PBIS District Leadership Teams: Building Capacity to Support Training and Coaching

S P E C I A L S C H O O L D I S T R I C T P B I S L I S A P O W E R S , A R E A C O O R D I N A T O R P L A N N I N G & D E V E L O P M E N T B R I D G E T T H O M A S , P B I S F A C I L I T A T O R L Y N N Y O K O Y A M A , P B I S D A T A S P E C I A L I S T Pay It Forward with SW-PBS for School Success

8th Annual MO SW-PBS Summer Training Institute, 2013

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

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.

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

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

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?

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

Funding Visibility Political Support Policy 2010 Training LEADERSHIP TEAM (Coordination) Coaching Evaluation Behavioral Expertise Local School/District Implementation Demonstrations

Comprehensive, Integrated, Three-Tier Model of Prevention

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

Focus

Should we do it!

Stages of Implementation

Stage

Exploration/ Adoption

Description

Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Work to do it right!

Work to do it better!

Installation Initial Implementation Elaboration Continuous Improvement/ Regeneration Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.

Try out the practices, work out details, learn and improve before expanding to other contexts.

Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.

Make it easier, more efficient. Embed within current practices.

Setbacks may move us back to the previous stage Survive the Awkward Stage: An analogy

Grievance Data Snow Day!

Vote coach off Change Practice Have a “ AHA!

” Violate Norms Go to a PLC Apply for PBIS Dominate conversation Late for meeting Ignore e-mails “ We already do that.

” Go to Book Study Prep for Meeting Attend District PD Today is a book study?

from Bruce Smith, ViiM

New District Initiative Be on time

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.

Goal(s) Actions

Training Capacity

s) Respon sible Resources Needed Timeline/Status A=Achieved/Maintained, I=In Progress, or N=Not Started Evaluation/Outcome (Data Sources)

 Post examples of training capacity from an action plan

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 training 7. Provide new teacher 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 Team 1. PD 2.- 3. Time allotted 4. Present at monthly meetings 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 1. I 2. I 3. I 4. I 1. I 2. A 3. I 4. I 5. I 6.A 7. I

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 Early Screening Project Authors

(1994)

Ordering Information

Walker, Severson, & Feil Available for purchase from Sopris West

Systematic Screening

Walker & Severson

for Behavior Disorders

(1992) Available for purchase from Cambium Learning/ Sopris West Free

Student Risk Screening

Drummond (1994)

Scale Strengths and

Goodman (1991)

Difficulties Questionnaire Behavior and

Kamphaus & Reynolds (2007)

Emotional Screening System Social Skills Improvement System:

Elliott & Gresham, (2007)

Performance Screening Guide

Free online at http://www.sdqinfo.com/ Available for purchase from Pearson/ PsychCorp Available for purchase from Pearson/ PsychCorp

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 Low 0 – 3 Moderate 4 – 8 High 9 + (SRSS; Drummond, 1994)

SRSS Data Over Time Fall Comparison

100% 6.00% 17.00% 80% 3.00% 11.00% 3.00% 11.00% 2.34% 7.87%

INCREDIBLE!

PBS – That’s the ticket!

0.63% 6.29%

n = 3 n = 30 n = 444

60% High Moderate Low 40% 77.00% 86.00% 86.00% 89.79% 93.08% 20% 0% Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008

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?

Comprehensive, Integrated, Three-Tier Model of Prevention

(Lane, Kalberg, & Menzies, 2009) Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk ≈ Tertiary Prevention (Tier 3) ≈ Secondary Prevention (Tier 2) Goal: Reverse Harm Specialized Group Systems for Students At-Risk Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings ≈ Primary Prevention (Tier 1)

PBIS Framework Social Skills Improvement System (SSiS) - Classwide Intervention Program

Academic Behavioral Social

Universal Team Plans SW & Class-wide supports

3-Tiered System of Support Necessary Conversations (Teams)

Secondary Systems Team Uses Process data; determines overall intervention effectiveness Problem Solving Team Standing team; uses FBA/BIP process for one youth at a time Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Universal Support CICO Social Skills Behavior Contracts Self-Management Newcomers Club/Mentors Study/ Organizational Skills Academic Problem Solving with function in mind Complex FABI 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 WRAP RENEW

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

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

Procedures for Monitoring: Assessment Schedule

Aug Sept School Demographics

*Student Demographics X

Student Outcome Academic Measures

X Report Card (MS/HS) *GPA *Course Failures

Student Outcome Behavior Measures

*SRSS - Screener Discipline *ODR X

Oct

X X X *Attendance (Tardies/ Unexcused Absences) X X

Referrals

SPED and S-TEAM

Program Measures

X

For Consented Teachers Only

*Social Validity (PIRS) *SET/Treatment Integrity (TI) Interval *TI -Observations

Nov Dec

X

Jan Feb Mar Apr May

X X X X X X X X X X X X X X X X X X

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

Support

Secondary Intervention Grid

Description School-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria

Sample Secondary Intervention Grid: Middle School

Support

Check, Connect, and Expect Behavior Contract

Description

This program involves checking in with a mentor at the beginning and end of the day to receive a performance goal for the day. 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.

Schoolwide Data: Entry Criteria

Behavior: SRSS Moderate or High Risk on screening

Academic:

overall GPA < 2.5 or 2 or more course failures at any report card Behavior: SRSS mod to high risk Academic: 2 or more missing assignments with in a grading period

Data to Monitor Progress

Daily BEP Progress Reports Work completion, or other behavior addressed in contract

Exit Criteria

Students who have met there goal consistently for 3 weeks will move to the self-monitoring phase. 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 ≈ Tertiary Prevention (Tier 3) ≈ Secondary Prevention (Tier 2) Goal: Reverse Harm Specialized Group Systems for Students At-Risk Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings ≈ Primary Prevention (Tier 1)

PBIS Framework Social Skills Improvement System (SSiS) - Classwide Intervention Program

Academic Behavioral Social

Support

Tertiary Intervention Grid

Description School-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria

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 State of Tennessee DOE Technical Assistance Grant IRB # 090935 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.

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

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

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

 Post examples of coaching capacity from an action plan

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 1. Identify coaches in district, matched to skillset identifed in Training and PD Blueprint 3. Yearly calendar for coaches 2. Monthly meeting for coaches 1. DLT 2. Behavior Specialist 3. Behavior Specialist along with DLT/coac hes 3. Build coaches calendar

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

 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.

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

? 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?

   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

Pre- Social Validity Statement

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.

1 2 3 4 5 6

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

see are a result of the intervention staff can be confident that the improvements they

(treatment integrity; Gresham, 1989).

 When intended results do not occur, is it due to

insufficient implementation or low treatment integrity

?

Student and Systems Tracking Tool (SSTT)

Tier 2 Interventions Summary: School Snapshot

Tier 2 Interventions Summary - Student Response Chart 3 Students with IEP vs. Students w/o IEP 18 16 14 3 5 12 10 5 4 0 8 6 4 2 0 4 1 4 0 3 4 5 0 8 0 12 0 9 6 5 4 0 11 0 10 6 4 0 0 AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL Students with IEP Not Responding Students with IEP Responding Students w/o IEP Not Responding Students w/o IEP Responding

Recommended Text

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