The Changing Role of the Pupil Services Personnel Ami Flammini, LCSW Technical Assistance Director IL PBIS Network

Activity 3 tasks you do 3 tasks you could do without 3 tasks you wish you did (or did more of)

To meet this challenge, will need to: Be willing to re-examine their approaches to change and problem resolution. Take risks in terms of attempting new interventions and strategies. Examine their beliefs about special education and services to students with special needs. Engage in regular and ongoing professional development opportunities. Be more physically available to the classroom. Examine their personal service delivery system and make adaptations to better serve students. Determine more efficient ways to provide services to more students. Become more expert in data collection.

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) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

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 May 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

3-Tiered of System Support Necessary Conversations (Teams) CICO SAIG Mentoring 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 Process data, overall intervention effectiveness Standing team, uses FBA/BIP process for 1 youth at a time Process data, overall intervention effectiveness

Consider… Some struggle with the use of data, pre and post intervention Interventions continue to be implemented year after year whether or not success is noted Default to individual counseling for many students Training programs traditionally have not taught the use of data Due to lack of resources, have been encouraged to do therapy rather than skill building with students

Reviewing and Changing Job Descriptions (the old way) Completes SDS for Case Study Evaluation Integrates Assessment information to provide a multi-faceted overview of students functional ability Participates in Child Study Team Conducts classroom observations Assists parents and educational personnel in reaching a realistic understanding of student’s ability and needs Provides preventative and therapeutic services to children, parents, and/or families

Job Description (the old way, cont.) Provides services on IEP Maintains channels of communication with principals and teachers Provides assistance in crisis situations Maintains communication with students, parents, educational personnel, and community Provides and participates in in-service Conducts seminars for parents Other duties as assigned.

Tier 1 con·sult

Tier 2 co·or·di·nate

Tier 3 fa·cil·i·tate

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

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

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

Newly Designed Job Description Participate in building based activities that support the School Improvement Plan Participate in Secondary and Tertiary intervention planning meetings Participate in development and implementation of strategies and activities related to PBIS Use data to determine effectiveness of research based intervention (pre and post) Use the three tiered approach to intervention planning to enter, progress monitor, and exit youth from interventions (based on data) Providing coaching and professional development for staff

Job Description (New, cont.) Provide conflict resolution training, drug and alcohol education, and social skills training based on secondary or tertiary team Provide direct services to children in crisis Provide school social work services to children as determined in the IEP process based on a continuum of preventative interventions Develop and maintain working relationships with students, parents, educational personnel, and community Participate in the development of Tertiary interventions in the form of FBA/BIP or wraparound teams

Common Trends Moving from reactive to preventative Time efficient and least restrictive Moving from Tier 1 to leading Tier 2/3 Facilitating Tier 3 Interventions Serving students needs vs. “labeled” populations Systems approach Intervention vs. Referral to Professional

What will it take?  To build the collaboration across school employed and community employed partners Knowledge gaps Skill gaps Relationship gaps  To help school leaders build and sustain collaborative programs