Tier 3 Systems for Sustainable Success WI RtI Center WI PBIS Network Rachel Saladis

Who is in the room?  School Social Workers?  School Psychologists?  School Counselors?  School Administrators?  School Teachers?  Others?  How many of you have done wraparound in the past?

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 Sept., Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP RENEW Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Sept. 1, 2009 Universal Team Universal Support

Individualized Teams at the Tertiary Level  Are unique to the individual child & family  Blend the family’s supports with the school representatives who know the child best  Meeting Process  Meet frequently  Regularly develop & review interventions  Facilitator Role  Role of bringing team together  Role of blending perspectives

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement

Systems Support Staff Behavior Vision and Commitment Funding – Training – Coaching Facilitation Ongoing Resources Data System Team District Leadership Team

Systems Vision and Commitment Common belief – These are ALL our students – Providing in-school supports for students who may have historically “gone elsewhere” – Unconditional care Vision/mission statement – Linked to district vision – Specific to work of tier 3 – Clear goals and mechanism for progress monitoring

Funding Training – RENEW 4 day series and online TA – Wraparound 4 day series and online TA – Complex FBA/BIP 1 day and multiple online sessions Coaching – District level – Support Facilitators and team – High level of expertise

Facilitators Ongoing TA 1-2 hours per week with each student/team Flexibility in scheduling CANNOT be an “add-on” responsibility

On-going Resources Time for facilitation Space – confidential conversations Materials/supplies Time for TA

DATA Student outcome – What data will you collect? – What system will you use? Integrity of process/intervention – Student outcome data PLUS Specific integrity tool Assessment tools Individual student, school and district level

Leadership Team District Level

School Based Systems Team Provides oversight of intervention – Mission statement – Data rules for inclusion – Ensures adults are supported – Assesses integrity of intervention