 This is a presentation of the IL PBIS Network. All rights reserved. Session E10 The Changing Role of School- based Clinicians Sheri Luecking, Illinois PBIS Network Michele Capio, Behavior Interventionist Oak Park School District

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement ٭ Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at Pbis.org/schoolwide.htm

Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, SD-T, EI-T Check-in Check-out (CICO) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Family Focus ODRs,Credits, 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 (SAIG) Positive Behavior Interventions & Supports: A Multi-Tiered System of Support Model (MTSS) Illinois PBIS Network, Revised Aug Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment Individual Student Information System (ISIS)

To meet this challenge, school social workers will need to: School Social Work Association of America/NASW Position Paper from 2006 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.

To meet this challenge, school psychologists will need to be : National Association of School Psychologists Open to changing how students are identified for intervention; how interventions are selected, designed, and implemented; how student performance is measured and evaluated; how evaluations are conducted; and how decisions are made. Open to improving skills (as needed) in evidence-based intervention strategies, progress monitoring methods, designing problem-solving models, evaluating instructional and program outcomes, and conducting ecological assessment procedures. Willing to adapt a more individualized approach to serving students while also adapting a more systemic approach to serving schools. Willing and able to communicate their worth to administrators and policymakers—to “sell” new roles consistent with the provisions of IDEA 2004.

School counselors, as individuals and as a profession, can take forward steps to: Align their beliefs and attitudes with their behaviors by assessing their readiness to make change, not talk about change. Instruments that offer baseline analyses of the components of comprehensive school counseling and the skills essential to changing practice are available. 2. Use the provisions of No Child Left Behind (2001) as a means to demand an entitlement to professional development. 3. Act as leaders, social justice advocates, data informed practitioners, collaborators and team players, and managers of resources at all times with all students. 4. Align school counseling program goals and objectives with the building and district school improvement plan. Data informed practice drives the school counseling bottom line. 5. Build the comprehensive program around critical data elements. Strategic interventions focused on school report card data demonstrate the effectiveness of school counseling. 6. Partner with local institutions of higher education to prepare the next generation of practitioners by sharing best practices in both the schoolhouse and on the campus. 7. Commit to a campaign to educate stakeholders as to the contributions of a data informed, evidence based school counseling program committed to closing both the opportunity and achievement gaps

Are you willing to think differently?

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

Coaching/Consultation Coaching/Coordination Coaching/Facilitation The Role of the School-based Clinician at all three Tiers

School-based Clinician HomeCommunitySchool The school-based clinician can be seen as a LIAISON between domains

HomeSchool Community There is a place for the school-based clinician to be involved in supporting youth and families at ALL 3 Tiers Areas of involvement can be broken down by Tier (level of need) and Domain (home, school, community)

Facilitate WRAP/RENEW plans and Family Check-ups Sit on WRAP/RENEW teams as a team member Home Lead parent “SAIG” groups (i.e. setting up helpful routines at home, homework strategies, etc.) Host Q&A sessions for parents (i.e. what you need to know about “Tier 2 interventions”) Help in creating home incentive forms Help facilitate “behavior change plans” Create brochures regarding PBIS data, systems, practices Help distribute materials to families regarding PBIS Help host parent Networking meetings (N300s) Update school PBIS website link to include resources for families Help create and post “home matrix” to website SAMPLES of school-based clinician job roles at each Tier under the “home” domain

Facilitate WRAP/RENEW/Family Check-ups Enter/Analyze data for Tier 3 interventions Train facilitators on ISIS Track Tier 3 intervention data Provide TA to WRAP/RENEW facilitators Train WRAP facilitators from other buildings in the district School Create curriculum for SAIGs Train facilitators for Tier 2 interventions Provide “check-ins” for facilitators (i.e. mentors or CICO facilitators throughout the year Train staff during team/grade level meetings Lead FBA/BIP processes SAMPLES of school- based clinician job roles at each Tier under the “School” domain Provide PBIS staff trainings and presentations during staff meetings Sit on PBIS District Leadership Team- communicate messages from buildings to district administration Help in training, facilitation, implementation of Universal Screening

Community SAMPLES of school- based clinician job roles at each Tier under the “Community” domain Facilitate WRAP/RENEW/Family Check-ups Data- Tier 3 interventions Train community WRAP/RENEW facilitators Train community members who sit on WRAP/RENEW teams Train partner sites in Tier 2 interventions Assign community mentors to youth Train mental health partners to lead SAIGs Assess community resources and create community Resource Binder Assist in creating and delivering Board Presentations with PBIS information

A Shift in Practice Clinician TIME spent with Students in system supported by PBIS Clinician TIME spent with Students in “current” system

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

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

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

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

Reality of Implementation Evidence-based practice/curriculum Where do we fit? Supervision and accountability Relationships, self-awareness, and value base Understanding and using data

Evidence-based practice/curriculum

Considerations Common curriculum across the district/with training on implementation prior to handing curriculum out Structured sharing Committee to write Lesson Plans for different skills groups for all Differentiate between levels

Where do I fit? Common Core RTI PBIS Special Education Crisis Response Individual Minutes

Supervision and Accountability Peer Modeling/Networking Lead Role for different strengths Coaching Rubric for standards of each role Building level data report out Increased communication (non-punitive)

Relationships, self-awareness, and value base Working only with “workable” teachers and families Indirectly or directly supporting the “us” (school) vs. “them” (home) mentality Not willing to try new interventions/methods of treatment Lack of advocacy for marginalized students, families and teachers

Considerations Code of Ethics/professional standards Social Justice Taking the lead on poverty, trauma, diversity, etc. in all staff settings Self-awareness of language and how we promote positive talk about kids, families, and teachers to create space for growth

Understanding and using data Beyond data collection Progress-monitoring Entrance, monitoring and Exit Criteria

Moving Forward… 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