Preconference Workshop March 5, 2015, 9am-4pm Desert Willow Conference Center Phoenix, Arizona Measuring PBIS/MTSS Fidelity, Outcomes and Impact Daniel Gulchak, Ph.D. VP Education & Research, KOI Education Daniel Davidson, Ph.D. PBISAz Project Director, Institute for Human Development - Northern Arizona University Celeste Nameth, M.Ed. MTBS(Multi-Tier Behavioral Support) Education Specialist, Arizona Dept. of Education
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Measuring PBIS/MTSS Fidelity, Outcomes and Impact · Preconference Workshop March 5, 2015, 9am-4pm Desert Willow Conference Center Phoenix, Arizona Measuring PBIS/MTSS Fidelity, Outcomes
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After this workshop participants will be able to:• Demonstrate the skills to be a PBIS Assessment Coordinator for your district, including how to
use over a dozen evidence-based fidelity surveys.• Understand SET evaluation and qualify to conduct this research-based interview/observation
tool for your district or region to assess implementation integrity.• Identify seclusion and restraint laws/regs and how to conduct a complete assessment in order
to reduce future incidence rates and occurrences.
This training has never been offered in Arizona before now, and is perfect for PBIS/MTSS team leaders! Three experts in PBIS/MTSS will lead participants through three critical areas of analyzing your impact at school. 1) Learn to use the nationally available PBISapps Assessment tools to automatically graph all your fidelity data across years, apply for awards, and easily improve your PBIS/MTSS outcomes. 2) Gain the expertise to become a skilled SET Evaluator for your school or district by completing a series of hands-on activities and case studies. 3) Hear the latest news about how to use PBIS/MTSS to reduce seclusion/restraint, abide by ever changing laws, and positively impact the most challenging students. Bring your laptop or mobile device for maximum engagement!
Cost: $219.00, includes lunch, snacks and (6) Continuing Education Credits.
Or visit http://bet-c.org/attendees/Click Here to Register
Daniel Gulchak, Ph.D. VP Education & Research, KOI Education
Daniel Davidson, Ph.D.PBISAz Project Director, Institute for Human Development - Northern Arizona University
After this workshop participants will be able to:• Demonstrate the skills to be a PBIS Assessment Coordinator for your district, including how to
use over a dozen evidence-based fidelity surveys.• Understand SET evaluation and qualify to conduct this research-based interview/observation
tool for your district or region to assess implementation integrity.• Identify seclusion and restraint laws/regs and how to conduct a complete assessment in order
to reduce future incidence rates and occurrences.
This training has never been offered in Arizona before now, and is perfect for PBIS/MTSS team leaders! Three experts in PBIS/MTSS will lead participants through three critical areas of analyzing your impact at school. 1) Learn to use the nationally available PBISapps Assessment tools to automatically graph all your fidelity data across years, apply for awards, and easily improve your PBIS/MTSS outcomes. 2) Gain the expertise to become a skilled SET Evaluator for your school or district by completing a series of hands-on activities and case studies. 3) Hear the latest news about how to use PBIS/MTSS to reduce seclusion/restraint, abide by ever changing laws, and positively impact the most challenging students. Bring your laptop or mobile device for maximum engagement!
Cost: $219.00, includes lunch, snacks and (6) Continuing Education Credits.
Or visit http://bet-c.org/attendees/Click Here to Register
Daniel Gulchak, Ph.D. VP Education & Research, KOI Education
Daniel Davidson, Ph.D.PBISAz Project Director, Institute for Human Development - Northern Arizona University
SET: Schoolwide Evaluation Tool• Tier 1 Fidelity • External Evaluator • Annual review of school
documents & Interviews with administrator, staff and students.
Horner, R. H., Todd, A., Lewis-Palmer, T., Irvin, L., Sugai, G., & Boland, J. (2004).The school-wide evaluation tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Intervention 6(1) 3-12.
10 Individual Student Systems Evaluation Tool version 2.8, February 2011 Anderson, Lewis-Palmer, Todd, Horner, Sugai & Sampson Educational and Community Supports, University of Oregon
Part I: Foundations Feature Evaluation Question
Data Source P=product I=interview
Glossary Corresponding Interview
Question Score:
0-2 3. Does the BST Leader report that the
school-wide team monitors the number of students receiving targeted and/or intensive supports on at least a monthly basis?
0= no, 1= yes, but less than monthly, 2= yes
Behavior support team leader interview
I
SWPBS Team: The team that monitors implementation of the universal level of school-wide PBS. BST: Behavior team that meets regarding students receiving targeted or intensive supports.
Does the school-wide team monitor the number of students on targeted and/or individual supports? Yes No
If yes, how often? _________
4. Can the administrator identify a person(s)
who is coordinating targeted and intensive interventions across all students in the school?
(0= no, 1= identified, but works outside of the school, 2= identified and on school staff)
Administrator interview Other
I
Coordinating: Summarizing outcomes graphically and reviewing progress at least every other week and making data-based decisions about student progress. Works outside the school: An itinerant position—not in the school full-time.
Is there someone identified as the coordinator of function-based support for all the students in your school? (Yes No
If yes, is that person on your school staff? Yes No If yes, who is it?
5. Is there a person(s) on, or available to,
the school behavior support team who is trained to conduct functional behavioral assessments and lead a team in use of functional behavioral assessment information to develop behavior support plans?
(0=no, 2= yes)
Administrator interview Other
I
Is there a person(s) on, or available to, the school behavior support team who is trained to conduct functional behavioral assessments and lead a team in the use of functional behavioral assessment information to develop behavior support plans? Yes No
B. Team Based
Planning
1. Is there a team that receives requests for
behavioral assistance, monitors behavior support plans, and monitors intervention results?
(0= no, 2= yes)
Administrator interview Other
I
Team (meetings): At least two people who meet regarding students receiving targeted or intensive supports (same two people).
Do you have a team of two or more people at your school that receives requests for assistance, develops support plans and monitors intervention results? Yes No
2. Do meeting minutes/meeting schedule
reflect that the behavior support team meets at least monthly?
(0= no, 2= yes)
Behavior support team meeting minutes Other
P
How often does this team meet?
McIntosh, K., MacKay, L. D., Hume, A., Doolittle, J. D., Vincent, C. G., Horner, R. H., et al. (2009). Development and
validation of a measure to assess factors related to sustainability of school-wide positive behavior support.
SWPBIS ISA:Implementation Self-Assessment
• SWPBIS Blueprint • Self-Assessment Survey • District PBIS Leadership Team
SWPBS Implementation Blueprint version September 25 2010 � Page 100
SWPBS Implementation Self-Assessment and Planning Tool
IMPLEMENTATION FEATURE IN PLACE STATUS
Yes Partial No
Lead
ersh
ip T
eam
1. Capacity to address multi-school (district) and/or multi-district (region, state) leadership and coordination.
2. Leadership Team with representation from appropriate range of stakeholders (e.g., special education, general education, families, mental health, administration, higher education, professional development, evaluation & accountability).
3. Completion of SWPBS Implementation Blueprint self-assessment at least annually.
4. 3-5 year prevention-based action plan that delineates actions linked to each feature of the Implementation Blueprint.
5. Regular meeting schedule (at least quarterly) & meeting process (agenda, minutes, dissemination).
Horner & Sugai (2002).
Tier 1 • TIC • BOQ • TFI • SAS • SET
Tier 2/3 • MATT • BAT • TFI • ISSET
Other • SUBSIST • SWPBIS ISA
Surveys
ActivityWhat is the value of having different fidelity assessment tools? What are the challenges?
Discussion
PBIS Assessment Video Tutorials• https://www.pbisapps.org/Resources/Pages/