Transcript District and School Systems Planning for Tier 2 and Tier 3

District and School Systems
Planning for Tier 2 and Tier 3
National PBIS Leadership Forum
October 14,2010
2:15-3:30
Session C6
Lucille Eber, IL PBIS Network
www.pbisillinois.org
The Kansas-Illinois
SW-PBS Tertiary Demonstration Center:
A Response to Intervention (RtI)
Continuum of Support Model
Lucille Eber, Illinois PBIS Network
Wayne Sailor, University of Kansas
IL Tier 2/3 Team
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Kimberli Breen
Michele Capio-Collins
Ami Flammini
Sheri Luecking
Diane McDonald
Kelly Hyde
Jen Rose
Commitments for Success*
Examples of District/Building Tier 2/3 Commitments :
– Tier 2/3 Coaching FTE
– Position Personnel to Facilitate Tertiary
Intervention Teams for 3-5% of Students
– Comprehensive Training and “Practice”
– Data-based decision-making is part of all
practices
– Tertiary District Leadership Team
– Review Special Education and
Disproportionality Data
– Review District Policies
*See IL PBIS Network Commitment for Success Agreement
District-wide 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 (FBA/Wrap)
• Tertiary Coaching Capacity
• Facilitators for complex FBA/BIP and
wraparound teams
Tertiary Level System Components
(Installation Stage)
1.
2.
3.
4.
5.
6.
District Planning Team to address the system challenges
and address the data trends to be changed.
Building level tertiary systems planning team to monitor
progress of tertiary plans and address challenges at building
level.
Tertiary Coaching (District level).
Facilitators identified and “positioned” to facilitate Tier 3
teams and plans for 1-5% of students.
Comprehensive training and technical assistance plan.
Data system/tools to be integrated into tertiary practices.
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/
Secondary
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Check-in/
Check-out
Social/Academic
Instructional Groups
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Individualized CheckIn/Check-Out, Groups &
Mentoring (ex. CnC)
Tier 3/
Tertiary
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
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
Sept. 1, 2009
FBA/
BIP
Complex
FBA/BIP
WRAP
Teaming at Tier 2
• Secondary Systems Planning ‘conversation’
– Monitors effectiveness of CICO, S/AIG,
Mentoring, and Brief FBA/BIP supports
– Review data in aggregate to make decisions on
improvements to the interventions themselves
– Students are NOT discussed
• Problem Solving Team (‘conversation’)
– Develops plans for one student at a time
– Every school has this type of meeting
– Teachers and family are typically invited
Secondary Systems Planning Team
Meeting Agenda
• Number of youth in CICO (record on TT)?
– Number of youth responding (record on TT)?
* Send Reverse Request for Assistance to teachers of all
youth not responding
– Number of new youth potentially entering intervention
(share # of RFAs, Universal Screening info and/or youth
who met the data-based decision-rule cut offs for
Secondary support)?
• Repeat for S/AIG, Mentoring & Brief FBA/BIP
• If less than 70% of youth are responding to any of the
interventions, the Secondary Systems team should
review the integrity of the intervention and make
adjustments as needed.
Secondary Systems Team Roles
• Team Leader: responsible for agenda & overall
facilitation
• Intervention Coordinators (CICO, S/AIG etc.):
report out on aggregate student data from
interventions they facilitate (ex. “50 youth in
CICO, 40 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
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
Data Used to Identify Youth
in Need of CICO
• Student outcome data:
– Office Discipline Referrals
– Suspensions
– Attendance
– Tardies
• Universal Screeners (SSBD, BESS etc.)
• Requests for Assistance made by teachers,
family members and/or students
IL Tertiary Demo
Tertiary Demo School Reduces ODRs & Increases
Simple Secondary Interventions
40
36
number of students
35
30
25
20
15
10
5
5
5
1
0
Aug to Nov 2006
2-5 ODRs
Aug to Nov 2007
6+ ODRs
CICO*
*CICO = Check in, Check Out
Data Used to ProgressMonitor CICO
• DPR (Daily Progress Report) points earned
each day (data entered into Excel or SWIS)
• Office Discipline Referrals
• Suspensions
• Attendance
• Tardies
• Follow-up questionnaire for teachers, family
member, or student who made referral
Daily Data Used for Decision Making
Daily Data Used for Decision Making
Development of Data
based decision rules
Everyone needs to know how students are
eligible for the intervention.
Everyone needs to know how progress is
monitored.
Everyone needs to know how students
exit the intervention.
Data Used to Identify Youth Ready for
Exiting/Transitioning out of Support
• DPR (Daily Progress Report) points earned
each day (data entered into Excel or SWIS)
• Office Discipline Referrals
• Suspensions
• Attendance
• Tardies
• Follow-up questionnaire for teachers, family
member, or student who made referral
Recommended Time-frames
for Data Review
CICO, S/AIG, mentoring & Brief FBA/BIP:
• Student outcome data (student effectiveness):
– Intervention facilitator to review individual
student data at least every 2 weeks
• Process data (Intervention effectiveness):
– Student aggregate data should be reviewed at
least once a month by Secondary Systems
Team
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
Tertiary System
Planning Team
• Supported by Tertiary Coach
• Review/assess effectiveness of interventions
themselves
• Work on improving/creating intervention
systems, data, practices
• Support Complex FBA/BIP & Wraparound
facilitators
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.
Team Development
Initiating Tier 3 FBA/BIP Process
• Prepare for team meetings through individual
conversations with core team members (critical
first step)
• The first contact/s with the family should feel
different than being invited to a standing/generic
meeting (ex. IEP mtg.)
• Gather information on youth strengths &
preferences (this will be valuable information for
action planning)
Team Development (cont.)
Tier 3 FBA/BIP Facilitator:
– Meets with family & stakeholders
– Gathers perspectives on strengths & needs
– Assesses safety
• Initiates creation of crisis/safety plan if safety is
compromised
– Explains the Tier 3 FBA/BIP process
– Assists in identifying team members, invites
members & facilitates mtg.
– Summarizes interview information & data review
(FBA) into Competing Behavior Pathway and
shares with team
Identifying Who Needs
a FBA/BIP
• Kids are referred to an individual problem solving team by
the Secondary Systems Team typically when lower-level,
Simple Secondary, interventions do not result in adequate
progress.
– Any student not responding adequately to CICO, S/AIG
and/or Mentoring etc. (CnC etc.).
– Request for Assistance made:
• Data identifies student as in need (# of ODRs,
suspensions, absences, etc..).
• Exception to the system: Adult perceives youth as in
urgent need (lower-level support not seen
as adequate)
Brief vs. Complex FBA/BIP
Brief
•
Generic Individual Problem
solving Team
Complex
• Individualized Youth FBA/BIP
Team
•
Meeting time/day usually
already determined
• Meeting time/day decided by
individualized team
•
Plan developed quickly/easily
• Interventions are highly
individualized
Brief vs. Complex FBA/BIP
Brief
Complex
• SWIS data, Daily Progress
Report (DPR) points,
Functional Assessment
interviews
• SWIS data, Daily Progress
Report (DPR) points, Functional
Assessment interviews, SIMEO
Data, direct observation data,
additional tools as needed
• Effectiveness of system
monitored by Secondary
Systems Planning Team
• Effectiveness of system
monitored by Tertiary Systems
Planning Team
• Data reviewed at least every
other week
• Data reviewed at least weekly
Additional Data Tools Used for
Complex FBA/BIP
• SIMEO
– Educational Information Tool
– Student Disposition Tool
• Problem-Behavior Questionnaire
• Forced-Choice Reinforcement Menu
• Complex FBA Family-Directed Interview
• Direct observation
• Setting-specific data (scatter plot, ABC chart)
Tier 3
Behavior Intervention Planning
• All areas must be addressed:
– Setting Events
– Triggering Antecedents
– Behavior or skills
– Consequences
• All individuals must be involved:
– Family
– Non-teaching staff/bus drivers etc.
– Teachers/administrators
Moving from Brief FBA/BIP
to Complex FBA/BIP
• Team developing plan became more
individualized
• Additional data tool used—Educational
Information Tool (SIMEO)
• BIP strategies applied in multiple settings
(at school)
Bobby: 4th Grade Student in PBIS Tier III
The Wraparound Decision Points…
• Strengths:
– Smart, good at math, reading, writing and playing video
games
– Mother’s School Involvement, Established Relationship
with Mentor
• Risk Factors and Challenges:
– Three Previous Psychiatric Hospitalizations
– Physical Aggressions at home
– Office Discipline Referrals (30)
– Suspensions-(3)
– ADHD Diagnosis with inconsistent use of medication
• Unsuccessful stabilization with CICO and Mentor
• Student Requested a Psychiatric Hospitalization
Bobby: 4th Grade Student in Tier III School
The First Team Meeting…
• Family and Student Voice on Team Composition
• Initial steps as a result of the first Wrap team meeting:
-Continued cico
-Continued mentoring
-Continued MH services
-Continue communication with Mental Health
FBA to be completed by Facilitator
Family YMCA (schedule present at LANS for funding)
Bobby: 4th Grade Student in Tier III School
The Third Team Meeting…
• Reviewed strengths ~ Celebrating that he walked away
from two fights at school (he had never done that before)
•
Team looked at SIMEO Graphs and Bobby led the
discussion and interpreted the improvements for the
group
• Needs in Bobby’s words were that he “still had room to
improve”. Bobby pointed to areas on the SIMEO graphs
on which he still needed to work
Educational-Information Tool
Example of Stages of implication
• Applied to Tier 3 Development…
Stages of Implementation
Implementation occurs in stages:
•
•
•
•
•
•
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
Initial Implementation Stage:
• District Leadership Team meets at least
quarterly
• District Tertiary Coach .5 fte (partially funded)
• 3 or more buildings with at least monthly
Secondary Systems & Tertiary Systems Team
mtgs.
• 3 or more buildings with 1-3 kids with 2 or
more data points
Full Implementation Stage:
• District Leadership Team mtg. with a Tertiary
focus at least quarterly
• District Tertiary Coach 1 fte (partially funded)
• 6 or more buildings with at least monthly
Secondary Systems, Tertiary Systems &
Problem Solving Team mtgs.
• 6 or more buildings with 3 or more kids with 2 or
more data points
Innovation Stage:
• District Leadership Team mtg. w. a Tertiary focus
at least quarterly w. community & family
representation
• District Tertiary Coach 1 fte (fully funded)
• 9 or more buildings with at least monthly
Secondary Systems, Tertiary Systems &
Problem Solving Team mtgs.
• 9 or more buildings with 1-3 % of kids with 2 or
more data points
• Modified district policies/procedures
• Specific strategies for blending related initiatives
Sustainability Stage:
• Representative District Leadership Team mtg. with
integrated Tertiary focus regularly
• District Tertiary Coach/es 1 fte or more (fully
funded)
• 80% of buildings with at least monthly Secondary
Systems, Tertiary Systems & Problem Solving Team
mtgs.
• 80% of buildings with 1-3 % of kids with 2 or more
data points
• Modified district policies/procedures
• Specific strategies for blending related
initiatives
Federal demonstration sites show
improvement at all tiers, with marked growth in
secondary and tertiary systems
216%
34%
ISSET results show consistent, three-year
improvement in systems implementation
Federal Demonstration Sites FY08-FY10 % ISSET Implementation
35%
229%
78%
55%
Illinois PBIS Network Universal
Screening Results: Externalizers
SY 2007-10
(N=18)
(N=30)
(N=42)
Illinois PBIS Network Universal
Screening Results: Internalizers
SY 2007-10
(N=18)
(N=30)
(N=42)
State Performance Plan (SPP)
Indicators for Special Education
State Performance Plan (SPP)
Indicators for Special Education
State Performance Plan (SPP)
Indicators for Special Education
State Performance Plan (SPP)
Indicators for Special Education
FY 2010 SIMEO Tertiary Study
FY 2007-FY 2010
Sample: Students with Three Complete Sets of SIMEO Data
• 158 students receiving Tier 3 Interventions-Complex FBA or
Wraparound within school setting
• Average length of time receiving Wrap = 9.3 months
• Baseline assessed within 30 days of team engagement on
student disposition tool, education information tool and
home school community tool
• Time 2 assessment conducted on average 3.42 months
after Baseline; Time 3 Assessment conducted on average
3.84 months after Time 2
• Tools: Student Disposition, Ed-Tool, Home School
Community Tool and if applicable, Discharge Tool
FY 2010 Tier III SIMEO Study
Student Characteristics
→ Primary Source of Referral
→ School Social Worker- 55% (87)
→ Special Ed Director-26% (17)
→ PBIS Coach -19 (12%)
→ Facilitator
→ School Social Workers 88% (139)
→ Range of Ed Placements
-General Ed Placement 100% of day- 58% (91)
-61%+ Day outside Gen Ed - 20% (30)
→ IEP Identified at Baseline: 42% (67)
→ Range of Primary Disabilities:
→ ED
→ SLD
→ Other Health 5% (8)
18% (29)
11% (18)
Risk of One ore More Placement Failure:
86% (136 students)
FY 2010-Tier 3 SIMEO Study
Risk of Home, School and Community Placement
High Risk
Moderate Risk
Minimal Risk
No Risk
N=158
FY 2010-Tier 3 SIMEO Study
High Risk School Behaviors
38%
decrea
se
27%
decrease
N=158
FY 2010-Tier 3 SIMEO Study
Classroom Behavior Functioning and Academic Performance
Classroom Behavior
Academic Performance
Always
90-100%
Frequently
70-79%
Sometimes
60-69%
Never
0-59%
N=158
Resources available at:
www.pbisillinois.org