1. PBIS District Leadership Teams: Building Capacity to Support Training and Coaching
Special School District PBIS
Lisa Powers, Area Coordinator Planning & Development
Bridget Thomas, PBIS Facilitator
Lynn Yokoyama, PBIS Data Specialist
Pay It Forward with SW-PBS for School Success
8th Annual MO SW-PBS Summer Training Institute, 2013

2. We would like to thank… Dr. Kathleen Lane
Professor of Special Education,
University of Kansas
Dr. Lucille Eber
Illinois PBIS Network Director
Dr. Joanne Malloy
Assistant Clinical Professor,
University of New Hampshire
*If presenting in a partner district, add their logo.
The Missouri Schoolwide Positive Behavior Support is a partnership among DESE, MU and the National Center for PBIS. Funding for the Regional Professional Development facilitators is provided by DESE. Technical support is provided by DESE, The University of Missouri Center for Schoolwide PBS and the National Center for PBIS. We are fortunate to have an impressive level of expertise in our state!
Center for SW-PBS
College of Education
University of Missouri

3. PBIS Mission Statement 2013
PBIS Team Mission:  The SSD Positive Behavioral Interventions and Support (PBIS) Team partners with district and school level teams in developing, implementing, and sustaining a culturally relevant multi-tiered model of prevention and intervention for the academic, behavioral and social-emotional success of all students and their families. 
Our Team’s Mission Statement
O'Hare & Powers, 2010

4. Today’s Meet Go to http://todaysmeet.com/capacity
Share your thoughts and questions throughout the presentation
Presentation available at

5. Introductions: “That’s Me”
Roles
Teachers
Administrators
Superintendents/Assist
Directors
Principals/Assist.
Clinicians/Specialists
School Psych.
Social Worker
Counselor
Behavior specialist
Family member
Researcher/Instructor
Currently on a DLT
Currently a DLT Coordinator/Leader
How many attended our last session

6. Objectives
Understanding how to maintain and sustain PBIS practices by using the Blueprint and Action Planning
Know and be able to utilize available resources to develop a plan focused on Tier 2/3
Leverage available resources and structures and identify roles and responsibilities to have the capability and capacity to implement a multi-tiered system across all three tiers
Team members: based on function not person/role
Examples: Action plan, CSIP, Brochure, video clips
O'Hare & Powers, 2010

7. By the end of this session you will be able to …
Identify potential resources within your district to build capacity to implement a multi-tiered system
Identify and describe possible next steps for your district
What would you like to walk away with from this session?
Should we add a slide what do you want to know from this session today?
O'Hare & Powers, 2010

8. Session’s Agenda Why build district support for Tier 2/3?
School-wide Implementation Blueprint-
Training
Coaching
Evaluation
Resources
Possible Next Steps

9. Tariq’s Story http://www.whocaresaboutkelsey.com/multimedia
What might have helped Tariq?
How does your district support students who might benefit from advanced supports?

10. SWPBS Implementation Blueprint www.pbis.org
2010

11. Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009)
Goal: Reduce Harm
Specialized Individual Systems
for Students with High-Risk ≈
Goal: Reverse Harm
Specialized Group Systems
for Students At-Risk
Tertiary Prevention (Tier 3) ≈
Secondary Prevention (Tier 2)
Goal: Prevent Harm
School/Classroom-Wide Systems for All Students, Staff, & Settings
PBIS Framework
You have probably seen many triangles to represent similar frameworks – common in medicine and business, not to mention education. Ask – Who is familiar with RTI? Maybe seen a PBIS triangle. Here is a comprehensive triangle that shows us a model of prevention that includes academics, behavior, and social skills – these pieces are not separate. They fall under the same framework and each affects the other. When you look at this triangle, don’t think about each color being separate – think of them as layered. Green goes all the way from top to bottom – all students receive; the yellow is layered on top and goes all the way to the top (student receiving tier 2 interventions still receive Tier 1); same for the red (students receiving tier 3 interventions get interventions at all tiers). The tiers are fluid, students may need supports at different tiers for different things, and these needs can change. Important to label the intervention and not the student.
Positive Action;
Social Skills Improvement System ≈
Primary Prevention (Tier 1)
Academic
Behavioral
Social

12. Stages of Implementation
Focus
Stage
Description
Exploration/
Adoption
Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Installation
Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
Initial Implementation
Try out the practices, work out details, learn and improve before expanding to other contexts.
Elaboration
Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Continuous Improvement/
Regeneration
Make it easier, more efficient. Embed within current practices.
Should we do it!
Work to do it right!
Work to do it better!

13. Setbacks may move us back to the previous stage
Apply for
PBIS
New District Initiative
Today is a book study?
“We already do that.”
Violate Norms
Vote coach off
Be on time
Go to a PLC
Ignore s
Go to Book Study
Dominate conversation
Snow Day!
Late for meeting
Attend District PD
Ignore
Data
File Grievance
Change Practice
Have a “AHA!”
Prep for Meeting
Setbacks may move us back to the previous stage
from Bruce Smith, ViiM
Survive the Awkward Stage: An analogy

14. Fundamental Aspects of Professional Development
Fidelity of Implementation
Desirable Student Outcomes

15. Basic Steps to the Development of Professional Development Plans and Process
Self-assessment of District Implementation
Self-assessment of current Professional Development Capacity
Professional Development Plan focusing on SWPBS
Linkage of SWPBS Professional Development to District Improvement Plan
Evaluation Plan

16. Training Capacity/Professional Development
Priority for identification & adoption of evidence-based training curriculum & professional development practices.
Plan for local training capacity to build & sustain SWPBS practices.
Plan for continuous regeneration & updating of training capacity.

17. Blueprint Features
Goal(s)
Actions
Person(s) Responsible
Resources Needed
Timeline/Status A=Achieved/Maintained, I=In Progress, or N=Not Started
Evaluation/Outcome (Data Sources)
Oct.
Dec.
March
May
Training
1.Tier 3 training in process for all schools who have completed T3 PL 2.Training at beginning of the year for all schools 3. Mentor program for new teachers into the building 4. Online Classroom Modules Counselors to attend PBIS and make connections with PBIS and care teams 6. Invite C and I to principle's DLT to discuss PD 7. Provide new teacher training
1.Continued PD as needed per school Time incorporated in schedule School Teams and Liz will support schools to develop a process for new teachers Staff meetings Invited C & I to DLT How are schools supporting new teachers…Liz Counselors to participate in PL
Team
1. PD Time allotted Present at monthly meetings
1. I I I I
1. I A I I I 6.A I
Training Capacity
Post examples of training capacity from an action plan

18. Turn and Talk
How does your district’s training plan match the concepts outlined?
How does your district’s training plan differ from the concepts outlined?

19. Using data to connect students with Tier 2 and 3 supports
How can information from behavioral and academic screening tools be used to support students?

20. Behavior Screening Tools
Serve as a screening practice for identifying students who may require additional supports.
Early Screening Project (ESP; Walker, Severson, & Feil,1994)
Social Skills Improvement System: Performance Screening Guide (SSiS; Elliott & Gresham, 2007)
BASC2 Behavioral and Emotional Screening System (BESS; Kamphaus & Reynolds, 2007)
Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997)
Student Risk Screening Scale (SRSS; Drummond,1994)
Systematic Screener for Behavior Disorders (SSBD; Walker & Severson, 1992)

21. Measure
Authors
Ordering Information
Early Screening Project
Walker, Severson, & Feil (1994)
Available for purchase from Sopris West
Systematic Screening for Behavior Disorders
Walker & Severson (1992)
Available for purchase from Cambium Learning/ Sopris West
Student Risk Screening Scale
Drummond (1994)
Free
Strengths and Difficulties Questionnaire
Goodman (1991)
Free online at
Behavior and Emotional Screening System
Kamphaus & Reynolds (2007)
Available for purchase from Pearson/ PsychCorp
Social Skills Improvement System: Performance Screening Guide
Elliott & Gresham, (2007)

22. What is the SRSS? (SRSS; Drummond, 1994)
The SRSS is 7-item mass screener used to identify students who are at risk for antisocial behavior.
Teachers evaluate each student on the following items
- Steal -Low Academic Achievement
- Lie, Cheat, Sneak -Negative Attitude
- Behavior Problems -Aggressive Behavior
- Peer Rejection
Student Risk is divided into 3 categories
Low 0 – 3
Moderate 4 – 8
High 9 +
(SRSS; Drummond, 1994) 22

23. SRSS Data Over Time Fall Comparison
INCREDIBLE!
PBS –
That’s the ticket!
SRSS Data Over Time Fall Comparison
n = 3
n = 30
n = 444
Percentage of Students
These numbers are based on the total number of students screened. 6 students were not screened. (Fall 2008)

24. Questions to Consider Before Instituting Behavior Screenings as Part of Regular School Practices?
When to do them?
Who should prepare them?
Who should administer them?
Who completes them?
Who should score them?
When and how should the results be shared?
What are our district policies regarding systematic screenings?
What researched based interventions are available to students at possible risks?
Does “them” refer to screeners or interventions?? 24

25. Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009)
Goal: Reduce Harm
Specialized Individual Systems
for Students with High-Risk ≈
Goal: Reverse Harm
Specialized Group Systems
for Students At-Risk
Tertiary Prevention (Tier 3) ≈
Secondary Prevention (Tier 2)
Goal: Prevent Harm
School/Classroom-Wide Systems for All Students, Staff, & Settings
PBIS Framework
Social Skills Improvement System (SSiS) - Classwide Intervention Program ≈
Primary Prevention (Tier 1)
Academic
Behavioral
Social

26. 3-Tiered System of Support Necessary Conversations (Teams)
Universal
Team
Secondary Systems Team
Problem Solving Team
Tertiary Systems Team
Uses Process data; determines overall intervention effectiveness
Uses Process data; determines overall intervention effectiveness
Plans SW & Class-wide supports
Standing team; uses FBA/BIP process for one youth at a time
Universal Support
CICO
Social Skills
Behavior Contracts
Self-Management
Newcomers Club/Mentors
Study/ Organizational Skills
Academic
How is eveyrone communicating with each other.
Problem Solving with function in mind
Complex
FABI
WRAP
RENEW
Problem -solving
SSD PBIS Adapted from : Eber, L. T301fi: Tertiary Level Support and Data-based Decision-making in Wraparound [Presentation Slide].
Retrieved from Tier 3/Tertiary Series Training Resource Guide (2010). Illinois PBIS Network 26 26

27. Tier 2/3 Evaluation: BAT Scales & Subscales
PBIS: Tier 2/3 Systems Team
Tier 2/3 Evaluation: BAT Scales & Subscales
Tier 1 Implementation of SW-PBS
Tier 2 and 3 Foundations
Commitment
Student Identification
Monitoring & Evaluation
Tier 2 Targeted Interventions
Tier 2 Support System
Main Tier 2 Strategy Implementation
Main Tier 2 Strategy Monitoring & Evaluation
Tier 3 Intensive Interventions
Tier 3 Support System
Tier 3 Assessment & Plan Development
Tier 3 Monitoring & Evaluation
Still on rationale- embedded in the Benchmarks of Advanced Tiers. In the foundation part-
These are the subscales of the BAT. You will see it starts at tier 1 and then goes to tier 3. – the continuum.
A foundational piece is that there is a systematic process to identify students at the tier 2/3 level
Taken from the BAT rubric- this will be a process that your pbis facilitator will support you through the year as well as the November session for the “how to use screening data”. Nov 8th
SSD PBIS, 2011

28. We Teach a Systematic Approach to Designing a Secondary Intervention Plan
Step 1: Construct your assessment schedule
Step 2: Identify your secondary supports
Existing and new interventions
Step 3: Determine entry criteria
Nomination, academic failure, etc.
Step 4: Identify outcome measures
Pre and post tests, CBM, etc.
Step 5: Identify exit criteria
Reduction of discipline contacts, academic success, etc.
Step 6: Consider additional needs 28

29. Procedures for Monitoring: Assessment Schedule
Aug
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
School Demographics
*Student Demographics X
Student Outcome Academic Measures
Report Card (MS/HS)
*GPA
*Course Failures
Student Outcome Behavior Measures
*SRSS - Screener
Discipline *ODR
*Attendance (Tardies/
Unexcused Absences)
Referrals
SPED and S-TEAM
Program Measures For Consented Teachers Only
*Social Validity (PIRS)
*SET/Treatment Integrity (TI) Interval
*TI -Observations

30. A Systematic Approach to Designing a Secondary Intervention Plan
Step 1: Construct your assessment schedule
Step 2: Identify your secondary supports
Existing and new interventions
Step 3: Determine entry criteria
Nomination, academic failure, etc.
Step 4: Identify outcome measures
Pre and post tests, CBM, etc.
Step 5: Identify exit criteria
Reduction of discipline contacts, academic success, etc.
Step 6: Consider additional needs 30

31. Secondary Intervention Grid
Support
Description
School-wide Data:
Entry Criteria
Data to Monitor Progress
Exit Criteria 31

32. Sample Secondary Intervention Grid: Middle School
Support
Description
Schoolwide Data: Entry Criteria
Data to Monitor Progress
Exit Criteria
Check, Connect, and Expect
This program involves checking in with a mentor at the beginning and end of the day to receive a performance goal for the day.
Behavior: SRSS Moderate or High Risk on screening
Academic: overall GPA < 2.5 or 2 or more course failures at any report card
Daily BEP Progress Reports
Students who have met there goal consistently for 3 weeks will move to the self-monitoring phase.
Behavior Contract
A written agreement between two parties used to specify the contingent relationship between the completion of a behavior and access to or delivery of a specific reward.
Contract may involve administrator, teacher, parent, and student.
Behavior: SRSS - mod to high risk Academic: 2 or more missing assignments with in a grading period
Work completion, or other behavior addressed in contract
Successful Completion of behavior contract

33. Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009)
Goal: Reduce Harm
Specialized Individual Systems
for Students with High-Risk ≈
Goal: Reverse Harm
Specialized Group Systems
for Students At-Risk
Tertiary Prevention (Tier 3) ≈
Secondary Prevention (Tier 2)
Goal: Prevent Harm
School/Classroom-Wide Systems for All Students, Staff, & Settings
PBIS Framework
Social Skills Improvement System (SSiS) - Classwide Intervention Program ≈
Primary Prevention (Tier 1)
Academic
Behavioral
Social

34. Tertiary Intervention Grid
Support
Description
School-wide Data:
Entry Criteria
Data to Monitor Progress
Exit Criteria 34

35. Sample Tertiary Intervention Grid
Support
Description
School-wide Data:
Entry Criteria
Data to Monitor Progress
Exit Criteria
Functional Assessment-Based Intervention
Individualized interventions developed by the behavior specialist and PBS team
Students who:
Behavior
scored in the high risk category on the Student Risk Screening Scale (SRSS), or
scored in the clinical range on one following Strengths and Difficulties (SDQ) subscales: Emotional Symptoms, Conduct Problems, Hyperactivity, or Prosocial Behavior,
earned more than 5 office discipline referrals (ODR) for major events during a grading period
or Academic
identified at highest risk for school failure: recommended for retention; or scored far below basic on state-wide or district-wide assessments
Data will be collected on both the (a) target (problem) behavior and (b) replacement (desirable) behavior identified by the team on an on-going basis.
Weekly teacher report on academic status
ODR data collected weekly
The function-based intervention will be faded once a functional relation is demonstrated using a validated single case methodology design (e.g., withdrawal design) and the behavioral objectives specified in the plan are met.
State of Tennessee DOE Technical Assistance Grant IRB #

36. We offer ongoing professional development to school-site teams to learn how to design, implement, and evaluate functional assessment-based interventions using a systematic model developed by Umbreit and colleagues.

37. Overview of FABIs Functional Assessment
Interviews (Teacher, Parent, Student)
Records Review
Rating Scales (SSiS, Parent and Teacher)
A-B-C Data Collection
Intervention Development - A-R-E
Function Matrix
Function-based Decision Model
Testing the Intervention
Data Collection Across all phases of the design
Treatment Integrity
Social Validity

38. Resources note do book and article
Contextual fit, link to new slide, shift to systems practices need to be relevant
Resources note do book and article
Figure 1. Integrating Schoolwide Positive Behavior Support and Culturally Responsive Practices.

40. Possible involvement opportunities based on your child’s level of support

41. How might your district plan ensure cultural competence and engaging families as part of building training and coaching capacity for Tier 2/3?

42. Coaching Capacity Coaching network that establishes & sustains SWPBS
Individuals for coaching & facilitation supports at least monthly with each emerging school teams (in training & not at implementation criteria), & at least quarterly with established teams
Coaching functions for internal (school level) & external (district/regional level) coaching.

43. Coaching Capacity
Blueprint Features
Goal(s)
Actions
Person(s) Responsible
Resources Needed
Timeline/Status A=Achieved/Maintained, I=In Progress, or N=Not Started
Evaluation/Outcome (Data Sources)
Oct.
Dec.
March
May
Coaching
 1. to have a coaches network
2. Build support for coaches
3. Yearly calendar for coaches
 1. Identify coaches in district, matched to skillset identifed in Training and PD Blueprint
2. Monthly meeting for coaches
3. Build coaches calendar
DLT
Behavior Specialist
Behavior Specialist along with DLT/coaches
Post examples of coaching capacity from an action plan

44. Lessons Learned from Schools to Inform District Planning Tier 2/3
Universals implemented with fidelity are important to support Tier 2…as well as Tier 3
Behavior Expertise for higher level Tier 2 and Tier 3 interventions. Look for other resources to implement lower level Tier 2 interventions such as CICO
Assess current practices … which teams can be combined? What teams can naturally incorporate Tier 3 responsibilities?
Students who are receiving Tier 3 interventions should also have access to Tier 1 and Tier 2 Tier 2

45. Lessons Learned From District Leadership Teams
Districts are building coaching capacity with existing resources
Development of a Tier 2/3 sub-committee at the district level is essential for planning
Restructuring and allocation of resources for advanced supports
Collaboration and maximizing resources between general education and special education
District Leadership Teams benefit from cabinet leadership
Analyzing visual data at the district level is essential to support planning

46. Turn and Talk
How does your district’s coaching content match the concepts outlined?
How does your district’s coaching content differ from the concepts outlined?

47. Evaluation Capacity
An evaluation process & schedule for assessing (a) extent to which teams are using SWPBS (b) impact of SW PBS on student outcomes, & (c) extent to which the leadership team’s action plan is implemented
School-based data information systems (e.g., data collection tools& evaluation processes)
District &/or state level procedures & supports for system level evaluation
Dissemination of annual report of implementation integrity & outcomes
At least quarterly dissemination, celebration, and acknowledgement of outcomes and accomplishments.

48. Social Validity for an Intervention
PBIS: Tier 2/3 Systems Team
Social Validity for an Intervention
Obtaining participants’ (Teachers, Students, Families) perceptions of the goals, procedures and outcomes of the intervention to ensure they can comfortably support implementation.
Lane, Kathleen Lynne, Menzies, Holly M., Bruhn, Allis L., and Crnobori, M. Managing Challenging Behaviors in Schools: Research-Based Strategies that Work. The Guilford Press, 2011.
SSD PBIS, 2011

49. Social Validity
Social Significance – will this intervention improve the student’s quality of life? GOAL
Social acceptability –Do all agree that the intervention is necessary, appropriate, supports positive outcomes, minimally disruptive and worth the effort to attain the goal? PROCEDURES
Social importance –Does this intervention have the potential to produce socially important OUTCOMES?
Questions page 100 eg.: Student doesn’t grasp foundational math
T – recognizes negative academic consequence
P – notices that their child can’t count $ at the store
S – embarrassed about making mistakes in front of peers
eg.: parent works for 3 hours/night on math drills
Improved decoding skills
Increased time spent reading
Acquiring additional knowledge and an increased appreciation for literature
Lane, Kathleen Lynne, and Beebe-Frankenberger, M. School-Based Interventions: The Tools you Need to Succeed. Pearson Education, Inc., 2004.

50. With Whom Do We Assess Social Validity?
PBIS: Tier 2/3 Systems Team
With Whom Do We Assess Social Validity?
Teachers- have view that intervention is socially valid more likely that intervention steps are implemented as designed
Parent- provide vital information about how an intervention can benefit or impede their child
Student- helps to measure buy-in of intervention and promotes student voice
Surface with whom? And then show
SSD PBIS, 2011

51. PBIS: Tier 2/3 Systems Team
Statement
Strongly
Disagree
Slightly
Slightly Agree
Agree 1 2 3 4 5 6
1. CICO is an acceptable intervention for our school.
2. CICO is appropriate to meet the selected students behavioral needs.
3. CICO will help produce the desired outcomes for students.
4. CICO will be easy to implement.
  Collins, 2010, Adapted from SCHOOL-BASED INTERVENTIONS The tools You Need to Succeed. Kathleen Lynne Lane and Margaret Beebe-Frankenberger. Copyright 2--4 Pearson Education, Inc.
Pre- Social Validity
This an example we provided to schools just starting implementation of PBIS. So you can see that the survey is on a likert scale and the questions are designed around the significance, acceptable, and importance.
More information will come in depth tomorrow.
SSD PBIS, 2011

52. Treatment Integrity
Definition: The degree to which intervention procedures are implemented as intended
Failure to implement intervention with integrity threatens internal and external validity of treatment
Internal: how well the intervention worked in the current situation
External: how well the intervention might work in other situations
Treatment fidelity is often assumed, rather than assessed
If behavior changes do not result after a given intervention, and integrity was not monitored, it is difficult to determine if failure was due to an ineffective treatment, or an effective treatment plan was implemented with poor fidelity

53. Factors Related to Treatment Fidelity
Complexity of the intervention
Tactics are consistent acceptable for stakeholders
Implementation time required
Materials and resources required
Perceived and actual effectiveness

54. Assessing Treatment Fidelity
Direct Systematic Observation
Self-reporting
Rating Scales
Permanent Product

55. Treatment Integrity
Monitor the extent to which interventions are implemented as planned, so that the school staff can be confident that the improvements they see are a result of the intervention (treatment integrity; Gresham, 1989).
When intended results do not occur, is it due to insufficient implementation or low treatment integrity?
Are we implementing the intervention as designed?

57. Student and Systems Tracking Tool (SSTT)

60. Tier 2 Interventions Summary: School Snapshot

61. PBIS: Tier 2/3 Systems Team
Recommended Text
SSD PBIS, 2011 61

62. Post Organizer: Preview & Cue Use
Invite your PBIS Consultant to support building capacity within your district.
Discuss how to use the features of PBIS Implementation Blueprint to build capacity within your district.

63. Our Next Steps
Use the 2010 PBIS Intervention Blueprint & Self-Assessment
Help DLTs use Data at each meeting
Local Calendar includes PBIS Evaluation Plan & Professional Development
Assist DLTs to Improve communication to & from schools
Plan for building capacity at all three tiers