District Level Implementation of Secondary & Tertiary PBS Interventions: So Our Universal System is Working! What’s Next? Chris Borgmeier, PhD Portland.

District Level Implementation of Secondary & Tertiary PBS Interventions:

So Our Universal System is Working!

What’s Next?

Chris Borgmeier, PhDPortland State University

Cindy Anderson, PhDUniversity of Oregon

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

Evidence Based Practices Early Identification & Intervention

Screening & Identification

Match student to appropriate, research based interventions Function-Based Support

Positive Behavior Support Prevention oriented interventions Teaching basic skills Reinforce desired behavior Discontinue reinforcement of problem behavior

Data Based Decision Making Progress monitoring

Challenge = Implementation Limited resources

Time, money, expertise, etc.

Limited focus on Implementation Need to define the systems to support sustained,

accurate implementation of I-PBS Starts with strategic, long-term district planning

GOOD

FASTCHEAP

When implementing an innovation, you may pick any two.

Wexelblatt’s Scheduling Algorithm

SolutionEffective intervention practices and programs

+Effective implementation practices

Good outcomes for students

No other combination of factors reliably produces desired outcomes

Intensive Positive Behavior SupportSupporting Students with Behavioral Challenges Efficiently and Effectively

IPBS: The Big Ideas

Do the easy stuff first (efficiency is a major goal)

Processes are as important as practices Teaming is critical Administrative support is critical

Elements of SWPBS

Outcomes

SupportingDecision Making

Systems

SupportingStaff Behavior

Practices

Supporting Student Behavior

OUTCOMES

Multiple ways of identifying students who may benefit Office discipline referrals Request for assistance Formative evaluations

Practices

Sample Formative Evaluation

• Continuum of supports• Interventions for academic and social behavior

linked

Outcomes


Systems


Practices


OUTCOMES

Teams to support all students On-going coaching Access to assistance

Assistance for teachers Assistance for team members

Systems

Systems


Practices


OUTCOMES

Outcomes


Individual students Tools for data collection Tools for easy graphing and evaluation Teachers receive feedback regularly Parents receive feedback regularly

Effects of system monitored Outcomes Fidelity Social validity

Outcomes/Data

Daily Fidelity

SWIS-CICO Data Entry page

SWIS-CICO Report

Support Plan Change

Description

09/10/2008 Check out with Joe Binder

09/19/2008 Check in and out with Joe Binder

Our Goal: Supporting students with significant challenges With positive outcomes With fidelity Over time

IPBS 8 model schools, 16 scaling schools Criterion for Implementation: >85 on ISSET

Model schools: 6/8 (75%) Scaling schools: 10/16 (63%)

Model Schools

>85<85

Scaling Schools

>85<85

Applying the Science of Implementation to SW-PBS Individual Student Systems

District-level Planning

Overview of PBS Organization Logic

FundingVisibility Political

Support

Leadership Team

Training

Coaching

Coordination

Evaluation

Local School/District Implementations

Behavior Specialist

© Fixsen & Blase, 2008

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Com

pete

ncy O

rganization

Student Benefits

Leadership

Adaptive

Technical

Integrated & Compensatory

Leadership Technical or Adaptive?

Technical Leadership required when: Views/values & perspectives are aligned Definition of the problem is clear Solution is relatively clear; simply need to organize the work

Adaptive Leadership required when: Different & Competing perspectives Definition of the problem is unclear Solution is unclear

How to do I-PBS

How to build readiness

& openness to I-PBS

Knowing Your CommunityAttention needs to be paid to: Providing leadership for the initiative Creating buy-in from stakeholders, Cultivating and informing champions, Promoting structures and processes for

frequent and accurate communication at multiple levels with lots of opportunity for feedback from diverse groups of stakeholders

And examination of feasibility of implementation all along the way

Leadership (Integrated) Oversee Implementation effort -- Consistency in

philosophy, goals, knowledge & skills across Implementation Effort & Drivers

Active advocate (Champion) for seeing this process through who has a strong understanding of IPBS continuum and plan

Formalize a clear link to district priorities Consistent topic in District Leadership team discussions Policy considerations Align District (CIP) & School Improvement goals (SIP)

Policy Practice Feedback Loops

District Admin & Ldrsp Team

School Behavior Specialist & IPBS team

Dis

tric

t B

ehav

ior

Sp

ecia

list

PDSAcycle

District Policy (Plan)

Practice (Do)

Fee

db

ack

Stu

dy - A

ct

Compensatory

Leadership



Coaching

Training

Selection




Com

pete

ncy O

rganization

Student Benefits

Leadership

Adaptive

Technical


Systems Interventions Planning for Personnel & Resources

Behavior Specialists – FTE District & Building

Clearly define roles, responsibilities & expectations FTE for Tier 2 Interventions (CICO, etc.) Link RTI system w/ Placement Coordination

Training/ Coaching/ Feedback sequence to build intervention systems Strategic, Progressive Implementation

Tier 2 interventions & IPBS team Tier 3 FBA/BSP skills

Structuring positions District

Behavior Specialist Redefine responsibilities

How many schools per behavior specialist?

Building Person(s) with FTE & skills

to carry out responsibilities of IPBS team Flexibility in schedule for

meeting times & data collection

Organized w/ data skills Behavioral expertise &

skills Flexibility for data

collection, coaching & implementation fidelity checks

District Behavior SpecialistResponsibilities

Coaching On-site team support for implementing intervention and teaming process

Evaluation Monitor team implementation of IPBS

Team meeting process Fidelity of data entry, decision making Fidelity of intervention implementation (Tier 2 & 3; in due time)

Complete fidelity measures and action planning with school teams related to systems implementation CISS

Coordination Communication of progress & needs b/w school & district leadership team

Plan training, coaching, assessment schedules Identify systems & resource needs

Systems InterventionsSystemic links to formalize:

Special Ed placement coordination & resource allocation – RTI model (example in next slides)

District data systems

Formally define (through job descriptions, hiring practices, performance review) the roles and responsibilities of: Building administrators/ School psychologists/ Counselors Special educators/ Gen Ed teachers & staff

Individual Student Behavior Support Continuum

Identify who can sign off on

each level?

Dx Beh Spec?

Placement Coord?

School Psyc?

Behavior Review Decision Flowchart

Facilitative Administration Remove barriers

Overcome history of moving students to more restrictive placements w/ little use of data to evaluate student response to interventions

Not my responsibility to teach “these” students Philosophical differences – problem in student, not

environment Lack of effective interventions; no continuum Intervention not implemented with fidelity Limited & decreasing resources to carry out interventions &

teaming processes Existing team process and routines limit use of data &

interventions Resistance to changing responsibilities of Behavior Specialists Limited Data systems

Strategically Selecting Schools School readiness Strong implementation of SW-PBS Universal

System for 2+ years (e.g. 80%+ on SET) Strong administrative support and commitment

You want early implementers should have a high likelihood of success – choose wisely Become our local demonstrations

Facilitative Administration Increasing awareness and buy-in with Gen Ed

staff members and administrators Train general educators on roles and

responsibilities in intervention basics of ABC & behavior support

Increase understanding of school accountability for students with challenging behavior State monitoring related to LRE (student placement in

more restrictive settings) Need to look beyond ODR data (see Data Audit Tool)

Sample District SpEd Reports from ODE (items linked w/ Behavior Support)

Behavior Data SummarySchool & District

Behavior Data Summary School & District (cont.)

Decision Support Data System I-PBS is a data-based system

Without an effective data system, teams will not use data and cannot provide effective secondary & tertiary support

Data is used to inform: Student identification Student progress monitoring To inform intervention changes

Performance Assessment

District Administrator should set up periodic (monthly?) meetings to review data w/ district Behavior Specialist Make sure District Behavior Specialist is focusing

on systems implementation priorities

District Behavior Specialist hold regular meetings with all Building Behavior Specialists and/or IPBS team leaders To review data, address challenges, share

successes, identify training & resource needs, etc.

District Admin & Ldrsp Team

School Behavior Specialist & IPBS team

Dis

tric

t B

ehav

ior

Sp

ecia

list



Coaching

Training

Selection




Com

pete

ncy O

rganization

Student Benefits

Leadership

Adaptive

Technical


Competency Drivers Selection/ Training / Coaching / Performance

Assessment

District level Behavior Specialist(s)&

Building level roles Behavior Specialists IPBS team leader Tier 2 intervention coordinators

District Level Behavior Specialist Must have expertise in advanced function-based

support and in linking with families and community supports

Selection (extremely important) Start w/ job & role description & clarity Use an interactive interview process w/ behavioral

vignettes & rehearsals Submit examples of previously completed FBA/BSP w/ data Have interviewee complete a brief FBA interview Provide FBA vignettes & ask to develop suggestions for a BSP

Selection District Behavior

Specialist Require significant

behavioral expertise Strong consultation

skills Good data analysis and

management skills

Building IPBS Building administrator

invested in supporting students in building & actively involved

Data management person IPBS Team facilitator Building Behavior

Specialist Tier 2 intervention

managers

Training Strategic Sequential Training Sequence

Can’t do all of this at once Continually assess individual school readiness to move forward

Established Tier 1 Interventions (2+ years) Tier 2 Interventions & IPBS teaming process

Need structures (data tools, admin support, resources/FTE for tier 2 interventions & IPBS teaming) in place in order to make investment in training & coaching worthwhile

Tier 3 Interventions Without Tier 2 effectively in place – in most schools tier 3 is

often an insurmountable battle

TrainingAssuming effective universal systems Tier 2 Interventions

CICO (check fidelity of implementation) Add’l interventions & using data to select appropriate

interventions Elem v. Secondary

IPBS Teaming Process Data systems & Data Based Decision Making

District Behavior SpecialistOn-site Coaching Support

Initially, serve as Systems coach for implementation of: Tier 2 Interventions IPBS team process

Data collection, analysis and decision making

Coach Building behavior specialists and team members to effectively perform required tasks of IPBS process

Once teams are implementing more effectively, then: Provide more intensive support to develop FBA/BSP skills in schools Provide direct support for students requiring most intensive behavior

support (in school intervention & community supports)

Performance Assessment Monitoring performance of school teams

Monitoring team data collection & data based decision making Are all students in need of support being identified

and provided support in a timely manner? Are students responding to interventions? Are the interventions (Tier 2) working for majority of

students being referred? Are they worth the investment?

Are the interventions (Tier 2) being implemented with fidelity? Regularly complete fidelity measures (CISS, etc.)

Performance Assessment When schools are ready to move to Tier 3 Focus

(FBA/BSP) Performance assessment will focus on individual student

plans Effective FBA Do Behavioral Interventions match function of behavior? Data collected consistently? Data measuring correct behavior? Is intervention being implemented accurately? Is the plan being reviewed and appropriate decisions being

made?

Behavior Specialist Training Nov. 9th Coaches Institute When: 9:00 am – 3:30 pm Where: OSU Alumni Center, Corvallis, OR For more information:

Find slides & materials at: www.web.pdx.edu/~cborgmei Click on “Recent Training Materials”

District Level Implementation of Secondary & Tertiary PBS Interventions: So Our Universal System is Working! What’s Next? Chris Borgmeier, PhD Portland.

Documents

critical slide

time slide

decision making slide

joe binder slide

desired behavior

social behavior

positive outcomes

challenging behavior