Kansas-Illinois
Tertiary Center on Positive Behavior Supports and Interventions
A model demonstration
center with schools and implementation in Kansas and Illinois shows how and
when resources and systems are organized to ensure the success of all students
in accordance with a response to intervention (RTI) logic model, that
consistently delivers evidenced-based approaches embedded in an ongoing
problem-solving process (i.e. data-based decision-making).Specifically, the Center will
strategically apply validated approaches using a school-wide problem-solving
rubric that fully encompasses and integrates school-wide positive behavior
support and school-based mental health services, and therefore, helps to ensure
the academic and social success of all students. The Center partners are
currently involved in successful implementation of the above components in
Illinois and Kansas and will apply tools and practices that have proven
effective at the macro (i.e. state-wide, district-level, school-wide) as well
as micro levels needed to improve outcomes for individual students with complex
needs. Using established systems
change approaches, the Center will focus on building the capacity of systems
(i.e. district, community networks) as well as local implementers (i.e.
teachers, families) through comprehensive: multi-tiered professional development (i.e. district and
building coaches positioned to ensure implementers are guided with high enough
dosage of hands-on practice to ensure fidelity and sustainability of skills and
practices); data-based decision-making systems and tools designed to ensure
proactive evidenced-based (e.g. less reactive) practices for those students
with highly complex needs.
The
project is designed to recognize and address the system-level challenges
inherent in meeting the needs of all students, especially those with tertiary-level
needs, and their families within the context of the school setting including:
- Students who are at-risk for not receiving
timely and effective early intervention services
- Students identified for special education who
have limited rates of success, especially students who have emotional/behavioral
disabilities
- Students with internalizing problems (i.e.
withdrawal, depression) who are not being identified
- Lack of data-based decision making, resulting in
reactive system responses (i.e., punishment, suspension, exclusion) which often
leads to escalation of problems and high rates of restrictive placements
- Lack of comprehensive planning time among key
stakeholders (e.g., family, teachers, specialists) resulting in interventions
that do not have adequate intensity, are not comprehensive enough, or are not
implemented with sufficient fidelity to produce meaningful and sustainable
behavioral change.
The project is designed to:
- Establish a rigorous yet replicable professional
development system integrated into schools and district structures
- Develop a school-level, data-based
decision-making system with rigorous supporting measures and tools that is also
consistent with a Response to Intervention (RTI) logic model (e.g., use of
differentiated instruction, multi-tiered interventions, data-based
decision-making, systematic problem-solving approach, continuous progress
monitoring,)
- Develop a national dissemination process that
partners the Tertiary
Center outcomes with the National Technical Assistance
Center on Positive
Behavioral Interventions and Supports;
- Develop, test, and refine a broad range of
products for dissemination, including online modules, a website, a book, and a
minimum of five journal articles and six conference presentations;
- Establish a full integration of home, school,
and community intervention components incorporating mental health and other
community-based partners who embrace the system of care (SOC) principles needed
to be effective with the 1-3% of students and their families who require highly
specialized interagency supports; and
-
Establish
a fully integrated evaluation system designed for easy access and use by local
implementers (teachers, families, instructional and behavioral coaches,
administrators, etc.) organized to provide aggregate information to inform and
guide district, regional and state infrastructures using rigorous and
comprehensive formative and summative evaluation methods.
Please visit 'PBS Training Resources' for Tertiary Center training materials.