This is a presentation of the IL PBIS Network. All rights reserved. Session E10 The Changing Role of School- based Clinicians Sheri Luecking, Illinois.

This is a presentation of the IL PBIS Network. All rights reserved.

Session E10The Changing Role of School-

based Clinicians

Sheri Luecking, Illinois PBIS NetworkMichele Capio, Behavior Interventionist

Oak Park School District

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement ٭

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance onPositive Behavioral Interventions andSupports. Accessed at http://www.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/RENEWFamily 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

Inte

rven

tio

nAssessm

en

t

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 http://www.nasponline.org/advocacy/RTIrole_NASP.pdf

• 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:http://counselingoutfitters.com/vistas/ACAPCD/ACAPCD-05.pdf

1. 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

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

Home School Community

There is a place for the school-based clinician to be involved in supporting

youth and families atALL 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