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

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

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

Today’s Meet Go to http://todaysmeet.com/capacity Share your thoughts and questions throughout the presentation Presentation available at http://pbiscompendium.ssd.k12.mo.us/

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

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

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

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

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?

SWPBS Implementation Blueprint www.pbis.org 2010

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

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!

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 e-mails 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

Fundamental Aspects of Professional Development Fidelity of Implementation Desirable Student Outcomes

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

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.

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 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 Team 1. PD 2.- 3. 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 Training Capacity Post examples of training capacity from an action plan

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?

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?

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)

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 http://www.sdqinfo.com/ Behavior and Emotional Screening System Kamphaus & Reynolds (2007) Available for purchase from Pearson/ PsychCorp Social Skills Improvement System: Performance Screening Guide Elliott & Gresham, (2007)

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

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)

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

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

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

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

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

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

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

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

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

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

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

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 # 090935

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.

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

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.

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

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

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.

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

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

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

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?

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.

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

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.

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

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

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

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

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

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?

Student and Systems Tracking Tool (SSTT)

Tier 2 Interventions Summary: School Snapshot

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

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.

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