National PBIS Forum

October 2012Sheri Luecking, Illinois PBIS NetworkRobert Stevens, Charleston, SC

The Evolution of Social Workers in Illinois

0 Completing an average of 50-100 SDS’s a year

0 SSW doing individual counseling all day

0 SSW addressing perceived crisis0 Sitting in IEP meetings0 SSW delivering classroom groups in

isolation.

0 Leading Tier 2 and 3 teams0 Coordinating Tertiary Interventions

(Using Data)0 Facilitating FBA/BIP teams0 Facilitating Wraparound teams 0 Coordinating Secondary

Interventions (Using Data)0 Lead small group interventions0 Coordinate Check in Check out and

Check and Connect intervention0 Organizing Universal Screening for all

Students 0 Continuing Education for all staff0 Provide individual skill building that is

based on data

Response to Intervention: New Roles for School Social Workers By Kate Usaj, MSSA, LISW; Judith Kullas Shine, MSW, MS, LICSW; and Myrna Mandlawitz, M.Ed., JDSchool Social Work Association of America

•Early intervention with struggling learners to link them with appropriate resources. • Ongoing progress monitoring. • Comprehensive formal and informal ecological assessments including academic functioning, social/emotional and mental health functioning, adaptive functioning, and family and community interactions. • Development of Positive Behavioral Interventions and Supports (PBIS). • Development and monitoring of Behavioral Intervention Plans (BIP). • Comprehensive family services. • Individual counseling services. • Small group counseling. • Community liaison to ensure adequate and appropriate resources for students and families in need. • Helping students to develop and maintain personal, social and academic competencies. • Consultation to and with educators to ensure understanding and support of struggling learners. • Crisis response for students in critical need (e.g. suicide ideation, self-harm, family crisis, homelessness).

To meet this challenge, school social workers will need to:

0 Be willing to re-examine their approaches to change and problem resolution.

0 Take risks in terms of attempting new interventions and strategies.0 Examine their beliefs about special education and services to students

with special needs.0 Engage in regular and ongoing professional development opportunities.0 Be more physically available to the classroom.0 Examine their personal service delivery system and make adaptations to

better serve students.0 Determine more efficient ways to provide services to more students.0 Become more expert in data collection.

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

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out

Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)

Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)

Complex 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.

Social/Academic Instructional Groups

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised May 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tionAssessm

en

t

3-Tiered of System Support

Necessary Conversations (Teams)

CICO

SAIG

Mentoring

ComplexFBA/BIP

Universal Support

Problem Solving Team

Tertiary Systems Team

Brief FBA/BIP

Brief FBA/BIP

UniversalTeam

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Process data, overall intervention

effectiveness

Standing team, uses FBA/BIP process for

1 youth at a time

Process data, overall intervention

effectiveness

Other Things to Consider…

0School social workers (SSW) struggle with the use of data, pre and post intervention

0Interventions continue to be implemented year after year whether or not success is noted

0SSW and school staff default to individual counseling for many students

0SSW training programs traditionally have not taught the use of data

0Due to lack of resources, SSW have been encouraged to do therapy rather than skill building with students

Reviewing and Changing Job Descriptions (the old way)

0 Completes SDS for Case Study Evaluation0 Integrates Assessment information to provide a multi-faceted

overview of students functional ability0 Participates in Child Study Team0 Conducts classroom observations0 Assists parents and educational personnel in reaching a

realistic understanding of student’s ability and needs0 Provides preventative and therapeutic services to children,

parents, and/or families

Job Description (the old way, cont.)

0Provides services on IEP0Maintains channels of communication with

principals and teachers0Provides assistance in crisis situations0Maintains communication with students, parents,

educational personnel, and community0Provides and participates in in-service0Conducts seminars for parents 0Other duties as assigned.

Newly Designed Job Description

0 Participate in building based activities that support the School Improvement Plan

0 Participate in Secondary and Tertiary intervention planning meetings

0 Participate in development and implementation of strategies and activities related to PBIS

0 Use data to determine effectiveness of research based intervention (pre and post)

0 Use the three tiered approach to intervention planning to enter, progress monitor, and exit youth from interventions (based on data)

0 Providing coaching and professional development for staff

Job Description (New, cont.)

0 Provide conflict resolution training, drug and alcohol education, and social skills training based on secondary or tertiary team

0 Provide direct services to children in crisis0 Provide school social work services to children as determined

in the IEP process based on a continuum of preventative interventions

0 Develop and maintain working relationships with students, parents, educational personnel, and community

0 Participate in the development of Tertiary interventions in the form of FBA/BIP or wraparound teams

Tier 1con·sult

Tier 2co·or·di·nate

Tier 3fa·cil·i·tate

BEFORE

INDIVIDUAL/DIRECT MINUTES WITH STUDENTS

TIME SPENT IN ROLES SUCH AS COORDINATOR, FACILITATOR,

COACH, ETC.

TRANSITION PERIODINDIVIDUAL/DIRECT

MINUTES WITH STUDENTSTIME SPENT IN ROLES SUCH AS COORDINATOR, FACILITATOR,

COACH, ETC.

AFTERINDIVIDUAL/DIRECT

MINUTES WITH STUDENTSTIME SPENT IN ROLES SUCH AS COORDINATOR, FACILITATOR,

COACH, ETC.

Common Trends

0 Moving from reactive to preventative0 Time efficient and least restrictive0 Moving from Tier 1 to leading Tier 2/30 Facilitating Tier 3 Interventions0 Serving students needs vs. “labeled”

populations0 Systems approach0 Intervention vs. Referral to Professional

Charleston County, SC0 45,000 students in 78 schools.0 Over 100 miles from the most distant schools0 Rural, inner city, and suburban schools0 Student Population: 46% African American; 46% Caucasian;

3% Mixed; Asian 2%; 1% Native Amer.; 1% other0 14% Identify themselves as Latin or Hispanic0 60% receive free or reduced meals0 9.5% have IEP’s0 6% not English proficient 0 Historically in CCSD schools; nurses, guidance counselors, a

few contracted mental health counselors, para-professional behavior support staff; school psychologists not school based.

The Evolution of Social Workers in Charleston, SC

0 Social Workers not in CCSD Schools

0 Very limited (2 District-wide) number of social workers in the district office working in the Office of Exceptional Children supporting identified students

From 0 to 60 in one year8 school-based Social Workers are

assigned in 2011-12

0 Federal Counseling Grant0 Charleston Promise Neighborhood 0 Medical University of South Carolina0 Social workers assigned to poor inner city schools

ISF with Social Workers 0 SSW is a new role in CCSD schools0 Integrating with current systems, creating new systems0 Existing Teams – School Leadership

0 PBIS0 TEAM Two0 CORE (Tier 3)

0 External Partners

Use Data to Drive Activities

0 Data that will lead to intervention before referral0 At-Risk Alert System0 SWIS0 Social Emotional Measures

Intervention Vs. Referral0 ARAS (pronounced “air-us”) is the At-Risk Alert System: a data

tool developed by Charleston County School District as part of a federal Safe Schools/Healthy Students grant.

0 Helps identify students potentially at-risk by using existing academic & behavior data.

0 Transforms data into reports to support effective decision making.

0 Provides composite views of magnitudes of risk factors existing for students and schools.

0 Supports a variety of student support models.

Risk Indicators

0ARAS uses student academic and behavior data currently available in PowerSchool and other district data bases as indicators to assess potential risk.

0For each of eight indicators, students are assigned to one of three levels: 0Level 1 (Motivated/Low Risk)0Level 2 (Vulnerable/Moderate Risk)0Level 3 (Critical; High Risk)

Use Data to Monitor Practices

Tier Three

Tier Two

Tier One

Academic

Social Emotion

al

Mental Health

Physical

What Services are Delivered

Professional Physica

l Health

College/Career Preparation

Professional M

ental Health

Basic Needs/R

esources

Family Engagement/Stre

ngthening

Academic Assis

tance

Enrichment/M

otivation

Community Service

Behavior Interventions

Life Skills/

Social Development0

20

40

60

80

100

120

140

160

180

# of Services

Initially Focus on Tier One Se

ptember

October

Novembe

r

December

January

Febru

ary

March

April

May

June

August

0

20

40

60

80

100

120

# of Level 1 Services by Month

# of Services

PBIS Problem Solving Logic used by CCSD for School-based Social Workers

1. Establish Ground Rules2. Start with Data3. Match Practices to Data4. Align Resources to Implement

Practices

Lewis, PBIS Missouri

Common TrendsFrom Illinois PBIS Network adopted in Charleston, SC

0 Moving from reactive to preventative0 Time efficient and least restrictive0 Moving from Tier 1 to leading Tier 2/30 Facilitating Tier 3 Interventions0 Serving students needs vs. “labeled”

populations0 Systems approach0 Intervention vs. Referral to Professional

What will it take?

To build the collaboration across school employed and community employed partners

0 Knowledge gaps0 Skill gaps0 Relationship gaps

To help school leaders build and sustain collaborative programs

Contact Information

Sheri Luecking, Illinois PBIS NetworkSheri.luecking@pbisillinois.org

Bob Stevens, Ph.D. Charleston, SCRobert_Stevens@charleston.k12.sc.us