in context of families • Support for families in context of community • Unconditional: Never give up P.Miles, 2004

  20. Who is Wraparound for? • Youth with multiple needs across home, school, community • Youth at-risk for change of placement (youth not responding to current systems/practices) • The adults in youth’s life are not effectively engaged in comprehensive planning (i.e., adults not getting along very well)

  21. Activity IT-B: Similarities and Differences List the ways Wraparound is similar and different from typical service delivery in your school district or agency • How is the family initially engaged? • Do the perspectives of the family drive the process? • Who participates? • Are natural supports included? • Are direct supports for families and teachers in the plan? • Is the focus on strengths and needs vs. deficits or problems?

  22. Features of Wraparound: • individual students • built upon strengths • voice, priorities of youth and family • based on unique youth and family needs • culturally relevant teams and plans • plans include natural supports • traditional and non-traditional interventions • multiple life domains • unconditional

  23. Wraparound is: An ongoing planning process used by: A team of people Who come together Around family strengths/needs To create a unique plan of interventions & supports Based upon a process of unconditional care – no blame, no shame Wraparound is Not: A set of services A one or two time meeting A special education evaluation An individual counselor who links with the family or student Only for families and students we judge as “workable” The presence of flexible funds Quick Reflection: Similarities/Differences with your past experiences/knowledge of wraparound?

  24. Points to Remember aboutEngaging Families • Apply RtI to Family Engagement: don’t keep doing what hasn’t worked up • If engagement didn’t happen, how would you change your approach to effectively engage? • professionals don’t get to choose or judge how families raise their kids. • Always start with a conversation ( not a meeting) with the family, getting their trust and permission before talking with others.

  25. Needs & Wraparound • Focus on the “why” of a need not the “how” • Needs to feel competent with academic tasks rather than he needs to complete his assignments • Use descriptive terms • To learn, To know, To experience, To feel, To see, To have, To be • Deal with the “big” stuff • Families/youth deserve to know their teams are dealing with their larger challenges • More than one way to meet it • Unlike a goal (John will come to school every day) • Improves quality of life (as defined by family, youth) Adapted from P.Miles,2004

  26. Need Defines why do the action Unifying concept that cuts across all three levels of service Changes infrequently until reports indicate “met need” Service Defines the action Three levels Existing service Intervention Support Frequent changes based on new information Services & Needs are Different P.Miles, 2004

  27. Function Function is identified through structured interviews focusing on the problem behavior, antecedents, consequences, and setting events Focus is on developing function-based support plan (replacement behavior, antecedent, consequence, and setting event supports). When achieved, situations improve for the youth or those engaged with the youth on a regular basis (e.g., the family, the teacher). Big Need Big needs are identified through open-ended conversation and use of SIMEO tools with those engaged with the youth on a regular basis. Big Need statements motivate a family to participate on the team (know we are working on something ‘bigger’ than specific behaviors). If met, the need will improve quality of life for the youth or those engaged with the youth on a regular basis (e.g., the family, the teacher).

  28. Examples of Needs Statements: • The student needs to feel adults and peers respect him. • The student needs to feel happy about being at school. • The parent needs to know her son is getting a fair shake at school. • The student needs to be reassured that he can complete the work.

  29. BREAK 15 minute

  30. ActivityIT-C: Assessing Student Intervention History • For a student in need of tertiary supports, make a list of all interventions that have been attempted/implemented. • After each intervention, indicate if it had been successful or not. • Then list data sources used to determine effectiveness of interventions.

  31. Student Intervention History Quick Practice For a student in need of a wraparound plan, complete Page 1-2 of the “Tier 3/ Student Action Plan & Progress Update”

  32. Wrap around is the Umbrella RENEW is the APPLICATION

  33. RENEW is a process for developing student centered teams and plans that are driven by the students expressed needs, interests and goals. RENEW includes multiple strategies, one of which is person-centered planning via graphic facilitation. RENEW has 4 goals: high school completion, employment, post-secondary education and community inclusion. RENEW

  34. Rehabilitation, Empowerment, Natural Supports, Education and Work {RENEW} Developed in 1996 as the model for a 3-year RSA-funded employment model demonstration project for youth with “SED” Focus is on community-based, self-determined services and supports Promising results for youth who typically have very poor post-school outcomes(Bullis & Cheney; Eber, Nelson & Miles, 1997; Cheney, Malloy & Hagner, 1998)

  35. Why Renew? How do we keep students with engaged in learning activities? Survey of over 10,000 Students across the U.S.: • Top four motivating factors for student engagement in school are: • Personal Development (around an interest area) • Socialization with Peers and Adults • Activities such as sports • Please an adult in some way • The number one way to keep them in school is: • Engage them in learning • How do we engage them? • Relevance to student’s interest areas (see first point) • KNOWING WHAT KIDS CAN DO WELL AND WHAT THEY WANT TO DO AS ADULTS IS THE KEY

  36. RENEW: Conceptual Framework Child Welfare Education INTERAGENCY COLLABORATION SCHOOL-TO CAREER YOUTH, FAMILY, RENEW SELF-DETERMINATION Disability

  37. System Feature: Your School’s Readiness • Administrative Support • Choice of Facilitators (interest, time, appropriate fit) • Training and Coaching • Ongoing Support

  38. RENEW Process • Student identified and agrees to participate • RENEW facilitator identified • Initial conversation between facilitator and the student • Future’s Plan (Person Centered Plan) • Formation of a team according to the plan • Routine check-ins to determine success of the plan • New plans/teams formed as new goals are developed

  39. RENEW Principles Goals Strategies Facilitator

  40. RENEW PRINCIPLES Self-Determination Unconditional Care Strengths-Based Supports Flexible Resources Natural Supports

  41. Renew Strategies Personal Futures Planning Individualized Team Development and Wraparound Braided (individualized) Resource Development Flexible, or Alternative Education Programming Individualized School-to-Career Planning Naturally Supported Employment Mentoring Sustainable Community Connections

  42. Goals of RENEW High School Completion Employment Post-secondary Education Community Inclusion

  43. FOUR PHASES OF WRAP-AROUND

  44. Interpreting Data for Students in Need of Tertiary • Universal Data by Student (ODR’s, # of absences, # of ISS or OSS) • Universal Screening Data, (i.e., SSBD, BASC 2, BESS) • Secondary/Tier 2 Team Referral (based on data such as Daily Progress Report, scatter plot, etc) • Request by Family Member, Teacher, or Student • ODRs, ISSs, OSSs, Attendance, Grades, Tardies, etc. • SIMEO used with Complex FBA/BIP

  45. Systems Feature: Tertiary Level Systems Team Role of Team: • Creates decision rules, flow chart, and family communication (consents) for referral for Tier 3 supports • Screens youth for need • Oversees the training and support of RENEW facilitators • Matches youth with facilitators • Oversees the effectiveness of Tier 3 supports

  46. Systems Feature: Tertiary Level Systems Team Role of Team: • Creates decision rules for Tier 3 Interventions • Develops Systems to support Tier 3 Interventions • Oversees the training and support of RENEW facilitators • Matches youth with facilitators • Progress monitors effectiveness of Tier 3 supports

  47. 4 Phases of Wrap Around Phase 1 ENGAGEMENT & TEAM DEVELOPMENT Orientation Formation of a CORE team chosen by student Schedule mapping meetings Phase 2 INITIAL PLAN DEVELOPMENT Personal Futures Planning guided by student Essential Next Steps Form Larger Team Phase 3 Plan Implementation & Refinement Asking People to Help Presentation and Buy in for the Futures Plan Routine check-ins to determine success of the plan New plans/teams formed as new goals are developed Team determines if plan is implemented with fidelity Gather more resources, as needed Phase 4 Plan Completion & Transition

  48. RENEW Phases