Tier 3Systems for Sustainable Success

WI RtI CenterWI 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., 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

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

UniversalTeam

Universal Support

Individualized Teams at the Tertiary Level

Are unique to the individual child & familyBlend the family’s supports with the

school representatives who know the child best

Meeting ProcessMeet frequently Regularly develop & review

interventions Facilitator Role

Role of bringing team togetherRole of blending perspectives

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

SystemsSupport Staff Behavior

• Vision and Commitment• Funding

– Training– Coaching

• Facilitation• Ongoing Resources• Data• System Team• District Leadership Team

SystemsVision 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 TeamDistrict Level

School Based Systems Team

• Provides oversight of intervention– Mission statement– Data rules for inclusion– Ensures adults are supported– Assesses integrity of intervention