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PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network www.pbisillinois.org

PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

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Page 1: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

PBIS Systems of Support:Tier2/Secondary and Tier

3/Tertiary Levels of Support

BC, CanadaNovember 5, 2010

Lucille EberIllinois PBIS Networkwww.pbisillinois.org

Page 2: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Objectives

Participants will:• Understand the system, data and practices needed at

district and school levels for effective Tier 2/3 PBIS implementation

• Assess/refine school/district action planning around current systems and practices related to Tier2/3 behavioral components of the RtI continuum

• Develop strategies for interpreting district and building level data for planning and progress monitoring Tier 2/3 PBIS data.

• Assess need for repositioning resources/personnel to initiate effective Tier 2/3 systems/data/practices

Page 3: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Agenda 9:00 Big Ideas and Outcomes for Today

Setting the Context > A Three-tiered System of Support> Data Examples at All three tiers

System Structures NeededPlanning Activity: Assessing Current Teaming Models in your District

10:15 Break

10:30 Tools: Tier 2/3 Tracking Tool, Systems Response Tool, Guiding Questions, CISS

Planning Activity: Progress Monitoring Tools in your District?

11:15 Universal Screening

12:00 Lunch

1:00 Secondary/Tertiary Examples:CICO/BEP & other Small Group Interventions

Simple and Complex FBA/BIP Wraparound Team Process

2:00 Break

2:15 Moving Forward with Secondary/Tertiary in your District

2:45 Follow-up Activities/Next Steps/Closure

3:30 Adjourn

Page 4: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Context for Tier 2/3 Model Development in IL

• IL EBD Network (1993-2000)– System of Care, Wraparound, Interagency– Began SW-PBS in 1998 (20-25 schools)

• IL PBIS Network (2000- present)– 1,200 schools supported by Network

• K-I Center: Tertiary Demo project– Six districts in 4th Year of Tertiary demo-54 schools– Two Districts in 2nd Year – 12 schools (Rep sites)– Five more districts in 1st year- 15 schools (Rep sites)

Page 5: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

More Students Access Tier 2/3 Interventions When Tier 1/ Universal is in Place

7.94%

4.95%

0%

2%

4%

6%

8%

10%

Partially Implementing

(n=26)

Fully Implementing

(n=125)

% stu

de

nts

FY09 School Profile ToolStudents Accessing Tier 2/Tier 3 Interventions

Page 6: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Replication of Tertiary Demos Moving Rapidly

Phases of Implementation: Secondary Phase I (n=8 Replication Schools)

0%10%20%30%40%50%60%70%80%90%

Team meets

regularly

Sec/Ter.

tracking tool

used

Students are

referred for

tier 2

interventions

DPR used 70% success

rate for simple

tier 2

interventions

Sch

oo

ls w

ith It

em

in P

lac

e

Fa ll 2008 Spring 2009

Page 7: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Stages of Implementation

• Exploration

• Installation

• Initial Implementation

• Full Implementation

• Innovation

• Sustainability

Implementation occurs in stages:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

Page 8: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

1. District Planning Team to address the system challenges and address the data trends to be changed.

2. Building level tertiary systems planning team to monitor progress of tertiary plans and address challenges at building level.

3. Tertiary Coaching (District level).

4. Facilitators identified and “positioned” to facilitate Tier 3 teams and plans for 1-5% of students.

5. Comprehensive training and technical assistance plan.

6. Data system/tools to be integrated into tertiary practices.

Tertiary Level System Components

Installation Stage

Page 9: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Initial Implementation Stage:

• District Leadership Team meets at least quarterly

• District Tertiary Coach (.5 fte for start-up)

• 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

Page 10: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Full Implementation Stage:

• District Leadership Team mtg. with a Tertiary focus at least quarterly

• District Tertiary Coaching (1.0 fte allocated)

• 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

Page 11: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Innovation Stage:

• District Leadership Team mtg. w. a Tertiary focus at least quarterly w. community & family representation

• District Tertiary Coach (1 fte )• 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

Page 12: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

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

Page 13: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Some “Big Picture” Challenges

• Low intensity, low fidelity interventions for behavior/emotional needs

• Habitual use of restrictive settings (and poor outcomes) for youth with disabilities

• High rate of undiagnosed MH problems (stigma, lack of knowledge, etc)

• Changing the routines of ineffective practices (systems) that are “familiar” to systems

Page 14: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Examples of Ineffective Secondary/Tertiary Structures

• Referrals to Sp. Ed. seen as the “intervention”

• FBA seen as required “paperwork” vs. a needed part of designing an intervention

• Interventions the system is familiar with vs. ones likely to produce an effect – (ex: student sent for insight based counseling at

point of misbehavior)

Page 15: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Problem

• Innovative practices do not fare well in old organizational structures and systems

• Organizational and system changes are essential to successful use of innovations– Expect it– Plan for it

Page 16: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Why We Need MH Partnerships

• One in 5 youth have a MH “condition”

• About 70% of those get no treatment

• School is “defacto” MH provider

• JJ system is next level of system default

• 1-2% identified by schools as EBD

• Those identified have poor outcomes

• Suicide is 4th leading cause of death among young adults

Page 17: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Tools/Processes for Guiding Your District Plan

• Unified School-Based Action Plan

• District Action Plan

• Triangle Activity (data and interventions)

Where/how will Community Partners/Resources, including family voice, be integrated into the overall district and in school buildings?

Page 18: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions____________________________________________________________________________

Tertiary Interventions________________________________________________________________________

Secondary Interventions____________________________________________________________________________

Secondary Interventions____________________________________________________________________________

Universal Interventions________________________________________________________________________

Universal Interventions________________________________________________________________________

Behavioral and Academic Interventions at All Tiers A Response to Intervention Model

Academic Systems Behavioral Systems

Page 19: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Data____________________________________________________________________________

Tertiary Data________________________________________________________________________

Secondary Data____________________________________________________________________________

Secondary Data____________________________________________________________________________

Universal Data________________________________________________________________________

Universal Data________________________________________________________________________

Behavioral and Academic Data at All Tiers A Response to Intervention Model

Academic Systems Behavioral Systems

Page 20: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Big Ideas about Tier 2/Tier 3

• PBIS legislation, SEL, RtI• The link between academic and social success• ALL students get access to PBS; ALL students

should receive constant positive feedback• Administrators “need to know” the system, the

data/tools, and the practices well enough to guide/lead any “corrections” needed. – Ex: If an individual behavior intervention plan is not

working, what should you look for or ask?

Page 21: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Administrators Need to…

– Know what the practices look like when implemented with fidelity;

– Be aware of data on the tracking tool and the SR-T; help decide what needs to change;

– Be active/visible on teams;– Be “hands on” with the first few tertiary plans;– Apply high-level problem-solving skills

troubleshooting systems level issues.

Page 22: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Dealing with the Tough Issues

• Adult response to problem behavior.– Adults need to model being respectful in their

communications with students around behavior.

– non-examples that need correcting?

• School personnel should not get to choose NOT to give students evidenced based interventions.

Page 23: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Student “Need” or System “Need”?

There is a high use of restrictive settings for students with EBD; and the outcomes for these students are not good.

There is no self-contained classroom nor one-to-one aide for students with EBD in life/society after high school; just jail.

Students removed from general education due to emotional/behavioral factors, are more likely to go to jail than to have good “life” outcomes.

References:

Bradley, Henderson, Monfore (2004) Bullock and McArthur (1994), Rutherford and Nelson (2005), Rutherford, Nelson and Woford (1985), Grosenick, George, George, Lewis (1991), Greenbaum, Dedrick, Freidman, Kutash, Brown, Lardieri (1996), Mathur (2007), Quinn (2004)

Moore, Soloman, “Mentally IL Offenders Stretch the Limits of Juvenile Justice”,New York Times, August 10, 2009 page 1

Page 24: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Setting the Context:

• A Three-tiered System of Support

Page 25: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

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

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•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

School-Wide Systems for Student Success:

A Response to Intervention (RtI) ModelAcademic Systems Behavioral Systems

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

Page 26: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Core Features of a Response to Intervention (RtI) Approach

• Investment in prevention• Universal Screening• Early intervention for students not at “benchmark”• Multi-tiered, prevention-based intervention approach• Progress monitoring• Use of problem-solving process at all 3-tiers• Active use of data for decision-making at all 3-tiers• Research-based practices expected at all 3-tiers• Individualized interventions commensurate with

assessed level of need

Page 27: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Problem Solving Steps

Step 1: Problem Identification

Step 2: Problem Analysis

Step 3: Intervention Design

Step 4: Response to Intervention

Why is it occurring?

What’s the problem?

What are we going to do about it?

Is it working?

Page 28: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

What’s Different…

A Systems Change Process

Goal is to establish host environments that support adoption, sustain use, & expansion of evidence-based practices

(Zins & Ponti, 1990)

Page 29: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

Page 30: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out

Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)

Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)

Complex FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised Aug.,2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

Page 31: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Please list below how your school defines “responding” at each of the six levels:1. Responding to CICO:2. Responding to Social/Academic instructional groups:3. Responding to Simple Tier 2 with Individualized Features (i.e. CNC):4. Responding to Brief Function-Based Interventions:5. Responding to Complex Function-based Interventions:6. Responding to Wraparound Plans:

Page 32: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

3-Tiered System of Support Necessary Conversations (Teams)

CICO

SAIG

Mentoring/CnC

Complex

FBA/BIP

Universal

Support

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

Universal

Team

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

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

Page 33: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Implementation Data/Examples…..

• Tier 1/Universal

• Tier 2/Secondary

• Tier 3/Tertiary

Page 34: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Schools Completing Profile Tool and Implementing Small Group and Individual

Interventions Across 8 Years

149 170 187151

195 199269

0

100

200

300

2003 2004 2005 2006 2007 2008 2009

Years

Num

ber o

f Sc

hool

s

Schools Completing Profiles

# of Schools Implementing Small Group and Individual Interventions

Page 35: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Suspensions in Partially & Fully Implementing Illinois PBIS Schools

2007-08

 

0.222

0.936

0

0.2

0.4

0.6

0.8

1

ave

rage

OSS

da

ys/s

tud

en

t

Partially Implementing (n=41)

Fully Implementing (n=154)

Page 36: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Comparison of Partially & Fully Implementing Illinois PBIS Schools on

Fifth Grade ISAT Reading Scores 2006-07

 70.51

64.25

60

65

70

75

% o

f stu

dents

at

or above

goal

Partially Implementing

(n=96)

Fully Implementing (n=207)

Page 37: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

AYP Comparisons Between Partially & Fully Implementing Illinois PBIS Schools 2006-07

 56.6 74

0

20

40

60

80

% o

f schools

meetin

g A

YP

Partially Implementing

(n=182)

Fully Implementing

(n=288)

Page 38: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

School Safety and SET Fidelity in Illinois PBIS Schools

5542

74 78

0

20

40

60

80

100

% o

f ris

k an

d pr

otec

tion

fact

ors

Risk factor

Protectionfactor

Partially Implementing

(n=83)

Fully Implementing

(n=302)

Page 39: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Decrease in Subjective Referral Categories

Alton Middle School, ACSD

14962679 10061809 92216840

50010001500200025003000

African AmericanStudents

White Students

# o

f Sub

jec

tive

OD

Rs

2006-07 2007-08 2008-09

Page 40: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Reductions in OSS from 2006-07 to 2008-09

Burr Oak Elementary School, Calumet PSD

7577 6471 21250

20

40

60

80

100

All Students African AmericanStudents Only

# o

f OSS

Eve

nts

2006-07 2007-08 2008-09

Page 41: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Decreases in OSS2007-08 to 2008-09

J. W. Eater Jr. High School in Rantoul

341 231302 1490

100

200

300

400

Total Students African American Students

# o

f OSS

Eve

nts

Total OSS 2007-08 Total OSS 2008-09

Page 42: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Students with IEPs Spending more than 80% of School Day in General Education Setting

50.32

49.3

48.5

49

49.5

50

50.5

State TargetRatio

District Ratio

Ra

tio

Page 43: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Students with IEPs Served in Separate Placements

102122

7.48

4.91 4.58

9.01

0

2

4

6

8

10

FY07 FY08

Ra

tio

90

100

110

120

130

# o

f Stu

de

nts

Students w/ IEPs in separate placementsDistrict Ratio State Target

Page 44: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Improved Access to General Education for Students with IEPs

49.34948.5

72.6560.19 62.73

020

4060

80

FY06 FY07 FY08

Ra

tio

State Target Bardwell

Students with IEPs Spending more than 80% of Day in General Education Setting

Page 45: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Tertiary Demo School Reduces ODRs & Increases Simple Secondary Interventions

36

551

0

5

10

15

20

25

30

35

40

Aug to Nov 2006 Aug to Nov 2007

num

be

r of st

ud

ents

2-5 ODRs 6+ ODRs CICO*

*CICO = Check in, Check Out

Tertiary Demos

Page 46: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

ODRs, OSS, and Students in CICO Over Two Years

Washington Elementary School

035 01

1.7%

0.3%

05

10152025303540

August-October 2008 August-October 2009

# o

f OD

Rs

and

OSS

0.0%

0.5%

1.0%

1.5%

2.0%

% o

f Stu

de

nts

in C

ICO

Major ODRs Total OSS % of Students on CICO

Page 47: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

100%50%

13.5

5.5

0%

20%

40%

60%

80%

100%

2008-09 2009-10

% o

f Tie

r 2

Featu

res

in P

lace

0

5

10

15

Tota

l OSS

per 10

0

Students

CISS-Tier 2 OSS/100 Students

Glenwood Elementary School WaukeganStudent Suspensions and Tier 2 Fidelity Data

Page 48: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

0.11

0.160.17

0%

20%

40%

60%

80%

100%

2007-08 2008-09 2009-10

% o

f Fea

ture

s

in P

lace

0

0.05

0.1

0.15

0.2

OD

Rs/

100/

Da

y

ISSET-Tier 2 CISS-Tier 2 ODRs/100/Day

Clearview Elementary Fidelity and Discipline Data Over 3 Years

Page 49: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Tier 2 Progress:

Rob’s Discipline Data

133 00 10

0.5

1

1.5

2

2.5

3

3.5

ODRs After SchoolDetention

OSS (# of days)

# o

f Ev

ents

Baseline (8/26/09 - 9/18/09)

Time 2 (9/21/09 - 10/28/09)

Page 50: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Student Successfully Transitions out of Special Education Placement

0

20

40

60

80

100

9/3 9/10 9/17 9/24 10/1 10/8

% o

f G

oa

l Ac

hie

ve

d

%of Daily Total CICO Points

Kendall’s Daily Point Data for Behavioral Goals

Page 51: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Lovejoy Special Ed Testing Referrals Decrease as Tier 3 Interventions Increase

1.7

6.4

0.11 0.440.550.77

0

1

2

3

4

5

6

7

FY 08 FY 09 FY 10

Avg

Nu

mb

er o

f E

pis

od

es

Average Number of Tier 3 Interventions Provided Per Month

Average number of students referred for special ed testing per month

Page 52: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

N=158

High Risk

No Risk

Minimal Risk

Moderate Risk

FY 2010-Tier 3 SIMEO Study Risk of Home, School and Community Placement

Page 53: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

FY 2010-Tier 3 SIMEO Study High Risk School Behaviors

N=158

38% decrease

27% decrease

Page 54: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

FY 2010-Tier 3 SIMEO Study Classroom Behavior Functioning and Academic Performance

N=158

Always

Never

Sometimes

Frequently

90-100%

70-79%

60-69%

0-59%

Classroom Behavior Academic Performance

Page 55: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

0 1 14

1

30

81%83%

71%

95%

91%76%

0%

20%

40%

60%

80%

100%

Baseline Time 2 Time 3 Time 4 Time 5 Time 6

% o

f Be

havi

ora

l Exp

ecta

tions

Atta

ined

0

10

20

30

40

Offi

ce D

iscip

line R

efe

rrals

ODRs DPR

Ben’s Daily Progress Report and Office Discipline Referral Data

Page 56: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Ratings of Ben’s Social/Emotional Functioning at School

0

1

2

3

4

Baseline Time 2 Time 3 Time 4

1=Hig

h N

eed;

4=Hig

h S

trength

Respects Adults in Authority Controls His/Her Anger Controls Him/Herself

Page 57: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

0

1

2

3

4

Baseline Time 2

1=H

igh

Need;

4=H

igh

Stre

ngth

Respects Adults Accomplishes Assignments

Albert’s Behavioral Functioning at School

Page 58: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

System Tools Track Decreases in Special Education PlacementLovejoy Elementary School Special Education

Referral/Placement by School Year

13

64 5

15

2

119

0

5

10

15

20

2005-06 2006-07 2007-08 2008-09

# o

f Stu

de

nts

Referred for Special Ed Testing Placed in Special Ed

Page 59: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

System Structures Needed

Page 60: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

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

Sept. 1, 2009

UniversalTeam

Universal Support

Page 61: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Continuum of Teaming Tasks:Systems & Student-Specific

• Secondary Systems Planning Team

• Secondary (Generic) Problem Solving Team

• Tertiary Systems Planning Team

• Individual Youth FBA/BIP Team

• Wraparound Team

• District Tertiary Leadership Team

Page 62: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Tools Used to Build District and Building Level Action Plans for

Secondary/Tertiary Implementation

• IL PBIS Secondary/Tertiary Tracking Tool• IL PBIS Systems Response Tool• IL PBIS Guiding Questions Tool• IL PBIS Phases of Implementation (PoI) • Checklist for Individual Student Systems (CISS)

(soon to be re-named the Benchmarks of Advanced Tiers or BAT)

Page 63: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Progress Monitoring Secondary/Tertiary Interventions

Teams need to track and monitor interventions by category:

1) How many students are receiving each intervention?2) How many students are responding to each intervention?3) What data is used to monitor each intervention type?

Tier 2/Tier 3 (Secondary/Tertiary) Tracking Tool

Page 64: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Please list below how your school defines “responding” at each of the six levels:1. Responding to CICO:2. Responding to Social/Academic instructional groups:3. Responding to Simple Tier 2 with Individualized Features (i.e. CNC):4. Responding to Brief Function-Based Interventions:5. Responding to Complex Function-based Interventions:6. Responding to Wraparound Plans:

Page 65: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

“Finding” Students in Need of Tertiary Supports

• Systems Response Tool

Page 66: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Systems-Response ToolSystem Response Options Total # of Students in Category for Time Period: List date at top

of column & total # of youth in each box

Date: Date: Date: Date: Date: Date:

A. Students being monitored by Secondary Systems Team (ex. CICO, CnC, FBA/BIP)

B. Students being monitored by Tertiary Systems Team (ex. Complex FBA/BIP, Wraparound)

C. Students being considered for Special Education Testing

D. Students with Special Education process in progress (being tested, placement being considered, etc.)

E. Students that were tested and did not qualify for Special Education

F. Students suspended on one occasion

G. Students suspended on two or more separate occasions

H. Students placed (or at risk of placed) in separate setting or “Safe School” (ex. Alternative to suspension program)

I. Students in Special Education setting, out-of-home school

J. Students in “short-term” restrictive placement in clinical setting (hospitalization)

K. Students with expulsion hearing in progress

L. Students expelled

Page 67: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Guiding Questions Tool

• Assessing and planning your Tier 2 and Tier 3 Systems, data and practices

Page 68: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Self-Assessing Implementation at Tier 2 and Tier 3

• Checklist for Individual Student Systems (CISS)

Page 69: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Year (enrollment)

# of Students 6+

# of Students 2-5

# of Students 0-1

# of ODRs 6+

# of ODRs 2-5

# of ODRs0-1

2005-06 (baseline; 800)

6 29 667 48 75 62

2006-07 (820)

8 34 779 54 92 55

2007-08 (815)

5 30 781 32 81 41

2008-09 (830)

6 26 798 71 73 35

Elementary School A (Cohort 1)Triangle Data Breakdown

Total # of

ODRs

179

201

185

154

Page 70: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Comparison: Elementary School A FY 2009 CISS Data and IS-SET Data

Page 71: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

FY 2009 IS-SET Data Comparison: Elementary School A - District

88%

38%47%

58%

93%

77%

51%

74%

0%10%20%30%40%50%60%70%80%90%

100%

Foundations Targeted Intensive Total

School A District Average

Page 72: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Year (enrollment)

# of Students 6+

# of Students 2-5

# of Students 0-1

# of ODRs 6+

# of ODRs 2-5

# of ODRs 0-1

2006-07 (baseline; 677)

5 31 642 31 88 45

2007-08 (707)

0 15 692 0 41 30

2008-09 (695)

2 10 684 11 26 24

Elementary School B (Cohort 2)Triangle Data Breakdown

Total # of ODRs

61

71

164

Page 73: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

FY 2009 IS-SET Data Comparison: Elementary School B - District

100%

88%

42%

77%

93%

77%

51%

74%

0%

20%

40%

60%

80%

100%

120%

Foundations Targeted Intensive Total

School B District Average

Page 74: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Changes in Students Placed in Special Education – School “B”

914

28

811

27

0

10

20

30

2005/2006 2006/2007 2007/2008

nu

mb

er o

f stu

de

nts

Referred for Special Ed Placed in Special Ed

Page 75: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Universal Screening

• Looking Beyond ODRs

Page 76: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Why Do We Need to Go

Beyond Use of ODRs?

• Use of “alternative” discipline responses; often w/o documentation.

• Over use of “Special Education” placement w/o adequate dosage of interventions.

Page 77: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Why Do We Need to Go

Beyond Use of ODRs? (continued)

• High rate of unidentified MH problems.

• Youth get identified only after “crisis” which makes it harder and more “costly” to intervene.

Page 78: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

The Systematic Screening for Behavior Disorders (SSBD)

(Walker and Severson, 1992)

• Developed as a school-wide (Universal) screening tool for children in grades 1-6

– Similar to annual vision/hearing screenings

Page 79: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Background

• Identifies behaviors that may impede academic and social functioning

• Leads to earlier intervention

• May reduce need for formalized, lengthy “requests for assistance” by using data to identify youth

Page 80: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

2007-08 Implementation

• Between early September-first of November, completed screenings in 6 districts and 18 schools (tertiary demos)

• Initial results indicate that approximately 5%-10% of students enrolled in grades 1-6 were identified by the SSBD

Page 81: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Implementation

• A Middle school case example:

– Approximately 320 students enrolled in sixth grade were screened using the SSBD

– 38 six graders or 11% passed gate two

Page 82: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

2007-08 Implementation

• School-based secondary teams used SSBD data to implement low-intensity interventions (e.g., check-in/check-out) for most students identified

• Some students received small group instructional approaches or BIPs

Page 83: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Lunch

Page 84: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Problem

• Students cannot benefit from interventions they do not experience

Page 85: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Secondary/Tertiary Interventions

• Descriptions and Examples…

Page 86: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Critical Features of Secondary/Tier 2 Group Interventions

• Intervention is continuously available• Rapid access to intervention (72 hr.)• Very low effort by teachers• Consistent with school-wide expectations• All staff/faculty in school are involved/have access• Flexible intervention based on descriptive functional

assessment• Adequate resources (admin., team)• Continuous monitoring for decision-making

Page 87: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Why do Secondary/Tier 2 Group Interventions Work?

• Improved structure• Prompts throughout the day for correct behavior• System for linking student with at least one adult• Student chooses to participate

• Increased feedback• Feedback occurs more often• Feedback is tied to student behavior• Inappropriate behavior is less likely to be ignored

or rewarded

Page 88: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Why do Secondary/Tier 2 Group Interventions Work?

• Increased frequency of acknowledgment/ reinforcement for appropriate behavior

• Adult and peer attention

• Linking school and home support

• Organized to morph into a self-management system

Page 89: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

BEP Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

Page 90: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Data-Collection for Decision-Making

Regular use of data by BEP team

• Monitor BEP points earned each day

• Academic achievement

• Office Discipline Referrals

• Other outcome data

Page 91: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Parkwood Elementary School (U-46)

• 72% (18/25) students averaged daily points at or above 80%

• 28% (7/25) students averaged below 80%• Out of 20 referrals during the four weeks, 11

were received by CICO students• 60% (17) students have not received a referral

since CICO

Page 92: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

CICO Individual Student Progress Report

0

1

2

3

4

5

F M T W Th F M T W Th F M T WTh F M T WTh F M T W Th F M T W Th F

School Days

ODR c

oun

t

0%

10%20%

30%

40%50%

60%

70%

80%90%

100%

daily

% o

f to

tal C

ICO

poi

nts

4/7 4/14 4/21 4/28 5/5 5/12

Page 93: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Perry Elementary School (D300)Entrance to CICO:• Teacher referral• Two of more office referrals

Progress Monitoring on CICO:• PAWS (positive actions with support) for PALS (respect property, all others, learning

and self). Each student has the ability to earn 56 points a day. (4 areas, 2 point maximum during 7 one hour periods) the goal is that each student will achieve 45 points (or 80%).

Exiting CICO:• Student s graduate from CICO if they have met 80% or better of their goals during a

four week period.

Currently 35 students on CICO• Approximately 70% of students are increasing total points on a weekly basis.• 17.5% of students are being moved to more intensive interventions.

Page 94: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Social Skills/Academic Instructional Groups

Three types of skills-building groups:1) Pro-social skills

2) Problem-solving skills

3) Academic Behavior Skills

• Use Daily Progress Report

Page 95: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Social Skills/Academic Instructional Groups

• Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce)

• Goals for improvement should be common across youth in same group (ex. use your words)

• Data should measure if skills are being USED in generalized settings (ex. classroom, not in counseling session)

• Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Daily Progress Report)

Page 96: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Critical Features

• Includes structured prompts for ‘what to do’ in relevant situations (transference and generalization)

• Results in student receiving positive feedback from staff

• Includes a school-home communication exchange system at least weekly

Page 97: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Critical Features• Linked directly to school-wide expectations

and/or academic goals

• Continuously available for student participation

• Can be implemented within 3 school days of determination that the student should receive the intervention

Page 98: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Other Types of Group Interventions

• Newcomers Club

• Homework Study Groups

• Lunch Bunch

• Bus Riders School

• Anger Management Group

• Grief Group

• Others from today’s audience

Page 99: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Activity: Assessing intervention History

Page 100: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out

Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)

Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)

Complex FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised Aug.,2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

Page 101: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

A Context for PBIS

• Behavior support is the redesign of environments, not the redesign of individuals.

• Positive behavior support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.

Page 102: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Functional Assessment of Behavior“BIG IDEAS”

• Functional assessment is a problem solving process – a way to think about behavior systematically.

“FA can be done in your head.”

• Functional assessment identifies the events that reliably predict and maintain problem behavior.

Page 103: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Identifying who needs an FBA/BIP

• Academic/behavior data indicates challenge• High intensity or frequency of behavior• Behavior impedes academic performance• Don’t understand behavior• Behavior seems to meet need or be reinforcing

for student• Interventions have not been successful• Use data

Page 104: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

FBA Team Process Steps

1. Collect information1. What does the problem look like?2. What series of events predicts behavior?3. What is the maintaining consequence of the

observable behavior?4. Hypothesis statement?

2. Develop “competing pathways” and replacement behaviors

3. Develop BIP.4. Develop strategies for monitoring &

evaluating implementation of BSP.

Page 105: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

The person who is supposed to implement the strategy needs to be actively involved in designing it; or it probably won’t work!

Ownership & Voice: A Key to Intervention Design

Interventions…

Page 106: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Problem Solving Steps

Step 1: Problem Identification

Step 2: Problem Analysis

Step 3: Intervention Design

Step 4: Response to Intervention

Why is it occurring?

What’s the problem?

What are we going to do about it?

Is it working?

Page 107: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Setting Events Triggering Events

Challenging Behavior

Maintaining Consequences

Competing Behavior Pathway

Page 108: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

Neutralize/eliminate

settingevents

Add relevant & remove irrelevanttriggers

Teach alternative

that is moreefficient

Add effective & & removeineffectivereinforcers

BEHAVIOR INTERVENTION PLANNING

Page 109: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Individualized Teams at the Tertiary Level

• Are unique to the individual child & family– Blend the family’s supports with the

school representatives who know the child best

• Meeting Process– Meet frequently – Regularly develop & review

interventions

• Facilitator Role– Role of bringing team together– Role of blending perspectives

Page 110: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Individualized Comprehensive Teams/Plans

What?The development of a very unique, individualized, strength-based team & plan with the youth and family that is designed to improve quality of life as defined by the youth/family.

Who?• Youth with multiple needs across home, school, community• Youth with multiple life domain needs • The adults in youth’s life are not effectively

engaged in comprehensive planning (i.e. adults not getting along very well)

Page 111: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Individualized, Comprehensive Teams/Plans

What Do Tertiary Plans include?Supports and interventions across multiple life domains and settings (i.e. behavior support plans, academic interventions, basic living supports, multi-agency strategies, family supports, community supports, etc.)

What’s Different?Natural supports and unique strengths are emphasized in team and plan development. Youth/family access, voice, ownership are critical features. Plans include supports for adults/family, as well as youth.

Page 112: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

What is Wraparound?

• Wraparound is a tool (e.g. a process) used to implement interagency systems of care in achieving better outcomes for youth and their families.

• The wraparound process is similar to person-centered planning, the individualized Positive Behavior Support (PBS) planning process.

Page 113: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

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.

• Wraparound plans include natural supports,

are culturally relevant, practical and realistic.

Page 114: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Implementing Wraparound:Key Elements Needed for Success

Engaging students, families & teachers Team development & team ownership Ensuring student/family/teacher voice

Getting to real (big) needs

Effective interventions Serious use of strengths Natural supports Focus on needs vs. services

Monitoring progress & sustaining System support buy-in

Page 115: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

What’s New in Wraparound?

• Skill set specificity

• Focus on intervention design/effectiveness

• Integration with school-wide PBS

• Phases to guide implementation/supervision

• Data-based decision-making

• Integrity/fidelity assessment (WIT)

• Tools to guide teams:

– Home School Community

– Education Information Tool

Page 116: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Wraparound Skill Sets1. Identifying “big” needs (quality of life

indicators)• “Student needs to feel others respect him”

2. Establish voice/ownership

3. Reframe blame

4. Recognize/prevent teams’ becoming immobilized by “setting events”

5. Getting to interventions that actually work

6. Integrate data-based decision-making into complex process (home-school-community)

Page 117: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Four Phases of Wraparound Implementation

I. Team Preparation- Get people ready to be a team- Complete strengths/needs chats (baseline data)

II. Initial Plan Development- Hold initial planning meetings (integrate data)- Develop a team “culture” (use data to establish voice)

III. Plan Implementation & Refinement- Hold team meetings to review plans (ongoing data collection

and use)- Modify, adapt & adjust team plan (based on data)

IV. Plan Completion & Transition- Define good enough (Data-based decision-

making)- “Unwrap”

Page 118: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

“Bruce”

• 5th grade

• Difficulty socially interacting with peers at school and in the community

• Entered the 2007/08 school year with a Behavior Intervention Plan from the previous school year

• DCFS involvement

Page 119: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Trauma

• DCFS involvement

• Removal from home, school, or community

• Adults in conflict (domestic violence, parent in jail/prison, drug/alcohol abuse)

• Medical concerns in family

• Poverty

Page 120: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Tier 2/Secondary Supports

• In November, after receiving an office referral, ‘Bruce’ began Check-In/Check-Out.

• By January, data (SWIS & BEP) showed that student was not responding to CICO

• Team modified his Check-In/Check-Out to a Check and Connect

• School social worker initiated a simple Functional Behavior Assessment which guided the team to identify ‘days with P.E.’ as very difficult days.

Page 121: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Behavioral Pathway

Setting Event

Days with Gym

Antecedent

Less structured activities that involve competition

Problem Behavior

Negative comments about activity and to peers leading to physical contact

Consequence

Sent out of P.E. class

Function

To escape setting

Page 122: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Brief Function-based Interventions

Setting Event Supports

•Add check-in before gym

Teaching Strategies

•Teach social skills (getting along with others, friendship, problem solving, sportsmanship)

•Teach how to approach gym teacher to ask for a drink of water to leave setting.

•Teach student how to re-enter and continue with activity

Consequence Supports

•Acknowledging/rewarding student when uses new skills (asking for a drink of water to leave, using respectful language with peers, being a good sport, etc..)

Antecedent Strategies

•Behavior Lessons for all students about using respectful language with self and others and how to be to be a good sport

•. More frequent activities with less focus on competition (parachute, 4-square, etc...)

•Pre-correct

Page 123: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Better Access to Universal Systems

• Secondary supports provided student with opportunities to use new skills and be acknowledged/rewarded at high frequency

• Student was able to ‘earn’ his way into the monthly incentive program in April and May.

Page 124: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Tier 3/Tertiary Support

• Wraparound process lead to identified community interests and LAN funding to support these

• Student attended summer camp and is involved in football

Page 125: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Data-based Progress

• By May, ‘Bruce’s’ reading skills improved by 19% (only gain since October)

• Bruce had no additional office referrals after January.

• Decreased risk of failure in home, school, and community placements

Page 126: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Student Disposition Tool

0

1

2

3

October December March AprilNumb

er of

Episo

des

Office Disciplinary ReferralsIn-School SuspensionsOut-of-School Suspensions

Page 127: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Mary EllenHome, School, Community Tool

Page 128: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

• 6th grade student

• Behavior difficulties and academic failure

• GPA 1.25 (2nd quarter)

• 6 ODRs (1st two quarters)

• 15 Out-of-School Suspensions (safety)

• Family support needs –history of mobility with plan to move at the end current school year. Student moved nine times since first grade

Andy

Page 129: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Why move to Phase I wraparound instead of an FBA around one problem behavior?

– Discussing problem behaviors would not have motivated family to participate on team.

– Probably not the first time schools have approached family in this manner (“let’s talk about behavior”)

– Bigger needs to work on to improve quality of life for youth and family

– Open-ended conversation and use of wrap data tools helped engage family

Page 130: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

The team developed a mission statement:

“Andy will be happy and confident in school”

Andy

Page 131: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Using Data to Keep the Team Moving“Celebrate Success of current plan”

Andy

Page 132: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

• Andy was happy at school and his mother was pleased with the help that the wrap team provided. Teachers were pleased with the change in Andy.

• Data is used to then identify “next steps”.

Andy

Page 133: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Using Data to Keep the Team Moving “Identify Ongoing Needs & Next Steps”

Andy

The check and connect intervention and other strategies helped Andy feel better about being at his school.

The team identified unmet “needs”. The data is used to engage the team to continue working on a plan.

Educational Information Tool

Page 134: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Andy

• The family expressed that for the first time in their son’s school experience, they felt supported and optimistic. Andy’s mother wants him to continue at this school.

• Andy’s team will help develop a plan that supports his independence from adults.

1st/2nd Qtr.

3rd/4th Qtr.

ODRs 6 0

GPA

OSS

Tardy

1.25

15

23

2.30

0

6

Page 135: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Tertiary Level “Coaches” have to help establish capacity (fidelity) for wraparound:

• Commitment of time

• Commitment to “stay at table”

• Willingness to regroup and be solution-focused

• No judging or blaming

• Time for listening to stories

• Time for venting, validating

• Establishing consensus

• Voice of student/family in prioritizing

• Establishing ownership

Page 136: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Moving Forward with Tier 2 and Tier 3

Page 137: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

“Advanced Organizer:” Current Status of District

Implementation

“Where is your district at

in implementation of the full continuum of tier 2/ tier 3 supports?”

What direction and structure do districts provide to schools/principals to ensure that schools take an ‘appropriate’ (evidence-based, effective, efficient)

path to achieve district outcomes?

Page 138: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Stages of Implementation

• Exploration

• Installation

• Initial Implementation

• Full Implementation

• Innovation

• Sustainability

Implementation occurs in stages:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

Page 139: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

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

Page 140: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

District/School Tertiary Commitments• District Commitment to review data, ongoing planning, support

tertiary development at district and building levels

• Designated Buildings/District Staff positioned to facilitate tertiary teams for individual students (3-5%)

• External Tertiary Coach/Coordinator positioned

• Continuum of Skill Sets (training, guided learning, practice, coaching, consultation)

• Commitment to use of Data at System and Practice Levels:– Going beyond ODRs (i.e. SSBD)– Self assessment/fidelity (i.e. CISS, PoI)– System monitoring (SR-T, Tier2/3 Tracking Tool, etc)– SIMEO-Student Outcomes (complex FBA/BIP and

wraparound)

Page 141: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

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

Page 142: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

1. District Planning Team to address the system challenges and address the data trends to be changed.

2. Building level tertiary systems planning team to monitor progress of tertiary plans and address challenges at building level.

3. Tertiary Coaching (District level).

4. Facilitators identified and “positioned” to facilitate Tier 3 teams and plans for 1-5% of students.

5. Comprehensive training and technical assistance plan.

6. Data system/tools to be integrated into tertiary practices.

Tertiary Level System Components(Installation Stage)

Page 143: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

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

Page 144: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

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

Page 145: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

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

Page 146: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

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

Page 147: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Social Worker/School Psychologist

Discussion of Role Changes Questions raised by Current

Model

• What data /criteria are used for determining support services?

• What data /criteria are used for monitoring student progress?

• What data /criteria are used for determining whether student are prepared for exiting or transitioning from support services?

Specifics of

Proposed Model

• Review ODRs, CICO, grades, attendance, parent/teacher concerns

• We model, reinforce, practice skills we want students to obtain (rate skill attainment)

• Review ODRs, CICO, grades, attendance, parent/teacher concerns

Page 148: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Community Partners Roles in Teams

• Participate in all three levels of systems teaming: Universal, Secondary, and Tertiary

• Facilitate or co-facilitate tertiary teams around individual students

• Facilitate or co-facilitate small groups with youth who have been identified in need of additional supports

Page 149: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Old Approach New Approach

• Each school works out their own plan with Mental Health (MH) agency;

• A MH counselor is housed in a school building 1 day a week to “see” students;

• No data to decide on or monitor interventions;

• “Hoping” that interventions are working; but not sure.

• District has a plan for integrating MH at all buildings (based on community data as well as school data);

• MH person participates in teams at all 3 tiers;

• MH person leads small groups based on data;

• MH person co-facilitates FBA/BIP or wrap individual teams for students.

Page 150: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Commitments Needed at Tertiary Level• District Commitment to review data, ongoing planning, support

tertiary development at district and building levels

• Designated Buildings/District Staff positioned to facilitate tertiary teams for individual students (3-5%)

• External Tertiary Coach/Coordinator positioned

• Continuum of Skill Sets (training, guided learning, practice, coaching, consultation)

• Commitment to use of Data at System and Practice Levels:– Going beyond ODRs (i.e. SSBD)– Self assessment/fidelity (i.e. CISS, PoI)– System monitoring (SR-T, Tier2/3 Tracking Tool, etc)– SIMEO-Student Outcomes (complex FBA/BIP and

wraparound)

Page 151: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

District-wide Tertiary Implementation Process

• Ongoing District meeting (quarterly)– District outcomes– Capacity/sustainability– Scaling up (next set of schools)

• 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

Page 152: PBIS Systems of Support: Tier2/Secondary and Tier 3/Tertiary Levels of Support BC, Canada November 5, 2010 Lucille Eber Illinois PBIS Network

Next Steps…

• Assess current systems, data and practices at all 3 tiers in each school

• Determine readiness for Tier 3 development/training per school• Establish structures to ensure accountability for

delivering interventions • Initiate use of progress monitoring tools at school

and district team levels• Assess communication need with whole staff

about Tier 2/3 systems, data and practices•