PBIS District Leadership Teams Building Capacity to Support

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

We would like to thank… Dr. Kathleen Lane Professor of Special Education, University of Kansas Center for SW-PBS College of Education University of Missouri 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. k 12. 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 2010

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) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings ≈ Primary Prevention (Tier 1) Academic Goal: Reverse Harm Specialized Group Systems for Students At-Risk Behavioral Positive Action; Social Skills Improvement System Social

Stages of Implementation Focus Should we do it! 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. Work to do it right! Work to do it better!

Setbacks may move us back to the previous stage Ignore Survive the. File. Awkward Stage: An analogy Snow Day! Grievance Data Vote coach off Have a “AHA!” Change Practice Violate Norms Dominate conversation Late for meeting “We already do that. ” Ignore e -mails Prep for Meeting Go to a PLC Today is a book study? Apply for PBIS Attend District PD New District Initiative from Bruce Smith, Vii. M Be on time Go to Book Study

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 Training Capacity Goal(s) Actions Person( s) Respons ible 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 1. Tier 3 training in 1. Continued PD Team Oct. Dec. 1. PD 2. - 3. 1. I 1. I process for all as needed per Time allotted 4. 2. I 2. A schools who have school Present at monthly 3. I 3. I completed T 3 PL 2. Time meetings 4. I 4. I 2. Training at incorporated in 5. I beginning of the schedule 6. A year for all schools 3. 3. School 7. I Mentor program for Teams and Liz new teachers into will support the building 4. schools to Online Classroom develop a Modules 5. process for Training Counselors to new teachers attend PBIS and 4. Staff make connections meetings with PBIS and care 5. Invited C & I teams 6. Invite C to DLT and I to principle's 6. How are DLT to discuss PD 7. schools Provide new teacher supporting new training teachers…Liz 7. Counselors to participate in PL March May

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 INF ORMATION FROM BEHA VIORAL AND ACADEMIC SCREE NING TOOLS BE USED TO S U PP ORT 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 (SSi. S; Elliott & Gresham, 2007) BASC 2 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 Available for purchase (1994) from Sopris West Systematic Screening Walker & Severson for Behavior Disorders (1992) Student Risk Screening Scale Strengths and Difficulties Questionnaire Behavior and Emotional Screening System Social Skills Improvement System: Performance Screening Guide Drummond (1994) Available for purchase from Cambium Learning/ Sopris West Free Goodman (1991) Free online at http: //www. sdqinfo. com/ Kamphaus & Reynolds (2007) Available for purchase from Pearson/ Psych. Corp Elliott & Gresham, (2007) Available for purchase from Pearson/ Psych. Corp

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 - Lie, Cheat, Sneak - Behavior Problems - Peer Rejection -Low Academic Achievement -Negative Attitude -Aggressive Behavior � Student Risk is divided into 3 categories - Low Moderate High 0– 3 4– 8 9+ (SRSS; Drummond, 1994)

SRSS Data Over Time Fall Comparison INCREDIBLE! PBS – That’s the ticket! Percentage of Students n=3 n = 30 n = 444 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) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings ≈ Primary Prevention (Tier 1) Academic Goal: Reverse Harm Specialized Group Systems for Students At-Risk Behavioral Social Skills Improvement System (SSi. S) - Classwide Intervention Program Social

3 -Tiered System of Support Necessary Conversations (Teams) Universal Team Plans SW & Class-wide supports Universal Support Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness CICO Social Skills Behavior Contracts Self-Management Newcomers Club/Mentors Study/ Organizational Skills Academic Problem Solving with function in mind Complex WRAP FABI RENEW Problem -solving SSD PBIS Adapted from : Eber, L. T 301 fi: 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

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 Oct Nov Dec Jan Feb Mar Apr May X X X X X School Demographics *Student Demographics Student Outcome Academic Measures Report Card (MS/HS) *GPA *Course Failures Student Outcome Behavior Measures *SRSS - Screener X X X Discipline *ODR X X *Attendance (Tardies/ Unexcused Absences) X X X X Referrals SPED and S-TEAM Program Measures For Consented Teachers Only *Social Validity (PIRS) *SET/Treatment Integrity (TI) Interval *TI -Observations 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

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

Sample Secondary Intervention Grid: Middle School Support Description Schoolwide Data: Entry Criteria Data to Monitor Progress 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: Daily BEP SRSS Moderate Progress or High Risk on Reports screening Academic: overall GPA < 2. 5 or 2 or more course failures at any report card Students who have met there goal consistently for 3 weeks will move to the selfmonitoring 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 Behavior: SRSS - mod to high risk Academic: 2 or more missing assignments with in a grading period Successful Completion of behavior contract Work completion, or other behavior addressed in contract Exit Criteria

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) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings ≈ Primary Prevention (Tier 1) Academic Goal: Reverse Harm Specialized Group Systems for Students At-Risk Behavioral Social Skills Improvement System (SSi. S) - Classwide Intervention Program Social

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

Sample Tertiary Intervention Grid Support Description Functional Assessment -Based Intervention Individualized interventions developed by the behavior specialist and PBS team School-wide Data: Entry Criteria Data to Monitor Progress Students who: Data will be collected Behavior on both the (a) scored in the high risk target (problem) category on the Student Risk behavior and (b) Screening Scale (SRSS), or replacement scored in the clinical range on (desirable) one following Strengths and behavior Difficulties (SDQ) subscales: identified by the Emotional Symptoms, team on an on. Conduct Problems, going basis. Hyperactivity, or Prosocial Weekly teacher report Behavior, on academic earned more than 5 office status discipline referrals (ODR) for ODR data collected major events during a weekly 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 State of Tennessee DOE Technical Assistance Grant IRB # 090935 Exit Criteria The functionbased 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) Rating Scales (SSi. S, Parent and Teacher) Records Review 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 Blueprint Features �Post examples of coaching capacity from an action plan Coaching Goal(s) Actions 1. to have a 1. Identify coaches in network district, matched to 2. Build skillset support for identifed in coaches Training and PD Blueprint 3. Yearly calendar for 2. Monthly coaches meeting for coaches 3. Build coaches calendar Person(s) Responsible Resources Needed Timeline/Status A=Achieved/Maintained, I=In Progress, or N=Not Started 1. DLT 2. Behavior Specialist 3. Behavior Specialist along with DLT/coac hes Oct. Dec. March May Evaluation/Outcome (Data Sources)

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

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

Strongly Disagree Slightly Agree Strongly Agree Pre- Social Validity Statement 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.

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?

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 Number of Students 14 3 5 12 5 10 4 Students with IEP Not Responding 0 Students with IEP Responding Students w/o IEP Not Responding 8 6 4 2 0 Students w/o IEP Responding 3 1 0 4 0 AUG 4 0 SEP 12 0 0 0 4 OCT 4 NOV 5 DEC 11 9 0 8 5 0 6 10 0 6 4 JAN FEB MAR 0 0 APR 0 0 MAY 0 0 JUN 0 0 JUL

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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