John Carter Project Coordinator PBIS Idaho: Menu button: Idaho PBIS Presentations and Webinars PBIS Idaho: Project and Service Overview

Partnerships & Funding The Idaho State Department of Education is committed to inter- department partnership and integration. Federal Funding: SDE-Department of Special Ed. SDE-Safe and Drug Free Schools Partners:

My Tasks Today Outline services provided by PBIS Idaho Outline direction of project

Which comes first??? Academic problems often precede behavior problems Behavior problems often precede academic problems

Outcomes for Students Entering School

PBIS Idaho Mission Our mission is to establish and provide a system of high quality behavioral technical assistance for teachers, schools, and districts to improve both social and academic outcomes for Idaho’s students. Our Focus Evidence-based practice Sustainable implementation Internal capacity development

Two Systems of Support Individual Student SupportSchool-Wide Supports Single target Student Small set of behaviors Intensive & individualized Function-based supports Feasible, effective, and sustainable implementation Improved quality of life and stakeholder satisfaction Sustainable tier 3 support practices in school Entire student body Behavior across all settings Tiered behavior supports Systems-based approach Efficient, effective, and sustainable implementation Improved academic and social outcomes across whole school

Individual Supports Format Multi-tiered intervention: Universal supports evaluation and improvement plan Function-based support practices: Functional Behavioral Assessment Behavior Support Planning Implementation Generalization Fading Systems refinement sustainability: Support generalization and utility of practices at the school

Intensive Individualized PBIS Individualized – Student centered – Context driven Intensive (comprehensive) – Prevention – Teaching – Reinforcing

PBIS Idaho Intensive Support Process 1. Application 2. Phone Interviews 3. Tier 1 Assessment & Improvement Supports 4. FBA Data Collection Training & Supports 5. BSP Planning Supports 6. Implementation & Training Supports 7. Sustainability Planning Support Phases

Support Phases Timeline 2. Phone Interview 1. Application 3. Tier 1 Assessment 4. FBA Training & Support 5. Behavior Support Planning 6. Implementation Training 7. Sustainability Planning

Considerations Participating Schools must agree to relatively large amounts of release time. 4.5 days for team leader / 2.5 days for others Classroom teacher must agree to evaluation of universal supports Improvement plan if necessary

Direction of Individual Supports Merge into systemic supports SDE plan Improved impact Sustained practice change This year funding limited support to 10 cases

School-Wide Supports Format Systemic Supports: Improved impact of technical Assistance (TA) TA centered on improving feasibility and sustainability of evidence-based behavioral support practices in schools Based in RtI logic: SWPBIS (AKA B-RtI) Returned instructional time Increased service options Comprehensive behavior supports in schools

~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Progress-Monitoring Targeted Group Interventions Evidence-based interventions Check-in/Check-out Social skills clubs TERTIARY PREVENTION Functional Behavioral Assessment Function-based support Wraparound Services Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement Data-based decision-making Horner, 2009 Cal. State fullterson

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior SW-PBIS OUTCOMES Social Competence & Academic Achievement

Percent of Students meeting DIBELS Spring Benchmark for Cohorts (Combined Grades) 5,943 students assessed assessed 8,330 students assessed assessed 16,078 students assessed assessed 32,257 students assessed assessed Spring ’09: 62,608 students assessed in cohorts 1 - 4

Percent of Students at DIBELS Intensive Level across year by Cohort

What Does a Reduction of 850 Office Discipline Referrals and 25 Suspensions Mean? Kennedy Middle School Savings in Administrative Time ODR = 15 minutes/ event Suspension = 45 minutes/event 13,875 minutes 231 hours 29, 8-hour days Savings in Student Instructional Time ODR = 45 minutes/ event Suspension = 216 minutes/ event 43,650 minutes 728 hours 121, 6-hour school days

Idaho Elementary School What are the outcomes for students? Office Discipline Referrals (ODRs) 71%

Idaho Elementary School Cost Benefit Worksheet Student Time Regained: 6840 minutes 114 hours 14 days Administrator Time Regained: 2280 minutes 38 hours 5 days

Idaho Elementary School What are the outcomes for students? Academic Achievement Increase of more than 6% in both reading and math ISATs

Middle School Mid-year outcome ExpulsionsOut of school Suspensions students days days Instructional time533hrs / 82 days Administrative time 61hrs / 7.5 days

District Support Grants Grant outcomes… – District infrastructure, policy, funding and coordination established for sustainable growth and maintenance of implementation – Coaching capacity developed and established so training and quality implementation are sustainable.

Developing District Internal Capacity Training provided by state on the use and implementation of the systems, data, and practices used at each of the three tiers – Implementation – Logistics – Evaluation Coaching of demonstration schools and district coaches – High fidelity implementation models – Mentoring for sustained expertise

Growth in supported districts YEAR 3 YEAR 2 YEAR 1 Demonstration Cohort (2-5 schools) Expansion cohort #1 (2+) Expansion Cohort #1 (2+) Expansion Cohort #2 (2+) Demonstration Cohort (2-5 schools) Demonstration Cohort (2-5 schools)

District Support Grants Internal Capacity, District Infrastructure District Coordinator District coaching, evaluation, statewide network District Coaches School guidance, facilitation, and training follow-up District Leadership Team District Guidance, Political Support, and Infrastructure Building Level Teams Building implementation, progress monitoring, And data-based decision making Adapted from Torres & Romano (2009)

Multi-year Supports Year 4: Follow-up w/ first cohort of school teams TA for coaches w/ second & third cohort of school teams Support district leadership team in using outcome data to refine implementation plan Year 5: Final year of external assistance Support of district team in using outcome data to refine implementation plan District Support Grants

Helping districts become ready to benefit Awareness: Webinars: Archived for later viewing February 4 th and 9 th Regional presentations: Moscow: February 14th – 8:00 AM – 12:00 PM Boise: February 16th – 8:00 AM – 12:00 PM Twin Falls: February 18th – 1:00 – 5:00 PM Readiness Supports: District/Exploration team Self-evaluation Readiness checklist completion/action plan

John Carter PBIS Idaho Project Coordinator PBIS Idaho Website