AN AFFILIATE OF THE LIFE SPAN INSTITUTE & THE DEPT. OF SPECIAL EDUCATION

Tertiary Center

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.