For more information, visit: conference.apbs

1. C18 - Tier III Readiness: Considerations for Sustainable ImplementationLead Presenter: Ali Hearn Exemplar Presenters: Crysta Morrissey & Julie AugustynKey Words: Tier III, Systems Alignment, Teams

2. Miami, FL Hyatt Regency Miami March 11-14, 2020 For more information, visit: conference.apbs.org

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5. Objectives • Participants will be able to define the MTSS critical systems features as they are applied to Tier III implementation • Participants will be able to identify system features of Tier I and Tier II that help provide a strong foundation for Tier III installation and be able to assess their current status • Participants will be able to identify potential roadblocks to Tier III installation and strategies for overcoming these challenges

6. You Made It! Now get out your deodorant, this work ain’t easy!

7. Video

8. WHERE ARE WE AT IN THE TRIANGLE? Academic Systems Behavioral Systems • 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 • 5-15 Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • 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

9. SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT: Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

10. General Education & Special Education Tier 1/Universal for Social/Emotional/BehavioralSchool-Wide Assessment / School-Wide Prevention Systems Check-In-Check-Out (provides explicit instruction, feedback, structure, reinforcing of tier 1 core) Use Function- Based Thinking to Make Next Choice Other Modified CICO Social Academic Instructional Groups &/or &/or Brief Function-Based Problem Solving Individualized Team Development:Complex Function-Based Problem SolvingPerson-Centered Planning

11. Tier III Implementation will be stronger if it is built on the fidelity of implementation of Tier I and Tier II. Teaming Expectations Teaching System Classroom practices Acknowledgment System Responding to Problem Behavior Using Data for Decision Making Establishing Criteria for In-On-Off Interventions Social Skill Development Etc.

12. How do you know who to give Tier 3 Supports to?Consider: • Student is at-risk of a more restrictive placement • Lower level supports have not been effective • Needs across multiple life domains • Data (think: top 1% -5%) • Discipline (ODR, ISS, OSS) • Grades • Attendance • Daily Progress Report (DPR) • Family and School are in conflict

13. Tier 3 Readiness

14. www.midwestpbis.org

15. Readiness for Tier 3 • Leadership Teams • District-wide • Building-wide • Access and Use of Data • District-wide • Building-wide • Facilitation, Coaching and Resources • District-wide • Building-wide

16. District Readiness for Tier 3(examples) • District Community Leadership Teams • Monitors implementation • Able to make decisions regarding policies and procedures • District Team Access and Use of Data • Monitoring of fidelity and student outcomes district-wide • District-wide action planning • District Allocated Resources, Coaching and Facilitation • District Coaching • Flexible Resources and Educational programming • Community Partner Collaborations

17. Funding Stakeholder Support Policy & Systems Alignment Workforce Capacity Executive Functions LEADERSHIP TEAMING Implementation Functions Training Coaching Evaluation & Performance Feedback Behavioral Expertise Local Implementation Demonstrations

18. District Readiness Checklist

19. District Readiness Checklist Cont.

20. From Co-located to Integrated: Installation of an Interconnected Systems Framework (ISF)

21. District support to Building Teams • Provide resources to coordinate and implement an expanded approach by providing time, training, and support for ALL staff to model, teach, and reinforce social-emotional competencies in students. • Provide explicit statements that teaching social-emotional and behavior competencies is central to instruction and embedded in all aspects of the curriculum.

22. Building Readiness for Tier 3 (examples) • Building Leadership Teams • Tier 3 Implementation Teams • Administration included regularly • Able to address systems issues quickly including FTE, flexible educational options, discipline, etc. • Monitors fidelity • Monitors implementation • Monitor student outcomes • Etc. Tier 3 Student Teams are Individualized and are not the same thing as the Tier 3 Systems Team

23. Building Readiness Checklist

24. Building Readiness for Tier 3 • Building Access and Use of Data • Screening process- IN • Progress monitoring- ON • This can be challenging since every student/plan is unique. • Process for weaning back down to Tier I/II supports • Ability to check the fidelity and integrity of the Facilitator’s implementation

25. Expanded Use of Data: School, Family, Community Community Demographics Food Pantry Visits Families members deployed Families impacted by drug use, domestic violence Calls to crisis centers, hotlines, hospital visits Screening at multiple views • Academic (Benchmark, GPA, Credit accrual etc) • Discipline • Attendance • Climate/Perception • Visits to Nurse, Social Worker, Counselor, etc • Screening (teacher; family; youth view)

27. Building Readiness for Tier 3 • Building Allocated Resources, Coaching, and Facilitation • Training • Consideration for # of facilitators and time necessary to implement practices with fidelity • Flexible Resources allocation to meet training and coaching needs • Coaching structures in place to help build capacity

29. If you haven’t thought deeply about systems before…you will need to now! • Who will be part of the Tier III Systems/Implementation Team and when will they meet? • Who/how will we provide professional development to the staff (they will need it!) • Facilitator FTE • Scheduling considerations • Coaching • Personnel • Time to Coach • Thinking differently about discipline • Flexibility with educational programming • Etc.

30. Tier 3 Systems in Community Consolidated School District 93 Crysta Morrissey, Assistant Superintendent of Student Services morrisc@ccsd93.com Julie Augustyn, Prevention Coordinator jaugusty@ccsd93.com

31. CCSD93 at a Glance Enrollment: • District Enrollment: 3,502 • Low Income: 31% • Languages Spoken: 59 Facilities: • 1 Early Childhood Center • 6 Elementary Schools • 2 Middle School Communities Served: • Bloomingdale, Carol Stream, Hanover Park

32. Our Schools Over Time

33. Snapshot of District-Wide Tier 3

34. Implementation Needs for Tier 3 Supports • Solid Tier 1 & 2 • District Level Support • Data • Budget • Training • Flexibility with staff and ongoing support

35. Solid Tier 1 and 2 in Place (layers of support for the student) District/Building Readiness Student Data used for review includes: Classroom Interventions, Student Discipline Communication Forms, attendance, nurse visits, etc. Social/Academic Instructional Groups FBA/BIP Student or Family in Crisis who didn’t trip the trigger yet for tier 1 or 2 but needs a full level of support. Put all tiers in place • Tiered Fidelity Inventory • Action Plan • Tier 3 Team per Building • Data Sources (SWIS) • Community Resources/Partnerships

36. District Levels of Support Needed • Board of Education • Superintendent • Chief Financial Officer • Human Resources • Student Services All areas need to fully understand the work that needs to be done and why it’s important.

37. Success found when district leaders are present for the training • Success found when training includes the Tier 3 team with building administration • We had the Midwest PBIS Network come in and train- two whole days with a follow up Q & A. Success requires continuedcoaching and support for implementation. • We trained all at the same time so the message provided was the same for all. • Things that came to light that we needed to address: • Weaknesses at Tier 1 & 2 • Understanding of changing roles, understanding WRAP is not counseling

38. What is Needed for Our Sustainability • A District level person to oversee and support the work • Joining together each trimester and over the summer to systematize what we we’re doing and learn from each other - share successes and challenges • Continued coaching and partnerships among the Tier 3 coaches • Flexibility, as no two plans are ever the same • Out of the Box Thinking!

39. Budget • Develop Flexible Spending Supports Staff (Time Sheet versus Stipend) • Contract Services (in and out of school)

40. Creative Ways to Support • Summer drama or sports • Spring Break (kids camp) • Community College Offerings • Community Service Projects • Home Lice Removal • Hospital/Medical Liaison • Before and After school Tutoring • Gas Cards to get Families to meetings • Family Counseling (on or off site) • Parent Literacy Training • Parent Job Training • Purchase of Medication • Meal Support • Connections to Housing Support • Basic Needs (Food Shelter, Clothing)

42. Ability to harness staff for flexible scheduling and support • Work to be done is not 9-5 or school year specific • Student chooses team members • Don’t let scheduling deter a chosen team member from participating • Allow for options during the school day (might require sub) and options before or after hours (might require additional compensation)

43. Family members don’t always have people outside of the school setting • We need- walking out of training with the science (understanding) AND then a (full understanding) to get to the Art. • Defining what are always and what are sometimes scenarios for WRAP; creating a district-wide system and systematizing the process along the way. • Parent buy-in and what to do when you don’t have it. • Family perception of “everything is fine” • Begin with a Family that is welcoming of this support

44. THANK YOU! Contact Us! Ali Hearn- Technical Assistance Director, Midwest PBIS Network ali.hearn@midwestpbis.org @heyalihearn Crysta Morrissey- Assistant Superintendent of Student Services morrisc@ccsd93.com Julie Augustyn- Prevention Coordinator jaugusty@ccsd93.com