Ali Hearn, LCSW – IL PBIS Network Technical Assistance Coordinator Michele Capio – IL PBIS Network Technical Assistanc

1. The Role of the School-based Clinician within a Three-Tiered Model of Behavior Ali Hearn, LCSW – IL PBIS Network Technical Assistance Coordinator Michele Capio – IL PBIS Network Technical Assistance Coordinator

2. Fill out an Index Card • Please feel free to write a question on the index card provided regarding: • The role of the school-based clinician • Clinicians in a 3 Tiered model of support (i.e. PBIS) • Working with Administration • The bridge between different professionals in the school building • Working with youth at different age levels • Any other topic you can think of! • We may or may not be able to answer these fantastic questions!! 

3. Turn to a Shoulder Partner • Is your role as a school-based social worker clearly defined? • How do you quantify your work, your time, and your effectiveness? • What questions do you have about your role in a three-tiered model?

4. ٭ 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

5. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, Credits, DIBELS, 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. 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 Wraparound Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

6. To meet this challenge, school social workers will need to: • 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.

7. “In summary, school social workers not only provide direct services to children who require basic needs or exhibit challenging behavior, but also lead prevention efforts that support children through building the capacity of family members, other school staff, and community agencies to improve student outcomes.” • – NASW Standards for School Social Work Services

8. Daring Greatly It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know victory nor defeat. -Theodore Roosevelt

9. Are you willing to think differently?

10. Tier 1 con·sult

11. Tier 2 co·or·di·nate

12. Tier 3 fa·cil·i·tate

13. 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

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

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

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

19. How do we respond to “increased accountability” ? • Panic • Fly under the radar and pray that people will be distracted by other professionals- we just keep doing what we’re doing • Ignore it • Wizard of Oz • We capitalize on the fact that no one “really” knows what we do • “This is really exciting, I get to help define my role for my school and the field.” • Taking the shame away from not knowing the answer, and toward being part of the solution • Own it. Be pro-active. • Review what we are doing that’s working, team with other fields, and design things that work for us. • Partner with PBIS for framework and tools to use to incorporate in our practice.

20. Data is our FRIEND!

21. This “shift” is a Good Thing! OLD SYSTEM • IEP meetings 1x per year • Hard to show how learned behaviors are being generalized to other settings • IEP “goals” can be vague in terms of helping prove growth (updated quarterly) • Interventions are given based on subjective criteria • Groups are often designed around life events rather than “reaction” to life NEW SYSTEM • Ability to gather data daily around school-wide expectations (as well as) individual goals • Smaller teams meet weekly (Tier 1 & 2/3 and Problem Solving) • Interventions are layered, and are geared toward “response to life events” • Data-based decision making rather than subjectivity

22. Social Worker, 2013 and beyond Possible Daily Job Responsibilities: -Tier 3 Meetings (weekly) -Tier 2 Meetings (weekly) -Problem-Solving Team Meetings (weekly) -Train Facilitators in the Development of FBA and BIP -Train Facilitators/Help Support Facilitators for SAIGs (weekly) -Lead Trainings for Classroom Teachers (social and emotional strategies) -PBIS Interventions Facilitator -Individual and Group Counseling -Crisis Intervention Work -Social Developmental Evaluations/Assessments -Social Work Team Leader for the District -PBIS Committee member for District – Presenter of data and status of PBIS to board

23. Huntley High School

24. HHS SW Time Study Daily Breakdown of Responsibilities Percentage of Time Spent Directly with Students per Contract Day

25. Updated: 2/15/2012 Huntley High School Map of Student Support Programming Systems Team: Systems Coordinators: Student/Parent Ambassadors: Building Administration, Academic/Behavioral Intervention Three to Five Representatives Coordinators, Tier 1/2/3 Coaches, District RTI/PBIS High Academic Intervention Coordinator:Kirsten Frederick Behavior Intervention Coordinator: Anne Sharkey Tier 3 Coaches—Christina Nichols/Danyce Saul RENEW* Saul IEP/SpEd* Nichols Level of Intensity FBA/BIPs* Szarszynski Tier 2 Making Connections* Konie S/AIGs* Zacharias ICICO* Henk Coaches—Jamie Meindl/Karen Miller Ten Mark (Math)* Kish Read 180* Frederick 9th Hour Writing* Conant AMP Meindl Check-In/ Check-Out* Henk Tier 1 Raider Aid Price CRISS* Swartzloff(s) Coaches—Angela Moyer/Joselyn Hummel/Jennifer Lang Core Curriculum* Team Leaders Guided Study Hall Peer Tutoring (NHS) Hummel 9th Grade Advisory (Link Crew) Zaleski, Grabner, Lindquist Rachel’s Challenge (Psych Club) Romanski The Raider Way Sharkey Low Area of Focus Academic Social/Emotional/Behavioral *- meets all PBIS/RTI criteria - Not Fully Implemented - Student-led Intervention Bold

26. HHS SW Job Responsibilities • Students: • Special Education Students • Individual Sessions • Group Sessions • Testing • General Education Students • Crisis • Interdisciplinary Meetings • Parent Meetings • Consultation – • Staff • Parents/Community Agencies • Self-Contained Programs • PBIS: • Tier 3 Interventions Team Meetings Paperwork: • Reports, Goal Writing, Data Collection and Documentation Program Development: • PBIS, SES Program Lunch/Plan Time

29. Progress Monitoring: Evaluating the HHS Programs

31. How Data drives Social Work at HHS • Social Work Criteria Form • Questionnaire adapted from SD47 • Measures 4 categories of student functioning • Medical • School • Social/Emotional • Academic • Completed quarterly • Scores drive delivery of services, placement, progress monitoring • Needed: • Progress Monitoring Tool • IEP Goals & Meetings • Method to identify need for services • Response to referrals • Measurement tool for placement • Determine least restrictive placement • Tier 2/3 Data Collection • BIPs/RENEW

32. “Individualized Student Card After FBA/BIP" Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors. “Social & Academic Instructional Groups” Use your words Use deep breathing Walk to classKeep hands to self Keep arm’s distance Use #2 voice level when upset Use appropriate languageRaise hand to speak Ask for breaks Self-monitor with DPR Bring materials Fill out assignment notebook Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

33. Weekly Log Sheet

34. Common Trends • 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

35. If it hurts…. Do something differently! If it hurts, DO SOMETHING DIFFERENTLY

36. Ali Hearn, LCSW – IL PBIS Network Technical Assistance Coordinator Ali.hearn@pbisillinois.org Michele Capio – IL PBIS Network Technical Assistance Coordinator Michele.capio@pbisillinois.org