Presentation is loading. Please wait.

Presentation is loading. Please wait.

SPECIAL SCHOOL DISTRICT PBIS LISA POWERS, AREA COORDINATOR PLANNING & DEVELOPMENT BRIDGET THOMAS, PBIS FACILITATOR LYNN YOKOYAMA, PBIS DATA SPECIALIST.

Similar presentations


Presentation on theme: "SPECIAL SCHOOL DISTRICT PBIS LISA POWERS, AREA COORDINATOR PLANNING & DEVELOPMENT BRIDGET THOMAS, PBIS FACILITATOR LYNN YOKOYAMA, PBIS DATA SPECIALIST."— Presentation transcript:

1 SPECIAL SCHOOL DISTRICT PBIS LISA POWERS, AREA COORDINATOR PLANNING & DEVELOPMENT BRIDGET THOMAS, PBIS FACILITATOR LYNN YOKOYAMA, PBIS DATA SPECIALIST PBIS District Leadership Teams: Building Capacity to Support Training and Coaching Pay It Forward with SW-PBS for School Success 8th Annual MO SW-PBS Summer Training Institute, 2013

2 We would like to thank… Center for SW-PBS College of Education University of Missouri 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

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.

4 Todays Meet Go to Share your thoughts and questions throughout the presentation Presentation available at

5 Introductions: Thats 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

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

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?

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

9 Tariqs Story What might have helped Tariq? How does your district support students who might benefit from advanced supports?

10 SWPBS Implementation Blueprint 2010

11 Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk Goal: Reverse Harm Specialized Group Systems for Students At-Risk Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings AcademicBehavioral Social Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tertiary Prevention (Tier 3) Secondary Prevention (Tier 2) Primary Prevention (Tier 1) PBIS Framework Positive Action; Social Skills Improvement System

12 Stages of ImplementationFocusStageDescription Exploration/ Adoption Decision regarding commitment to adopting the program/practices and supporting successful implementation. InstallationSet 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. ElaborationExpand 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. Work to do it right! Work to do it better! Should we do it!

13 Survive the Awkward Stage: An analogy 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 aAHA! Prep for Meeting Setbacks may move us back to the previous stage from Bruce Smith, ViiM

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 Training Capacity Post examples of training capacity from an action plan Blueprint Features Goal(s)Actions Person( s) Respon sible Resources Needed Timeline/Status A=Achieved/Maintained, I=In Progress, or N=Not Started Evaluation/Outcome (Data Sources) Oct.Dec.MarchMay 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 5. 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 2. Time incorporated in schedule 3. School Teams and Liz will support schools to develop a process for new teachers 4. Staff meetings 5.Invited C & I to DLT 6. How are schools supporting new teachers…Liz 7. Counselors to participate in PL Team1. PD Time allotted 4. Present at monthly meetings 1. I 2. I 3. I 4. I 1. I 2. A 3. I 4. I 5. I 6.A 7. I

18 Turn and Talk How does your districts training plan match the concepts outlined? How does your districts 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 MeasureAuthorsOrdering 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) Available for purchase from Pearson/ PsychCorp

22 What is the SRSS? 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 - Low0 – 3 - Moderate4 – 8 - High9 + (SRSS; Drummond, 1994)

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

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?

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

26 3-Tiered System of Support Necessary Conversations (Teams) CICO Social Skills Behavior Contracts Self-Management Newcomers Club/Mentors Study/ Organizational Skills Academic Complex FABI Universal Support Problem Solving Team Tertiary Systems Team Problem Solving with function in mind Problem - solving Universal Team WRAP RENEW Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness 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

27 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

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

29 Procedures for Monitoring: Assessment Schedule AugSeptOctNovDecJanFeb MarAprMay School Demographics *Student Demographics XXXXXX Student Outcome Academic Measures Report Card (MS/HS) *GPA *Course Failures XXXX Student Outcome Behavior Measures *SRSS - Screener XXX Discipline *ODR XXXX *Attendance (Tardies/ Unexcused Absences) XXX Referrals SPED and S-TEAM XXX Program Measures For Consented Teachers Only *Social Validity (PIRS) XXX *SET/Treatment Integrity (TI) Interval X *TI -Observations X

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

31 SupportDescriptionSchool-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria Secondary Intervention Grid

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

34 SupportDescriptionSchool-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria Tertiary Intervention Grid

35 State of Tennessee DOE Technical Assistance Grant IRB # Sample Tertiary Intervention Grid SupportDescriptionSchool-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.

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

38 Figure 1. Integrating Schoolwide Positive Behavior Support and Culturally Responsive Practices.

39

40

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 Post examples of coaching capacity from an action plan 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.MarchMay 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 1.DLT 2.Behavior Specialist 3.Behavior Specialist along with DLT/coac hes

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 districts coaching content match the concepts outlined? How does your districts 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 teams 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 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.

49 Social Validity Social Significance – will this intervention improve the students 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? 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? 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

51 Statement Strongly Disagree Slightly Disagree Slightly AgreeAgree Strongly Agree 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

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?

56

57 Student and Systems Tracking Tool (SSTT)

58

59

60 Tier 2 Interventions Summary: School Snapshot

61 Recommended Text Recommended Text

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


Download ppt "SPECIAL SCHOOL DISTRICT PBIS LISA POWERS, AREA COORDINATOR PLANNING & DEVELOPMENT BRIDGET THOMAS, PBIS FACILITATOR LYNN YOKOYAMA, PBIS DATA SPECIALIST."

Similar presentations


Ads by Google