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ORGANIZATION & DELIVERY OF TERTIARY SYSTEMS AT THE DISTRICT LEVEL Cynthia M. Anderson & Kimberli Breen University of Oregon & Illinois PBIS
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Challenge for Schools Produce students who are academically and socially competent But, must meet these outcomes in the face of… Students from increasingly varied backgrounds Decreasing funding
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Problems at Schools Struggling readers Can’t read at all Letter/word reversal Comprehension difficulties Memorization difficulties Retention problems English language learners Lack of number recognition Math fact deficits Homework completion Sloppy work Test anxiety Oral reading fluency Poor writing skills Fights Property destruction Weapons violation Violence toward teachers Tobacco use Drug use Alcohol use Insubordination Noncompliance Late to class Truancy Inappropriate language Harassment Trespassing Vandalism Verbal abuse
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Systems Supporting Staff Behavior Practices Supporting Student Behavior OUTCOMES Outcomes Supporting Decision Making SWPBS: Universal Level
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Intensive Interventions Specialized Individualized Systems for Students with High-Risk Behavior Targeted Interventions Specialized Group Systems for Students with At-Risk Behavior Universal Interventions School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support
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Systems Supporting Staff Behavior Practices Supporting Student Behavior OUTCOMES Outcomes Supporting Decision Making
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Practices Continuum of supports
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Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Tier 2/Secondary Tier 3/ Tertiary Small Group Interventions (CICO, etc) Intervention Assessment Adapted from T. Scott, 2004 Group Interventions with Individualized components Function-based intervention Attendance, RFA, ODR, GPA, etc. CICO data, data from other targeted groups Functional Behavior Assessment
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Continuum of supports Documentation for targeted and intensive interventions What intervention consists of Materials needed Data-based decision rules Plan for progress monitoring Interventions for academic and social behavior linked Practices CICO Features BSP Features
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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, 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
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Practices Multiple ways of identifying students who may benefit Office discipline referrals Request for assistance Formative evaluations Sample Formative Evaluation Continuum of supports Interventions for academic and social behavior linked
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Outcomes Supporting Decision Making Systems Supporting Staff Behavior Practices Supporting Student Behavior OUTCOMES
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Systems Teams to support all students SWPBS/leadership team Guide implementation of universal intervention Monitor outcomes and process (fidelity) Braid incoming initiatives into SWPBS Communicate with school community about SWPBS Teams to Build systems and interventions for secondary tertiary Progress monitor Conduct FBA & wraparound and build interventions
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Example: IPBS Systems Goal: Build systems and interventions for secondary tertiary Initial “new teams training” & admin training Focus on systems and progress monitoring Monthly district team meetings Support plan coaching Systems for Tier II interventions What skills/materials are needed? What are target behaviors? What is the goal? What defines progress and lack of progress? CICO Features
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Example: IPBS Systems Teams to support all students SWPBS/leadership team IPBS Team Responsibilities Membership Coordinator Administrator FBA coordinator Targeted interventions coordinator Academic specialist Representation from Regular and Special ed. Minutes
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Example: IPBS Systems Teams to support all students SWPBS/leadership team IPBS team Student-focused team Responsibilities Conduct functional behavior assessment Build support plan Membership Someone with expertise in function-based support Teacher(s), other stakeholders Parent, student
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Example: Illinois PBIS Tertiary Systems Planning Team Secondary Systems Planning Team Secondary (Generic) Problem Solving Team Individual Youth FBA/BIP Team Wraparound Team District Tertiary Leadership Team
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Example: Illinois PBIS’s Tertiary Planning Team Administrator Social worker/guidance/school psychologist General Educator Special Educator Tertiary Coach
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Example: Illinois PBIS’s Tertiary System Planning Team Building-based team Supported by Tertiary Coach Review/assess all levels of intervention Data, referrals, team perspectives Focus on effectiveness of Tertiary interventions (data, not individual students) Pull interventions down to Universal & Secondary levels (efficiency) Strengthen Tertiary interventions with Universal & Secondary (effectiveness) Support wraparound facilitators
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Example: Illinois PBIS’ 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 (esp. since planning is done based on multiple-life domains). All relevant individuals/staff are invited.
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Systems Teams to support all students System for monitoring outcomes Access to assistance Assistance for teachers Assistance for team members Link across continuum of PBS (universal, targeted, intensive) School-family connection
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Systems Supporting Staff Behavior Practices Supporting Student Behavior OUTCOMES Outcomes Supporting Decision Making
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Outcomes/Data Individual students Tools for data collection Tools for easy graphing and evaluation Teachers receive feedback regularly Parents receive feedback regularly Effects of system monitored Outcomes Fidelity Social validity DailyFidelity
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Our Goal: Supporting students with significant challenges With positive outcomes With fidelity Over time
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Challenges for Districts Universal level of PBS available for ALL students Moving from one-student at a time, reactive approaches to capacity within schools to support the behavior of ALL students? Developing and implementing systems needed for tertiary implementation Referrals to Special Education seen as the “intervention” FBA viewed as required “paperwork” vs. a needed part of designing an intervention Interventions the system is familiar with vs. ones likely to produce an effect
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Practices to be supported Targeted interventions Function-based support Data-based decision rules Districts Support School Practices District support Investment in 2-4 targeted interventions Initial and on-going training for relevant personnel Build capacity in efficient FBA Technical assistance available for comprehensive FBA/BSP On-site coaching for new IPBS schools Hiring practices promote implementation of evidence-based interventions
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Districts Support School Systems District teams support school teams District leadership team District IPBS team SWPBS a priority for district Funding available for school SWPBS efforts
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Districts Support School Use of Data District provides schools data system—all tiers District uses data to guide decision-making Training needs Support needs District highlights important outcomes for stakeholders
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IPBS Timeline
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What are the Outcomes? So…..
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Summary… Multi-tiered, comprehensive supports needed to meet needs of students in schools Effective and sustained implementation requires clearly articulated Interventions with empirical support Systems to support implementation Strategies to use data to guide decision-making
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Questions about Illinois PBIS Questions about IPBS? Kim Breen Cynthia Anderson: canders@uoregon.edu
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