Cynthia M. Anderson, University of Oregon Lisa Bateman, Bethel School District Bruce Stiller, School District 4j Chris Borgmeier, Portland State University Intensive Positive Behavior Support

Where it starts

Where it often Ends

How do we improve support for students with challenging behavior in schools?

We Know What Works… Prevention and early intervention Interventions based on science of behavior Teach desired behavior Arrange environment to encourage desired behavior Explicitly reinforce desired behavior Minimize reinforcement for less desired behavior Progress monitoring enhances outcomes

Implementation is a Challenge Limited resources Expertise Time Money Multiple competing initiatives and “interests” Lot’s of research on what works, little on how to do it

SWPBS: Framework to Guide Implementation Team-based decision-making Resource management and allocation Access to technical assistance Data guide decisions Outcomes Systems Practices Tiers II and III District planning & oversight

GOOD FASTCHEAP Three Degrees of Freedom

Putting it Together Effective intervention practices and programs No other combination of factors reliably produces desired outcomes Effective implementation practices Good outcomes for students +

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Competency Organization Student Benefits Leadership Integrated & Compensatory

Leadership in a District IPBS is a priority in the district Agenda item at every district meeting District action plan guides training and TA in all schools FTE allocated to resources in district and schools Clear link and collaboration with: Special education (placement & service delivery) Academic programs (RtI) District data systems District coordinates relevant roles and responsibilities Building administrator School psychologists Counselors

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

Behavior Specialist Old model: Put out fires IPBS: Guide systems-change and implementation

District Behavior Specialist/Coach/Leader Coaching Meetings Data use Intervention fidelity

IPBS in a School What we do not do: Admire the problem What we do: Progress monitor Develop and oversee interventions How schools do it Meetings SWPBS team IPBS team Data guide decision-making

Decision-Making Flowchart

District Behavior Specialist/Coach/Leader Coaching Meetings Data use Intervention fidelity Guide school-level evaluation Team process Specific interventions Overall IPBS (BAT ) Coordination Communicate with district team Plan training schedule Schedule assessments

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

Selection (School) In a district that is committed Active support Commits FTE to district coordinator/Beh specialist Sustained implementation of Tier I Administrative support and buy-in Willingness to reallocate roles Commitment for 5 plus years

Selecting the District Level Behavior Specialist Expertise Coaching and data use Tier II & Tier III Parent-school collaboration Selection Start with clear job description Interview process Vignettes Rehearsal Ask for previously completed FBAs and BSPs Model FBA interview

Selection Within the School Building administrator—involved with discipline IPBS Team facilitator Building Behavior Specialist(s) Tier 2 intervention coordinator(s) Data manager

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

Training Strategic Sequential Training Sequence

Capacity Building Step 1 IPBS overview Team organization, structure, and functioning Data-based decision-making Step 2 Secondary interventions CICO as “go to” Tier II intervention Step 3 Function-based support/capacity building Step 4 Formative evaluation Planning for sustainability Step 5 Comprehensive supports

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Data-Based Decision are Supported Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

Data-Based Decision-Making District provides data system for schools Schools use data to guide decision-making District uses data to guide district-level decision-making

Data Systems SIWS and CICO SWIS…stay tuned for ISIS For now Spreadsheet at Tier III

Teacher Daily Ratings of Behavior

SWIS-CICO Report Support Plan Change Description 09/10/2008Check out with Joe Binder 09/19/2008Check in and out with Joe Binder

Data-Based Decision-Making District provides data system for schools Schools use data to guide decision-making District uses data to guide district-level decision-making

>85 <85

© Fixsen & Blase, 2008 Systems Intervention Facilitative Administration Decision Support Data System Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

Facilitative Administration Make sure sped AND Gen ed are bought in /remove barriers Policies and organization supports implementation Shift accountability for students with challenging behavior Monitor student placement Look beyond ODRs

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Systems Intervention Facilitative Administration Decision Support Data System Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

Systems Interventions Planning for Personnel & Resources District behavior specialist with skills and FTE

Systems Interventions Planning for Personnel & Resources District behavior specialist with skills and FTE Buildings FTE for Tier II coordinators FTE for Tier III coordinators Link to academic systems

Systems Interventions Planning for Personnel & Resources Training Sequence Build interventions for district and schools Build capacity – Use tools to allocate resources: resource mapping & gap analysis

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

Performance Assessment District leadership team reviews school data monthly ODR patterns Out of school placements IEP needs Monthly meetings for all building leaders Review data Address challenges Identify training and resource needs

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Data-Based Decision are Supported Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

Cynthia Anderson University of Oregon

50 Academic Social Behavior 1-5% 5-10% 80-90% Individual Individually Design Instruction Individual Behavior Support Plan (BSP) Safety Plan Targeted: Some Students (at-risk) Core Plus Pre-teach, Re-teach Supplemental Programs Alter Group Size Targeted: Some Students (at-risk) Advance CICO Social Skills Lunch Buddies Boy/Girls Groups Check-in, Check-out (CICO) Universal Screening: All Students Core Program Universal Screening: All Students Schoolwide expectations taught explicitly reinforced frequently Practices for Student Success Adapted from: Horner & Sugai