1. Data-Based Decision-Making at the Tertiary Tier Illinois PBIS Network Kimberli Breen, Kelly Hyde Diane McDonald,

2. Objectives Using meaningful data for decision-making for youth in need of tertiary level supports demonstrate the use of integrated data-based decision-making into individualized planning for students with tertiary level needs. Case study examples will show how Illinois' "SIMEO" tools have guided teams in creating effective plans for students in need of Tier 2 and Tier 3 supports how this data can be used for district- and state- level planning.

3. Tertiary Level PBIS 1. Systems  Team based problem solving (District, Building @ 3 tiers)  Data-based decision making system (SIMEO)  Sustainability focus (redefining roles, district data review, etc. ) 2. Data  Data used for engagement and action planning with team  Data tools are strengths/needs based  Multiple perspectives and settings captured in data  Show small increments of change at team meetings 3. Practices  Youth having access to all levels of SWPBS  FBA/BIP is essential skill set for implementers  Engagement and team development are critical elements  Team facilitation is essential skill set (for complex FBA/BIP & wrap)  Wraparound process/elements create ownership/context for effective interventions including FBA/BIP  Assess/monitor fidelity with families

4. Systems Examples Using meaningful data for decision-making for youth in need of tertiary level supports –Secondary/Tertiary Tracking Tool –Systems-response tool –OOHS

5. Can individual student intervention teams use data-based decision-making to prioritize needs, design strategies, & monitor progress of the child/family team? (complex FBA/BIP, wraparound) Data-Based Decision-Making At the Tertiary Tier more efficient teams, meetings, and plans? less reactive (emotion-based) actions? more strategic actions? more effective outcomes? longer-term commitment to maintain success?

6. Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Tier 2/Secondary Tier 3/ Tertiary SIMEO Tools: HSC-T, RD-T, EI-T Small Group Interventions (CICO, SAIG, etc) Intervention Assessment Illinois PBIS Network, Revised Sept., 2008 Adapted from T. Scott, 2004 Group Interventions with Individualized Focus (CnC, etc) Simple Individual Interventions (Brief FBA/BIP, Schedule/ Curriculum Changes, etc) Multiple-Domain 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.

7. Steps for Conducting a FBA-BIP Process 1.Define the Challenge/Identify Goals 2.Gather Information (data) 3.Generate a hypothesis statement (determine function) 4.Build a “Competing Behavior Pathway” to identify possible elements of a Behavior Intervention Plan 5.Design & Evaluate a Behavioral Intervention Plan 6.Plan for effective implementation of the Behavior Intervention Plan. 7.Monitor regularly and modify based on observed progress. Source: Sugai, G., Lewis-Palmer, T., & Hagan-Burke S. (2000)

8. 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

9. Four Phases of Wraparound Implementation I.Team Development - 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”

10. Case Study Examples How have Illinois' "SIMEO" tools been used to guide teams in creating effective plans for students in need of Tier 2 and Tier 3 supports?

11. Data-Based Decision-Making Moving from Secondary to Tertiary “BRUCE”

12. ‘Bruce” 5 th 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

13. Secondary/Tier 2 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.

14. 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

15. 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 Acknowledgin g/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

16. 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.

17. Tertiary/Tier 3 Support Wraparound process lead to identified community interests and LAN funding to support these Student attended summer camp and is involved in football

18. 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

19. Referral Disposition Tool

20. KH demonstrate the use of integrated data- based decision-making into individualized planning for students with tertiary level needs. Virtuous of tracking system, how to set up/create system (critical features), IL system

21. Individual Student Evaluation 21 8/17/2015 Using Individual Student Data to Drive Decision Making: -An Introduction to Data Collection Systems

22. Individual Student Evaluation 22 8/17/2015 Using Individual Student Data to Drive Decision Making: Technical Features PBS TO DO List- *Attend Team Meetings for Tommy and Jane *Train school on individual wrap planning *Return E-Mail, phone calls, etc. Data collection and data entry…hmmm….. maybe if they add a few more hours to the day!!

23. Individual Student Evaluation 23 8/17/2015 “If you do not know where you are going….any road will get you there !” -Unknown

24. Individual Student Evaluation 24 8/17/2015 Using Individual Student Data to Drive Decision Making: Technical Features Using clearly defined outcomes and data-based decision making provides PBS Teams with a pathway to student success!

25. Individual Student Evaluation 25 8/17/2015 Supports what we know to be true about a student Sometimes tells us what we did not know about a student Helps to support need for team involvement Helps to support need for family involvement Help to support need for resource allocation Helps us to our celebrate success Helps us to know when change is necessary and imminent Data at Team Meetings……

26. Individual Student Evaluation 26 8/17/2015 Technical Features: Historical Overview Power Point/Excel Graphing of Individual Student Data using graphing templates SIMEO I Individual Student Online Database System with Graphing SIMEO II Adding secondary and tertiary tracking features for classroom, school and District 2002 2003 2009- 2010

27. Individual Student Evaluation 27 8/17/2015 SIMEO Database (Systematic Information Management of Education Outcomes) -online data collection and graphing database system for individual student receiving intensive level planning and supports Technical Features: Database Development

28. Individual Student Evaluation 28 8/17/2015 SIMEO Database Features Automated password protected storage of multiple points of data across multiple types of tools in one convenient location; Access to this data through a virtual connection 24 hours a day, 7 days a week; Access to a reporting feature that allows the end user to view all data entered for an individual student, across all instruments entered, by data entry date; Technical Features: Database Development

29. Individual Student Evaluation 29 8/17/2015 SIMEO Database Features -Access to a graphing wizard that allows for the development of graphs of relevant data variables from all tools. Graphs are available in either bar or line graph format and can be customized to select all data between two points in time for up to 4 variables per graphs, for either a single student, or across all students within their case file; -Ability to cut/paste graph in to word file document; -Ability to print graph directly from graph wizard. Technical Features: Database Development

30. Individual Student Evaluation 30 8/17/2015 Using Data to Drive Decision Making Individual Student Evaluation -Five (5) Individual Student Assessment Tools -Online database data collection (SIMEO-09) -Online individual student graphing of over 140 different variables related to student/family functioning, behavior and satisfaction

31. Individual Student Evaluation 31 8/17/2015 Using Data to Drive Decision Making Individual Student Evaluation: What’s in the tool box? 3 Required Tools*:  Referral Disposition Tool (RD-T)  Educational Information Tool (EI-T)  Home, School Community Tool (HSC-T) 2 Optional Tools  Family Satisfaction Tool (FS-T)  Youth Satisfaction Tool (YS-T) *WIT Tool to be added to required tools after completion of pilot

32. Individual Student Evaluation 32 8/17/2015 ISTAC Individual Student Evaluation What is in the tool box? Referral Disposition Tool (RD-T)-Required –Designed to collect demographic and outcomes data –Filled out by Wrap Facilitator and Family/Team where applicable –Required at baseline and every time data are collected –If no demographic changes noted from previous quarter, only need to collect new data on questions that change over time –SIMEO Database has capacity to graph four questions: Frequency of ODRs, Frequency of In-School Suspensions, Frequency of Out-of-School Suspensions Change in Risk assessment: home, school, community

33. Individual Student Evaluation 33 8/17/2015 Referral Disposition Tool (RD-T) Example of School Discipline Data Bar Graph Los Poblanos Middle School Student ASRDate Range: Jan 2008 to April 2008 January 2008 April 2008

34. Individual Student Evaluation 34 8/17/2015 ISTAC Individual Student Evaluation What is in the tool box? Educational Information Tool (EI-T)- Required –Designed to collect education related indicators and school behavior data –To be filled out by teacher or team of teachers working directly with the student –Required at baseline and every time data are collected –Database has capacity to graph questions in Section I and II

35. Individual Student Evaluation 35 8/17/2015 Educational Information Tool (EI-T) Example of School Behavior Data Line Graph Los Poblanos Middle School Student ASRDate Range: Jan 2008 to June 2008 January 2008 April 2008June 2008

36. Individual Student Evaluation 36 8/17/2015 ISTAC Individual Student Evaluation What is in the tool box? Home, School, Community Tool (HSC-T) –Designed to collect strengths and needs based data on student in 5 domains of functioning across home, school and community environments –Definitions list for domain areas exists and may need to be re- worked –To be filled out by Team/Family/Student –Required at baseline and every time data are collected, unless collecting Big Behavior Tool –37 Questions –Database has capacity to graph questions 4 through 37 –All environments must be filled out in order for tool to be viewed as complete

37. Individual Student Evaluation 37 8/17/2015 Home, School, Community Tool (HSC-T) Example of Behavior Domain Data-Bar Graph Los Poblanos Middle School Student ASRDate Range: Jan 2008 to June 2008

38. Individual Student Evaluation 38 8/17/2015 On-site training On-line training Training to criteria Using Individual Student Data to Drive Decision Making: Technical Features: Training and Implementation

39. Wraparound & Data-Based Decision-making “Billy” 5th Grade Student Reason for Wraparound Grades declining Aggressive toward peers and self

40. “Billy” 1 st Qtr. 2 nd Qtr. Social Studies Reading Math F B+ B FDCFDC ODRs OSS 2525 1010

41. Billy Mother and Stepfather 5 th grade teacher Check and Connect (CnC) Coach 3 rd grade teacher/mentor Principal School Psychologist Social Worker/Facilitator Middle School Social Worker (for transition planning) “Billy” Child & Family Team

42. The Big Need “Billy” Needs to feel like he belongs at home and school

43. “Billy” Getting to STRENGTHS using data Home-School-Community Tool

44. “Billy” Getting to NEEDS using data Home-School-Community Tool

45. Supports put into place as a result of the wrap-around “Wraparound Action Plan” 3 rd grade teacher arranged math help and mentoring. Laminated pass to come to the social workers office to cool down. Received social work support to address emotional/behavioral concerns Joined a Rainbows group to address family loss issues Library helper two times a week Parents sought psychiatric treatment to address possible depression concerns which led to medication and weekly counseling Billy began attending youth group activities at church Parents signed him up for spring baseball league Billy given an opportunity to tour the middle school at end of academic year and opportunity to meet the social worker and principal “Billy”

46. “Billy” Getting to INTERVENTIONS using Data Home-School-Community Tool

47. “Billy” 1 st Qtr 2 nd Qtr. 4 th Qtr. Social Studies Reading Math F B+ B FDCFDC CABCAB ODRs OSS 2525 1010 0303

48. Summary how this data can be used for district- and state-level planning. (kim…DLT, systems- response tool, OOHS)

49. Changes in Students Placed in Special Education – Hermansen Elementary School Valley View School District 365U

50. Tertiary Demonstration Implementation Improves at All Levels of PBIS N=18 schools