Action Planning for Development and Sustainability of a ThreeTier Model of Behavioral Support Kim Br

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Action Planning for Development and
Sustainability of a Three-Tier Model of
Behavioral SupportKim Breen, Technical
Assistance Director, Illinois PBIS Network Ami
Flammini, Tertiary Coach, Springfield School
District 186  Sandra Sarmiento, Tertiary
Coach, East Aurora S.D. 131  Carrie Stange,
Tertiary Coach, Valley View CUSD 365U Renee
Unizycki, Tertiary Coach, Waukegan School
District 60
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Objectives

• Introduce role of district tertiary-focused
  external coach
• Coaches will share
• Activities assisting school buildings
• Continuum of support for all youth
• Data-based decision-making at all levels
• Wraparound process for youth with the greatest
  need
• Activities assisting the district
• District leadership team
• District-level data-collection use
• Efficient effective use of all resources (staff)

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External Coach Responsibilities

• Develop and maintain consistent implementation
  efforts across the district
• Coordinate district activities related to PBS
• Assist in goal setting related to PBS
• Provide technical assistance as needed
• Develop content expertise for self others
• Act as liaison to other initiatives collaborate
  for shared use of resources
• Share communication to/from buildings district
  (including process outcome data)
• Attend building level team meetings monthly or
  bi-monthly
• Recommended .2 FTE for every 5 buildings

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Positive Behavior Interventions SupportsA
Response to Intervention (RtI) Model

• Tier 2/Secondary
• Tier 3/
• Tertiary

Small Group Interventions (CICO, SSI, etc)
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Group Interventions with Individualized Focus
(CnC, etc)
Daily Progress Report (DPR) (Behavior and
Academic Goals)

Simple Individual Interventions (Simple FBA/BIP,
Schedule/ Curriculum Changes, etc)
Competing Behavior Pathway, Functional
Assessment Interview, Scatter Plots, etc.

Multiple-Domain FBA/BIP

SIMEO Tools HSC-T, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised May 15,
2008 Adapted from T. Scott, 2004
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Secondary/Tertiary (Tier 2/Tier 3) Tracking
ToolKey Actual referred/receiving 1st
Responding 2nd
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Discussion 3-Tier Continuum of Interventions

• The drop down effect of Tertiary interventions
  on Universal Secondary
• The need for Secondary interventions to
  strengthen Tertiary
• Secondary/Tertiary Systems Planning Teams
• Focusing on systems (integrity/efficiency of
  interventions etc.), not students
• Critical elements keep set schedule (not as
  needed), set agenda, collect data bring it to
  table

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Discussion Activities Assisting School Buildings

• Continuum of support for all youth
• Using the Secondary/Tertiary tracking tool
• Creating sustaining systems planning teams
• Data-based decision-making at all levels
• Role of Universal screening
• Progress-monitoring at all levels
• Out of Home School data
• Wraparound data
• Wraparound process for youth with the greatest
  need
• Outcomes experienced
• Behavior change in adults
• Change in systems

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DiscussionActivities Assisting the District

• District leadership team
• Representative membership
• Regular mtg. schedule
• Effective/comprehensive agenda
• Focused on action
• District-level data-collection use
• LRE/EE
• Out of Home School Tool
• Aggregate SWIS SW data (district-focus)
• Efficient effective use of all resources
  (staff)
• Repositioning staff
• In-district trainings
• Building district coaching