1. Building Systems Capacity at Tier 3 ISTAC/IL PBIS Network Lucille Eber, State Director Kimberli Breen, Technical Assistance Director Waukegan School District Laurie Lee, High School Special Education Chair

2. About this session:  Describe the critical Tier 3 systems features at the district and building level Session Objectives:  Understand the Tier 3 teaming functions at both a district and building level  Learn how Tier 3 interventions can be layered up from Tier 1 and Tier 2 systems, data, and practices  Understand how to build coaching and technical assistance processes that match the complexity of the interventions needed for success at Tier 3

3. Understand the Tier 3 teaming functions at both a district and building level

4. District Teaming for Tier 3 Facilitate quarterly District action planning to:  Clarify district-wide expectations for buildings  Offer support and accountability for Principals & other leaders  Progress-monitor at multiple levels: District, school & individual youth in aggregate Use district data to identify trends in placement Use data to identify youth most at risk per building/district  Oversee implementation, evaluation & coaching support to buildings  Engage and partner with families and community agencies

5. Systems Response Tool Building Level Data Used by District Teams in Aggregate

8. Building Level Teaming to Support All Tiers

9. 3-Tiered System of Support Necessary Conversations (Teams) Check-In Check-Out Skills Groups Group w. individual feature Complex FBA/BIP Problem Solving Team Meeting Tertiary Systems Team Meeting Brief FBA/BIP Brief FBA/BIP Wraparound Secondary Systems Team Meeting Plans schoolwide & classroom supports Uses process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one student at a time Uses process data; determines overall intervention effectiveness Rev. 11.19.2012 Universal Team Meeting Universal Support Illinois PBIS Network

10. Teaming at Tier 2  Tier 2 Systems Planning ‘conversation’  Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief FBA/BIP supports  Review data to make decisions on improvements to the interventions  Individual 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

11. 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

12. 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.

13. Systems Data Use at Tier 2/3

16. Learn how Tier 3 interventions can be layered up from Tier 1 and Tier 2 systems, data, and practices

17. 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. 2013 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment Individual Student Information System (ISIS)

18. Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors. EXPECTATIONS 1 st block2 nd block3 rd block4 th block Be Safe 2 1 0 Be Respectful 2 1 0 Be Responsible 2 1 0 Total Points Teacher Initials Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken Use your words Use deep breathing Keep arm’s distance Use #2 voice level when upset Ask for breaks Self-monitor with DPR “Social & Academic Instructional Groups” “ Individualized Student Card After FBA/BIP" Walk to class Keep hands to self Use appropriate language Raise hand to speak Bring materials Fill out assignment notebook

19. Understand how to build coaching and technical assistance processes that match the complexity of the interventions needed for success at Tier 3

20. Train Diverse Implementers  Continue to train clinicians  Include building and district administrators in trainings  Overviews (i.e. AA1241)  Intervention trainings  Include Special Education Teachers  Invite General Education Teachers, ParaProfessionals, Security and others  Partner with families & community agencies in providing & receiving training

21. Tier 3 TA Purposes Increase implementation, coaching & TA fluency for:  Internal and External Coaches  Tier 3 Facilitators  Other partners In order to:  Improve effectiveness of Tier 3 implementation  Improve quality of life for children and families

22. Phases of Coaching  Phase 1: Modeling - Coach models desired skills & competencies:  "Coach shows the facilitator how to do it"  Phase 2: Support and Feedback - As team assumes responsibility, Coach provides support & feedback:  "Coach supports and provides feedback as the facilitator does it"  Phase 3: Monitoring - Coach observes as team performs and self-monitors independently:  "Coach celebrates the facilitator's ability to perform and self-monitor"

23. Building Tier 3 Capacity  PBIS Network  Do for  Do with  Cheer on  External Coach  Do for  Do with  Cheer on  Facilitators  Do for  Do with  Cheer on  Students & Families

24. As you hear the district example, consider: 1)What have been your roadblocks to effective Tier 3 implementation? 2)How does your system currently blend Special & General Education? 3)Do building/district admininstrators regularly review implementation data? (fidelity, outcomes etc.)

25. Exemplar Laurie Lee Waukegan High School Special Education Chair

26. From Theory to Practice Critical Tier 3 Systems Features  Started with a District wide leadership team  Involved all stakeholders including building administration, clinicians, district level staff  Use of district data for systems development and planning for implementation  Developed data-based decision rules for renew

27. Systems: Use of Data  Created system for how to identify youth for Tier 2 interventions  Data-based decision-rules  Tier 3 “Systems” Committee: increasing representation, becoming more active  Revisit system for how youth are identified for RENEW/Tier 3 support  Plan for building/district admin. to review ‘usage data’ to know which facilitators are actively entering/using data for Tier 3 support

28. From Theory to Practice Critical Tier 3 Systems Features  Building Buy in by administrators and staff  Addressing supervision  Coaching had been in place for Tier I and Tier II so planned continuation of coaching at RENEW sites  Moving from district vision to implementation

29. Working in the Trenches  Compartmentalization  Imperfect intervention tiers  Over reliance on Clinicians

30. Working in the Trenches: Previous Compartmentalization  Trainings done for just one type/group of staff  Limited inclusion of administration in trainings for facilitators  Gen. & Sp.ed. staff not sharing responsibility for students  Supervision of staff fell along lines of Gen.Ed. or Sp.Ed.  Youth w. IEPs were treated differently and did not have access to same systems of supports.  i.e. Tier 3 support, but without the Tier 2/Tier 1 layers included for intervention or data use  CICO was general education intervention  Intensive intervention were the norm rather than looking at the value of universal and targeted interventions

31. Working in the Trenches: Imperfect intervention tiers  We spent a lot of time building systems but sometimes the system became the focus instead of the students.  Tiers were not completely built or working well.  Service providers got hung up on fixing CICO and not moving forward.  Focus needed to change  How do we serve our students and still build the systems?  How do we make this work?  How can we continue building/improving systems even if the lower levels aren’t perfect?

32. In the Trenches: Over reliance on Clinicians  Clinicians have historically had a huge role in interventions for students with social/emotional/behavioral needs  Clinicians met with students 1:1 for counseling  Problem was that often there was no improvement in functioning in the classroom setting  Talking through problems may or may not have involved skill development  Any skills learned in isolation were less likely to transfer  Paradigm shifting  Goal is post secondary outcomes so building skills for adulthood is critical  Originally trained clinicians to accomplish the work with renew  Next brought in Special Education teachers  This brought the intervention closer to the classroom and to real life  Currently training general education teachers, paraprofessionals, safety staff  New Focus: train/inform non-clinicians  Generalize skills by expanding to all people in circle  Move skills into classroom and general school environment

33. Finding the Stepping Stones  Reducing compartmentalization  Building Collaboration  Getting the right staff in the airplane

34. Finding the Stepping Stones: Reducing compartmentalization  Analyze & shift structures – Is the structure communicating separate systems?  Sp.Ed. structures were separate from general education structures  Sp.Ed. problem solving teams met separately  The Sp.Ed. teacher principal was an academic chair not a house principal  Moved all special education teachers into houses  Supervised collaboratively by Principal and Sp.Ed. Administrator  All administrators responsible for all students with ongoing teaming and collaboration

35. Finding the Stepping Stones: Reducing compartmentalization  Support the “we” instead of the “us and them”  Facilitate Deep Conversations regarding the needs of all students  Support moving away from being independent practitioners  Youth with and without IEPs are ‘shared responsibility’ with Sp.Ed. Admin & Building Principals  Provide opportunities to team and collaborate  Identify youth by grade level/team instead of by teacher (all freshman are my responsibility, not just the ones I teach)  Look at roles differently, how do we share responsibility for the work  Doesn’t always have to be me/you; others can help or fill in (removes roadblocks) i.e. “I can’t co-teach that period…but who else can?”  Servicing youth ‘from a different house’ i.e. “whose the best person to work with that youth”  Build systems that have some exceptions; not all one or the other

36. Finding the Stepping Stones: Building Collaboration  Invite the right people to the table  Those who question as well as those who support  Meet often  Be transparent, share data  Keep the loud voices in the conversation  Include those who seem resistant  Always include administrators  Make the work “palatable”  Build the stepping stones;  Break the work into the smaller (digestible) parts  Can see outcomes quicker when focus small  Early/small successes can be built upon/expanded  Let people move at the pace that fits them; move slower to go faster

37. Finding the Stepping Stones: Building Collaboration  Support participation of all stakeholders  Staff sometimes hesitate to contribute because they don’t want to be ‘blamed’ for ideas that don’t work  Use open-ended questions to promote “deep” conversation  Easiest to build systems when ask others “What will help the students?” “What are the challenges?” “Where do you fit?”, “What would help this work better?”

38. Getting the right staff in the airplane: How do we build it as we are flying it?  Frame the issues differently  We are building this “together”  We know where we’re going, may not know exactly what it looks like now  Need feedback from everyone along the way i.e. “What do you WANT it to look like?”  Use blueprints that have worked in the past Then modify as needed; based on feedback

39. Getting the right staff in the airplane  Always include administrators  Decision-makers need to be in the conversation  General Education, Special Education, Clinicians all working/planning/implementing together  Multiple layers of staff in same mtg.:  District mtgs. with clinicians, principals & district directors/superintendents  Build the system with/around those who are INTERESTED  Those who understand why it’s important can help others buy-in  You CAN build system front to back or back to front  Renew can support the building of tier II systems

40. Reflection/Discussion 1)What questions do you have? 2)How do you see this working in your district/buildings? 3)Have you already begun this transition, if so, what roadblocks are you facing?