Presentation on theme: "Special School District PBIS"— Presentation transcript:
1PBIS District Leadership Teams: Building Capacity to Support Training and Coaching Special School District PBISLisa Powers, Area Coordinator Planning & DevelopmentBridget Thomas, PBIS FacilitatorLynn Yokoyama, PBIS Data SpecialistPay It Forward with SW-PBS for School Success8th Annual MO SW-PBS Summer Training Institute, 2013
2We would like to thank… Dr. Kathleen Lane Professor of Special Education,University of KansasDr. Lucille EberIllinois PBIS Network DirectorDr. Joanne MalloyAssistant 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-PBSCollege of EducationUniversity of Missouri
3PBIS 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 StatementO'Hare & Powers, 2010
4Today’s Meet Go to http://todaysmeet.com/capacity Share your thoughts and questions throughout the presentationPresentation available at
5Introductions: “That’s Me” RolesTeachersAdministratorsSuperintendents/AssistDirectorsPrincipals/Assist.Clinicians/SpecialistsSchool Psych.Social WorkerCounselorBehavior specialistFamily memberResearcher/InstructorCurrently on a DLTCurrently a DLT Coordinator/LeaderHow many attended our last session
6ObjectivesUnderstanding how to maintain and sustain PBIS practices by using the Blueprint and Action PlanningKnow and be able to utilize available resources to develop a plan focused on Tier 2/3Leverage available resources and structures and identify roles and responsibilities to have the capability and capacity to implement a multi-tiered system across all three tiersTeam members: based on function not person/roleExamples: Action plan, CSIP, Brochure, video clipsO'Hare & Powers, 2010
7By the end of this session you will be able to … Identify potential resources within your district to build capacity to implement a multi-tiered systemIdentify and describe possible next steps for your districtWhat 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
8Session’s Agenda Why build district support for Tier 2/3? School-wide Implementation Blueprint-TrainingCoachingEvaluationResourcesPossible Next Steps
9Tariq’s Story http://www.whocaresaboutkelsey.com/multimedia What might have helped Tariq?How does your district support students who might benefit from advanced supports?
11Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce HarmSpecialized Individual Systemsfor Students with High-Risk≈Goal: Reverse HarmSpecialized Group Systemsfor Students At-RiskTertiary Prevention (Tier 3)≈Secondary Prevention (Tier 2)Goal: Prevent HarmSchool/Classroom-Wide Systems for All Students, Staff, & SettingsPBIS FrameworkYou 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)AcademicBehavioralSocial
12Stages of Implementation FocusStageDescriptionExploration/AdoptionDecision 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 ImplementationTry 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/RegenerationMake it easier, more efficient. Embed within current practices.Should we do it!Work to do it right!Work to do it better!
13Setbacks may move us back to the previous stage Apply forPBISNew District InitiativeToday is a book study?“We already do that.”Violate NormsVote coach offBe on timeGo to a PLCIgnore sGo to Book StudyDominate conversationSnow Day!Late for meetingAttend District PDIgnoreDataFile GrievanceChange PracticeHave a “AHA!”Prep for MeetingSetbacks may move us back to the previous stagefrom Bruce Smith, ViiMSurvive the Awkward Stage: An analogy
14Fundamental Aspects of Professional Development Fidelity of ImplementationDesirable Student Outcomes
15Basic Steps to the Development of Professional Development Plans and Process Self-assessment of District ImplementationSelf-assessment of current Professional Development CapacityProfessional Development Plan focusing on SWPBSLinkage of SWPBS Professional Development to District Improvement PlanEvaluation Plan
16Training 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.
17Blueprint FeaturesGoal(s)ActionsPerson(s) ResponsibleResources NeededTimeline/Status A=Achieved/Maintained, I=In Progress, or N=Not StartedEvaluation/Outcome (Data Sources)Oct.Dec.MarchMayTraining1.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 training1.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 PLTeam1. PD Time allotted Present at monthly meetings1. I I I I1. I A I I I 6.A ITraining CapacityPost examples of training capacity from an action plan
18Turn and TalkHow does your district’s training plan match the concepts outlined?How does your district’s training plan differ from the concepts outlined?
19Using data to connect students with Tier 2 and 3 supports How can information from behavioral and academic screening tools be used to support students?
20Behavior 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)
21MeasureAuthorsOrdering InformationEarly Screening ProjectWalker, Severson, & Feil (1994)Available for purchase from Sopris WestSystematic Screening for Behavior DisordersWalker & Severson (1992)Available for purchase from Cambium Learning/ Sopris WestStudent Risk Screening ScaleDrummond (1994)FreeStrengths and Difficulties QuestionnaireGoodman (1991)Free online atBehavior and Emotional Screening SystemKamphaus & Reynolds (2007)Available for purchase from Pearson/ PsychCorpSocial Skills Improvement System: Performance Screening GuideElliott & Gresham, (2007)
22What 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 RejectionStudent Risk is divided into 3 categoriesLow 0 – 3Moderate 4 – 8High 9 +(SRSS; Drummond, 1994)22
23SRSS Data Over Time Fall Comparison INCREDIBLE!PBS –That’s the ticket!SRSS Data Over Time Fall Comparisonn = 3n = 30n = 444Percentage of StudentsThese numbers are based on the total number of students screened. 6 students were not screened. (Fall 2008)
24Questions 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
25Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce HarmSpecialized Individual Systemsfor Students with High-Risk≈Goal: Reverse HarmSpecialized Group Systemsfor Students At-RiskTertiary Prevention (Tier 3)≈Secondary Prevention (Tier 2)Goal: Prevent HarmSchool/Classroom-Wide Systems for All Students, Staff, & SettingsPBIS FrameworkSocial Skills Improvement System (SSiS) - Classwide Intervention Program≈Primary Prevention (Tier 1)AcademicBehavioralSocial
263-Tiered System of Support Necessary Conversations (Teams) UniversalTeamSecondary Systems TeamProblem Solving TeamTertiary Systems TeamUses Process data; determines overall intervention effectivenessUses Process data; determines overall intervention effectivenessPlans SW & Class-wide supportsStanding team; uses FBA/BIP process for one youth at a timeUniversal SupportCICOSocial SkillsBehavior ContractsSelf-ManagementNewcomers Club/MentorsStudy/ Organizational SkillsAcademicHow is eveyrone communicating with each other.Problem Solving with function in mindComplexFABIWRAPRENEWProblem -solvingSSD 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 Network2626
27Tier 2/3 Evaluation: BAT Scales & Subscales PBIS: Tier 2/3 Systems TeamTier 2/3 Evaluation: BAT Scales & SubscalesTier 1 Implementation of SW-PBSTier 2 and 3 FoundationsCommitmentStudent IdentificationMonitoring & EvaluationTier 2 Targeted InterventionsTier 2 Support SystemMain Tier 2 Strategy ImplementationMain Tier 2 Strategy Monitoring & EvaluationTier 3 Intensive InterventionsTier 3 Support SystemTier 3 Assessment & Plan DevelopmentTier 3 Monitoring & EvaluationStill 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 levelTaken 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 8thSSD PBIS, 2011
28We Teach a Systematic Approach to Designing a Secondary Intervention Plan Step 1: Construct your assessment scheduleStep 2: Identify your secondary supportsExisting and new interventionsStep 3: Determine entry criteriaNomination, academic failure, etc.Step 4: Identify outcome measuresPre and post tests, CBM, etc.Step 5: Identify exit criteriaReduction of discipline contacts, academic success, etc.Step 6: Consider additional needs28
30A Systematic Approach to Designing a Secondary Intervention Plan Step 1: Construct your assessment scheduleStep 2: Identify your secondary supportsExisting and new interventionsStep 3: Determine entry criteriaNomination, academic failure, etc.Step 4: Identify outcome measuresPre and post tests, CBM, etc.Step 5: Identify exit criteriaReduction of discipline contacts, academic success, etc.Step 6: Consider additional needs30
31Secondary Intervention Grid SupportDescriptionSchool-wide Data:Entry CriteriaData to Monitor ProgressExit Criteria31
32Sample Secondary Intervention Grid: Middle School SupportDescriptionSchoolwide Data: Entry CriteriaData to Monitor ProgressExit CriteriaCheck, Connect, and ExpectThis 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 screeningAcademic: overall GPA < 2.5 or 2 or more course failures at any report cardDaily BEP Progress ReportsStudents who have met there goal consistently for 3 weeks will move to the self-monitoring phase.Behavior ContractA 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 periodWork completion, or other behavior addressed in contractSuccessful Completion of behavior contract
33Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce HarmSpecialized Individual Systemsfor Students with High-Risk≈Goal: Reverse HarmSpecialized Group Systemsfor Students At-RiskTertiary Prevention (Tier 3)≈Secondary Prevention (Tier 2)Goal: Prevent HarmSchool/Classroom-Wide Systems for All Students, Staff, & SettingsPBIS FrameworkSocial Skills Improvement System (SSiS) - Classwide Intervention Program≈Primary Prevention (Tier 1)AcademicBehavioralSocial
34Tertiary Intervention Grid SupportDescriptionSchool-wide Data:Entry CriteriaData to Monitor ProgressExit Criteria34
35Sample Tertiary Intervention Grid SupportDescriptionSchool-wide Data:Entry CriteriaData to Monitor ProgressExit CriteriaFunctional Assessment-Based InterventionIndividualized interventions developed by the behavior specialist and PBS teamStudents who:Behaviorscored in the high risk category on the Student Risk Screening Scale (SRSS), orscored 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 periodor Academicidentified at highest risk for school failure: recommended for retention; or scored far below basic on state-wide or district-wide assessmentsData 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 statusODR data collected weeklyThe 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 #
36We 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.
37Overview of FABIs Functional Assessment Interviews (Teacher, Parent, Student)Records ReviewRating Scales (SSiS, Parent and Teacher)A-B-C Data CollectionIntervention Development - A-R-EFunction MatrixFunction-based Decision ModelTesting the InterventionData Collection Across all phases of the designTreatment IntegritySocial Validity
38Resources note do book and article Contextual fit, link to new slide, shift to systems practices need to be relevantResources note do book and articleFigure 1. Integrating Schoolwide Positive Behavior Support and Culturally Responsive Practices.
40Possible involvement opportunities based on your child’s level of support
41How might your district plan ensure cultural competence and engaging families as part of building training and coaching capacity for Tier 2/3?
42Coaching 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 teamsCoaching functions for internal (school level) & external (district/regional level) coaching.
43Coaching CapacityBlueprint FeaturesGoal(s)ActionsPerson(s) ResponsibleResources NeededTimeline/Status A=Achieved/Maintained, I=In Progress, or N=Not StartedEvaluation/Outcome (Data Sources)Oct.Dec.MarchMayCoaching 1. to have a coaches network2. Build support for coaches3. Yearly calendar for coaches 1. Identify coaches in district, matched to skillset identifed in Training and PD Blueprint2. Monthly meeting for coaches3. Build coaches calendarDLTBehavior SpecialistBehavior Specialist along with DLT/coachesPost examples of coaching capacity from an action plan
44Lessons Learned from Schools to Inform District Planning Tier 2/3 Universals implemented with fidelity are important to support Tier 2…as well as Tier 3Behavior Expertise for higher level Tier 2 and Tier 3 interventions. Look for other resources to implement lower level Tier 2 interventions such as CICOAssess 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
45Lessons Learned From District Leadership Teams Districts are building coaching capacity with existing resourcesDevelopment of a Tier 2/3 sub-committee at the district level is essential for planningRestructuring and allocation of resources for advanced supportsCollaboration and maximizing resources between general education and special educationDistrict Leadership Teams benefit from cabinet leadershipAnalyzing visual data at the district level is essential to support planning
46Turn and TalkHow does your district’s coaching content match the concepts outlined?How does your district’s coaching content differ from the concepts outlined?
47Evaluation CapacityAn 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 implementedSchool-based data information systems (e.g., data collection tools& evaluation processes)District &/or state level procedures & supports for system level evaluationDissemination of annual report of implementation integrity & outcomesAt least quarterly dissemination, celebration, and acknowledgement of outcomes and accomplishments.
48Social Validity for an Intervention PBIS: Tier 2/3 Systems TeamSocial Validity for an InterventionObtaining 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
49Social ValiditySocial Significance – will this intervention improve the student’s quality of life? GOALSocial acceptability –Do all agree that the intervention is necessary, appropriate, supports positive outcomes, minimally disruptive and worth the effort to attain the goal? PROCEDURESSocial importance –Does this intervention have the potential to produce socially important OUTCOMES?Questions page 100 eg.: Student doesn’t grasp foundational mathT – recognizes negative academic consequenceP – notices that their child can’t count $ at the storeS – embarrassed about making mistakes in front of peerseg.: parent works for 3 hours/night on math drillsImproved decoding skillsIncreased time spent readingAcquiring additional knowledge and an increased appreciation for literatureLane, Kathleen Lynne, and Beebe-Frankenberger, M. School-Based Interventions: The Tools you Need to Succeed. Pearson Education, Inc., 2004.
50With Whom Do We Assess Social Validity? PBIS: Tier 2/3 Systems TeamWith Whom Do We Assess Social Validity?Teachers- have view that intervention is socially valid more likely that intervention steps are implemented as designedParent- provide vital information about how an intervention can benefit or impede their childStudent- helps to measure buy-in of intervention and promotes student voiceSurface with whom? And then showSSD PBIS, 2011
51PBIS: Tier 2/3 Systems Team StatementStronglyDisagreeSlightlySlightly AgreeAgree1234561. 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 ValidityThis 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
52Treatment IntegrityDefinition: The degree to which intervention procedures are implemented as intendedFailure to implement intervention with integrity threatens internal and external validity of treatmentInternal: how well the intervention worked in the current situationExternal: how well the intervention might work in other situationsTreatment fidelity is often assumed, rather than assessedIf 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
53Factors Related to Treatment Fidelity Complexity of the interventionTactics are consistent acceptable for stakeholdersImplementation time requiredMaterials and resources requiredPerceived and actual effectiveness
54Assessing Treatment Fidelity Direct Systematic ObservationSelf-reportingRating ScalesPermanent Product
55Treatment IntegrityMonitor 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?
61PBIS: Tier 2/3 Systems Team Recommended TextSSD PBIS, 201161
62Post 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.
63Our Next StepsUse the 2010 PBIS Intervention Blueprint & Self-AssessmentHelp DLTs use Data at each meetingLocal Calendar includes PBIS Evaluation Plan & Professional DevelopmentAssist DLTs to Improve communication to & from schoolsPlan for building capacity at all three tiers