The Kansas-Illinois SW-PBS Tertiary Demonstration Center: A Response to Intervention (RtI) Continuum of Support Model July 23, 2008 Lucille Eber, IL PBIS.

The Kansas-Illinois SW-PBS Tertiary Demonstration

Center:A Response to Intervention (RtI)

Continuum of Support Model

July 23, 2008

Lucille Eber, IL PBIS NetworkWayne Sailor, University of Kansas

2008 OSEP Project Director’s Conference

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

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, SSI, etc)

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Group Interventions withIndividualized Focus (CnC, etc)

Simple Individual Interventions(Simple 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.

Continuum of Support for Tier 2/Secondary-Tier 3/Tertiary Level

Systems

1. Group interventions: CICO, social or academic skills groups, tutor/homework clubs, etc.

2. Group intervention with a unique feature for an individual student, (e.g. CICO individualized into a Check & Connect; mentoring/tutoring, etc.)

3. Simple individualized function-based behavior support plan for a student focused on one specific behavior (e.g. simple FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc)

4. Complex function-based behavior support plan across settings (e.g. FBA/BIP home and school and/or community)

5. Wraparound: More complex and comprehensive plan that addresses multiple life domain issues across home, school and community (e.g. basic needs, MH treatment, behavior/academic interventions) as well as multiple behaviors

Illinois PBIS Network, Revised May 15, 2008

Matrix of Secondary/Tertiary InterventionsKey: Actual referred/receiving: 1st #

Responding: 2nd #

Check-in Check-out (CICO)

Social/

Academic Instructional Groups

Simple Tier 2 Interventions with indiv. features

(e.g. CnC)

Simple Function-basedInterventions

Complex/

Multiple-life -domain

FBA/BIP

Wrap-around

Support

Check-In/Check-Out• First Simple Secondary intervention within continuum of

behavior support

• Requires the least resources, least intrusive

• The majority of kids will “start with” a CICO

• One adult supports multiple youth

• Progress-monitoring with Daily Progress Report (DPR)

• Same intervention for all kids (same DPR with school-wide expectations, etc…)

Tertiary Demo School Reduces ODRs & Increases Simple Secondary Interventions

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2-5 ODRs 6+ ODRs CICO*

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IL Tertiary Demo

Social Skills Instructional Groups

• Three types of skills-building groups:1) Pro-social skills

2) Problem-solving skills

3) Academic Behavior Skills

• May or may not involve DPR

• These are often the skill groups facilitated by social workers and counselors

How would life be different if things were better for this student, teacher, family?

• What would increase or strengthen this student’s friendships and social support?

• What would increase this student’s opportunity to exercise appropriate choice making and to have more control over aspects of his or her life?

• How can participation in the student’s home, school, and community be increased?

• What specific skills could be taught and environments arranged to promote practice and use of the skills?

Universal Screening:Implementation

• Between early September-first of November, completed screenings in 6 districts and 18 schools

• Initial results indicate that approximately 5%-9% of students enrolled in grades 1-6 were identified by the SSBD

A Middle school example:

– Approximately 320 students enrolled in sixth grade were screened using the SSBD

– 38 six graders or 11% passed gate two– Tier 2 interventions such as Check-in-

Check-out

Implementation

Four Phases of Wraparound Implementation

I. Team Development- Get people ready to be a team- Complete strengths/needs chats

II. Initial Plan Development- Hold initial planning meetings - Develop a team “culture”

III. Plan Implementation & Refinement- Hold team meetings to review plans - Modify, adapt & adjust team plan

IV. Plan Completion & Transition- Define good enough - “Unwrap”

Phase I: Team Development

Initiating the Wraparound Process Prepare for wraparound meetings through

individual conversations with core team members is a critical first step.

The first contact/s with the family should feel different than being invited to a meeting.

Gather information for a rich strength profile (this will be a valuable tool for action planning).

Phase I: Team Development

Wraparound Facilitator:– Meets with family & stakeholders– Gathers perspectives on strengths & needs– Assess for safety & rest– Provides or arranges stabilization response

if safety is compromised– Explains the wraparound process– Identifies, invites & orients Child & Family

Team members– Completes strengths summaries & inventories– Arranges initial wraparound planning

meeting

Mary EllenHome, School, Community Tool

“Roman”Using the Data to get to Strengths and Needs

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Baseline 3 months 6 months

Controls Anger Has friends Gets along with children

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Baseline 3 months 6 months

Controls Anger Has friends Gets along with children

Home School

“Henry”Reason Referred to Tertiary

Supports

“Henry”, an elementary school student, had: extremely poor attendance failing grades poor homework completion trouble with the law in the community and had a court assigned probation officer

and a mandated Department of Children and Family Services (DCFS) counselor

“Henry”

Engagement and Team Preparation

• Wraparound team initially included – Henry– his mother – the school social worker – his primary classroom teacher – school principal, bi-lingual liaison– district SWPBS tertiary-tier coach

• Team met consistently to identify strengths, big needs and develop a wraparound plan for Henry.

• Henry’s strengths identified by team included:– a good relationship with his teacher – responsiveness to positive attention from adults he

likes – leadership among his peers – and effective self-advocacy

• Henry’s “big needs” as identified by the wraparound team: – Henry needs to feel as if he fits in with the other kids

at school– Henry needs to feel successful at school– Henry to be invested in his education

“Henry”

Identifying Strengths and Big Needs

• Henry was included in the “Check-and-Connect” intervention which was being delivered to other students in the school

• In addition, Henry and his teacher talked about individual behavior goals listed on his daily point card.

• He was put on “safety patrol” in which he was an older youth selected to be a positive role model to help monitor and improve his behavior in the hallways.

• Because Henry’s voice was important, the suggestion that he work with younger students in their classrooms was set aside due to Henry’s lack of interest.

“Henry”

Ongoing Plan Implementation and Refinement

• From second quarter to third quarter, with wraparound in progress, Henry’s grades and attendance began to increase – Spelling: 15% to 40% – Math: 15% to 48.5% – Reading: 20% to 63%– His DIBELS score increased from 55 words per

minute in the fall to 67 words per minute in the winter.

– Attendance:15% in 1st quarter 60% in 2nd quarter, 75% in 3rd quarter

“Henry”

Initial Outcomes

Henry’s Risk of Placement Data

Referral-Disposition Tool (SIMEO)

Henry’s Behavior and Emotional Functioning at Home

Home School Community Tool (HSC-T)

Henry’s Behavior and Emotional Functioning at School

Home School Community Tool (HSC-T)

Henry’s Behavior and Emotional Functioning In the Community

Home School Community Tool (HSC-T)

• Henry’s progress was monitored through:– Office discipline reports– Attendance– Grades– DIBEL scores – Check In Check Out behavior card points– SIMEO Tools

“Henry”

Progress Monitoring

Ensuring Capacity at All 3 Tiers

• Begin assessment and development of secondary and tertiary tiers at start-up of universal– Assess resources and current practices

(specialized services)– Review current outcomes of students with higher

level needs– Position personnel to guide changes in practice– Begin planning and training with select personnel

• All 3 tiers addressed at all district meetings and at every training

Requirements for IL Tertiary Demos

• District Commitment• Designated Buildings/District Staff• External Tertiary Coach/Coordinator• Continuum of Skill Sets (training, guided

learning, practice, coaching, consultation)• Commitment to use of Data System

– Going beyond ODR’s (i.e. SSBD)– Self assessment/fidelity– SIMEO-Student Outcomes

District-wide Secondary/Tertiary

Implementation Process• District meeting quarterly

– District outcomes– Capacity/sustainability– Other schools/staff

• Building meeting monthly– Check on all levels– Cross-planning with all levels– Effectiveness of practices (CICO/BIP/Wrap, etc)

• Secondary/Tertiary Coaching Capacity• Wraparound Facilitators

System Data to Consider

• LRE– Building and District Level– By disability group

• Other “places” kids are “parked”– Alternative settings– Rooms w/in the building kids are sent

• Sub-aggregate groups– Sp. Ed.– Ethnicity

Ongoing Self–Assessment of Secondary/Tertiary

ImplementationBuilding Level:• IL Phases of Implementation (PoI) Tool • IL Secondary/Tertiary Intervention Tracking Tool• Sp. Ed Referral Data• Suspensions/Expulsions/Placements (ongoing)• Aggregate Individual Student Data (IL SIMEO data)• LRE Data trends• Subgroup data (academic, discipline, Sp. Ed. Referral, LRE, etc)

District Level:• Referral to Sp.Ed. Data• LRE Data (aggregate and by building)• IL Out-of-Home-School-Tracking Tool (multiple sorts)• Aggregate SIMEO data• Aggregate PoI Data

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Resources/References• See “Commitments for Success” by going to

www.pbisillinois.org and click on “Getting Started”• Also see “IL PBIS Network FY09 Phases of Implementation

(PoI) Rubric by clicking on “Recognition Process,” then “Criteria”

• Eber et al. “Wraparound As a Tertiary Level Intervention for

Students With Emotional/Behavioral Needs”. Teaching Exceptional Children, July/August 2008.

• Eber et al (in press). Completing the Continuum of School-wide Positive Behavior Support: Wraparound as a Tertiary Level Intervention. In Sailor, W., Dunlap, G., Sugai, G. and Horner, R. (Eds.), Handbook of Positive Behavior Support.

Springer. NY,NY