Step 1: District Readiness and Commitments

1. District and schools identified for participation in the tertiary demonstration process based on implementation progress in other levels of PBIS and administrative commitment to process.
   
   
2. District administrative meeting with IL Statewide PBIS Director and PBIS Technical Assistance Director (TAD). This meeting should include district Superintendent, Assistant Superintendent, Special Education Director and relevant building principals. The conversation will cover district-level coordination and District Tertiary Implementation Team development, building-level implementation steps and team development, IL PBIS Network training and technical assistance and district/building commitments.
   
   
3. The district establishes a PBIS Tertiary Implementation Team to guide/support PBIS efforts at tertiary level in terms of coordination, implementation capacity, coaching/in-district support to buildings and evaluation. The District Tertiary Implementation Team will commit to quarterly meetings.
   
   
4. The district will assign at least .5 FTE of a qualified Tertiary-level District Coach to work directly with designated buildings. This District Tertiary Coach will coordinate the overall district-wide initiative while also providing direct support and TA to the school buildings involved.
   
   
5. The district will commit three (3) buildings to initiating this process in the first year of implementation and three (3) more buildings in each of the following two (2) years.
   
   
6. Each building will develop a Tertiary Implementation Team comprised of: Principal, Psychologist, and at least one (1) one of each of the following: Special Educator, General Educator and Social Worker/Counselor. One (1) or more of these team members will commit to be trained as a wraparound facilitator. This team does NOT develop intervention plans for students but reviews progress and guides overall tertiary implementation.
   
   
7. Building level teams will participate in six –seven days of trainings and/or group technical assistance (TA) sessions throughout the school-year and monthly building level Tertiary meetings.
   
   
8. Each school/district will commit to continuing to provide effective and efficient behavioral and academic supports to students at the Universal and Secondary levels as identified through the PBIS series of trainings.
   
   
9. The District will commit to support PBIS in its schools for a minimum of five years.

Step 2: District-level Planning

1. A qualified Tertiary-level District Coach will be identified to support and facilitate implementation efforts. Coaches should have a background in working with students in need of behavioral supports and be able to: dedicate .5 FTE to this implementation process, attend/co-facilitate monthly building-level meetings at each of three (3) buildings, attend/co-facilitate quarterly district-level meetings and attend all 6 days of training.
   
   
2. The District Tertiary Implementation Team (coordinator, coach(es) and other administrators of the district) will meet with an IL PBIS Network Technical Assistance Director and Coordinator at least quarterly.
   
   
3. Three (3) school buildings will be identified for direct training and implementation support. An additional three (3) schools will be identified in each of the next two (2) school-years (07-08 and 08-09) as part of a long-term implementation plan for building district capacity for Tertiary level interventions.
   
   
4. Each school-building will identify a point person to lead initiative at building level and be key communicator with District Coach and district Tertiary team.

Step 3: Initial Implementation

1. The buildings will establish a representative team to participate in the Tertiary training and technical assistance series. The teams should minimally include a PBIS school personnel who provide leadership in developing and implementing comprehensive intervention plans for students with the most significant academic/behavioral/emotional challenges including administrators, special education personnel, social workers, school psychologists, behavior specialists, wraparound facilitators, general education teacher representation and other staff participating in the Secondary Level of Intervention problem solving team, LAN Members and Community Partners (including family members of youth with tertiary level needs).
   
2. One or more school and district staff will be trained as wraparound facilitators.
   
   
3. Each building will use the on-line Student Information Management of Educational Outcomes (SIMEO) system to collect and analyze tertiary level data. This data will be used at all wraparound team meetings for problem-solving and action planning. This data (without identifying information for individual students) will also be used to guide building and district level action planning.
   
4. The Tertiary-level District Coach will work with appropriate building personnel to ensure all requested PBIS system tools and data are submitted. This includes: discipline data, Team Implementation Checklist, Phases of Implementation, School Profile, School-wide Evaluation Tool (SET), LRE data and Self-Assessment Surveys and SIMEO tools for individual students.
   
   
5. Building administrators or school coach will share tertiary level activities update with staff at least quarterly for staff buy-in and building-level capacity.
   
6. Each building will align the function of a secondary level team to develop function-based interventions for students as identified. This team is typically a Problem-Solving Team, SAT, TAT, RTI, SAP or like team. The team will utilize individual student data and develop group or individual function-based interventions. This team will meet weekly or bi-weekly.
   
   
7. Each building will use the Systematic Screening for behavior Disorders (SSBD) to screen students for students who may need interventions who aren’t yet referred or who aren’t acting out (internalizers).
   
8. The District will have 6 students with 2 or more data points and an additional 6 students in Phase I wraparound (total of 12 students enrolled) by June, 2007 and will have 10 or more students with 2 or more data points and a total of 15 students enrolled.