Schoolwide Positive Behavior Support: Systems Needed to Change Behavior at Tiers 2 and 3 Rachel Freeman March 1, 2012 The “White” Buffalo
Schoolwide Positive Behavior Support: Systems Needed to Change Behavior at Tiers
2 and 3
Rachel FreemanMarch 1, 2012
The “White” Buffalo
Purpose of Presentation• Discuss developing effective systems at tiers 2 and 3
– Implementing & monitoring multiple Tier 2 targeted/group interventions
– Organizational district/school infrastructure– Examples of systems for data‐based decision making
• Evaluation and data‐based decision making• Describe the importance of professional development
– Creating layers within district/school– Provide both team, individual, and mentoring opportunities– Embed within district and school systems – Ensure incentives are available (CEUs, professional development
points, etc.)– Evaluate effectiveness of professional development over time
Key Issues Related to Sustainability
• Promote priority for a specific practice• Maximize contextual fit• Ensure efficacy of practices• Use data for continuous generation• Avoid over reliance on any one individual
PRACTICES
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence,Academic Achievement, and Safety
Center for Positive Behavior Interventions and Supports (2002)
Implementing & Monitoring
Tier 2 Interventions
Team and Leadership• Administrator Support is Essential• Communication Systems Amongst:
– Staff members– Teams – Administration and faculty
• Team‐based problem solving• PBIS Systems and Content
– Fidelity of implementation – Data‐based decision making– Progress monitoring
• Effective Layers of Professional Development – Ongoing Across the Year– Provides Opportunities for Reflection, Collaboration– Considers Adult Learning Strategies
Communication Systems• Communication Systems Internal to School
– From PBS Teams to Administration– From PBS to Grade Level Teams– Information to Bus Drivers, Cafeteria Workers, Paraprofessionals, Coaches, etc.
• Communication Systems With Individuals Outside of the School– From PBS Teams to District Administration/Staff– to Parents, Interagency Partners, Community Members
Prioritizing SWPBS
• Mission and Vision Statement for SWPBS/RtI• School Improvement Plan Goals• Logic Model and Evaluation Plan for ongoing data‐based decision making
• Staff and student satisfaction surveys• Parent and community involvement
Office Discipline Referrals and Data‐based Decision Making
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Critical Features of Tier 2 Targeted Interventions
• Intervention is continuously available• Rapid access to intervention (less than a week)• Very low effort by teachers• Positive system of support
– Students agree to participate• Implemented by all staff/faculty in a school• Flexible intervention based on assessment
– Functional behavioral assessment
Elements of Tier 2 Systems
• Strategies for Identifying Targeted Interventions
• Addressing Function of Student Behavior for Each Student
• Meeting Minutes and Problem Solving• Documentation, Screening, and Tracking• Evaluation and Progress Monitoring
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Possible Targeted Interventions
1. Social and Behavioral Concerns2. Academic Concerns3. Emotional Concerns4. New Student (transition to new school)
Concerns
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Tier 2: Mapping the “Best Guess”
Setting EventTriggeringEvent or
Antecedent
Problem Behavior
MaintainingConsequence
THE FUNCTION-Obtain-Escape
Evidence Based * Tier 2 Interventions
Classroom Management*
Check‐in/Check‐Out*
Check and Connect*
Mentoring*
Newcomer’s Club
Social Skills Club/Groups*
Organizational Skills*
Academic Support*
Homework Support
First Steps to Success*
Simple Function‐based Behavior Plans*
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* Indicates research is available in this area supporting it as an evidenced based practice
Targeted Intervention Worksheet
Check In Check Out
Social Skills Group
Organization Skills
Newcomer’s Club
Adult attention X X X
Peer attention X X
Relationship building
X X X
Choice of activities
X
Teaching of behaviors
X X X X
Precorrect/ Feedback on expectations
X X X
Prevention and Integration:Organize Students Into Tier 2 Academic Interventions Prior to Problem Behaviors
Open Court Intervention
KPALS PALS REWARDS Cars & Stars
Read Naturally
EIR
Adult attention
X X X X X
Peer attention
X X X
(2010). Dawn Miller, Shawnee Mission School District, Kansas
Place students in academic activities where they will gain more peer attention vs. more adult attention
Lori Newcomer’s Tier 2 Module
Available at www.swpbs.org(Home Page)
Scroll Down the What’s New Section
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Possible Targeted Interventions: Newcomer Modules
1. Social and Behavioral Concerns2. Academic Concerns3. Emotional Concerns4. New Student (transition to new school)
Concerns
Critical Features of Tier 2 Group Interventions
Focus on changing environments not children Adopt a “functional approach” Match type of support to level of challenge
– Academic– Social / Behavioral– Emotional
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Indicators of Risk• Tardiness• Skipping• Absenteeism• Behavior referrals• Detention• In‐school suspension• Out‐of‐school suspension• Failing classes• Behind in credits
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Social‐Behavioral Concerns
• Who? Students with 3 to 5 ODR; students with behavior that interferes with their success
Performance Deficit
• Check in‐Check out
• Self‐monitoring
Skill Deficit
• Social Skills Training
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Academic Concerns• Who? Students who have difficulty mastering material
or with organization/completing assignments
Performance Deficits
• Check in‐Check‐out• Check and Connect• Organizational Skills• Homework Club
Skill Deficits
• Organizational Skills• Homework Club
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Emotional Concerns
• Who: Students who have experienced circumstances that impact performance (e.g. death in family, frequent moves, homeless); students that are disengaged, shy, unhappy or socially isolated.
Performance Deficit
• Check and Connect
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Intervention Decision Process
3/10/2011 25
1. Prior to meeting, review new referrals and/or nominationsa. Complete Cumulative Record Review
2. Complete the Student Reviewa. Identify reason for referral/nomination (social‐behavioral, academic or
emotional)b. Operationally define the behavior and briefly identify when and how
frequently it occurs3. Use Quick‐Sort Matrix to determine appropriate Tier 2
intervention.4. Notify Coordinator of Targeted Intervention5. If existing Tier 2 intention is does not address the problem
behavior, conduct brief FBA and develop simple function‐based support plan.
Area of Concern
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Area of Concern
Targeted Group
Intervention Social
Behavioral
Academ
ic
Emotional
New
Student
Description Reference / Resource Materials
Check in – Check out (performance deficit) X X
Students identified and enrolled within a week. Check‐in and check‐out daily with an adult at school. Regular feedback and reinforcement from teachers. Family component. Daily performance data used to evaluate progress
Crone, D.A., Horner, R.H., & Hawken, L.S. (2004). Responding to problem behavior in schools: The behavior education program. New York: The Guildford Press www.guilford.com
Check and Connect X X X
Students matched with mentor/monitor Mentor monitors risk factors daily/weekly Regular feedback and problem solving with mentor Intensive intervention option if risk factors increase Family component
Christenson, S.L., Thurlow, M.L., Sinclair, M.F., et al.(2008). Check & Connect: A comprehensive student engagement intervention manual. Minneapolis, MN: University of MN Ici.umn.edu
Social Skills Training (skill deficit) X
Identify critical skills Develop social skills lessons “Teacher, practice, monitor, acknowledge” Match language to school‐wide expectations Use generalization strategies Provide clear and specific activities all staff follow to
promote generalization
Elliot, S. & Gresham, F (2008). Social skills improvement system (SISS) intervention guide. Minneapolis, MN: Pearson. PearsonAssessments.com Second Steps: A violence prevention curriculum www.cfchildren.org/ssf/ssf/
3/10/2011 27
Targeted Group
Intervention Social
Beha
vioral
Acad
emic
Emotiona
l
New
Stud
ent
Description Reference / Resource Materials
Organization Check‐up X
Empty items out of the target area(s) and organize contents according to the Organizational Checklist
Teach daily assignment log process Weekly check‐in on the target area(s) using the
Organizational Checklist. Regular feedback and organization
Evans, S.W., Schultz, B.K., White, L.C., Brady, C., Sibley, M.H., VanEck, K. (2009). A school‐based organization intervention for young adolescents with attention deficit/hyperactivity disorder. School Mental Health 1(2), 78‐88.
Homework Club X
Home partners assigned Partners call each other to remind assignments are
due Homework support available after school Reinforcers for students/teams who show
improvements
Newcomers Club X
Structured programs that pairs new student with established students.
Student is given orientation materials describing “tips for success”, helpful contacts, etc.
School‐wide behavior expectations are taught Adults make extra effort to provide positive contact
and positive reinforcement for new student Family contact is made by school staff
3/10/2011 8th APBS International Conference 28
QUICK SORT MATRIX
CHECK IN
CHECK OUT
CHECK &
CONNECT
SOCIAL SKILLS GROUP
ORGANIZATION SKILLS
HOMEWORK CLUB
NEWCOMERS CLUB
INTE
RVEN
TION FUNCT
ION/FOCU
S
Adult attention
Peer attention
Encouraging adult relationship
Choice of alternatives/activities
Teach replacement behavior
Teach problem solving skills
Increase precorrects and prompts for behavior expectations
Monitor risk factors School/home communication system
Teaming at Tiers 2 and 3• Meetings to Monitor All Student Data
– Review data patterns across students– Student names are not included (anonymous discussions to protect confidentiality)
– Purpose: evaluate effectiveness of implementation at tiers 2/3 (group interventions/student plans)
• Problem Solving TeamMeetings– Develop plans for individual students– Teachers, student, family, and others are typically invited – Data are reviewed and interventions are identified and evaluated
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Tier 2: When Modifications Are Needed
Setting EventTriggeringEvent or
Antecedent
Problem Behavior
MaintainingConsequence
THE FUNCTION-Obtain-Escape
Gather additional information Add modifications to “Best Guess”
Tier 2: When Modifications Are NeededExamples of modifications include:• Change tasks during specific times on days when setting
events occur• Increase the power or frequency of the reinforcement given
to the student• Change the adult involved in mentoring, running CICO or
other intervention• Add an additional intervention to a CICO or other
intervention (add precorrections• prior to events associated with problem behavior)
Examples of information to be gathered: • FACTS Interview• Direct observation data, • Interviews with student and others
Simple and More Complex PBS Planning: The Continuum of Support
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Outcomes of a Functional Assessment
1. Clear description of the problem behavior2. Identify the events, times, and situations that
predict when problem behaviors both occur and do not occur
3. Identify the consequences that maintain a problem behavior
4. Develop a hypothesis about the function a problem behavior serves
5. Confirm the hypothesis using direct observation
Competing Behavior Diagram
Encouraging Team‐based Problem Solving (Katrina)
Complex PBS Planning
Adding Person‐centered Planning or Wraparound Planning to PBS
Team Membership at Level 3: Increases As Needed
• Someone skilled in function‐based assessment, behavior support planning & implementation
• Someone skilled in data‐based decision making for academic progress
• Administrator• Student• Staff who know the student• Family members• Mental Health representation• Psychiatrist• Juvenile Justice• Children and Family Services
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Person‐centered Planning (PCP) & Wraparound Planning Processes….
• Creates a vision for a high quality of life• Are driven by the child and family• Is a process for identifying ideal settings for a student
• Focus teams on the positive strengths and interests of a student
• Gather important information about what sets the stage for a student’s success
• Ensures services are coordinated and effective
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Most Intensive Individualized PBS Plans…
• Include interventions implemented across home, school, and community
• Are launched by facilitating wraparound or PCP meetings
• Include direct observation data– During FBA– Baseline and intervention data– Additional team surveys
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Wraparound: Steps Involved
• Step 1: Initial Conversation• Step 2: Start meeting with Strengths• Step 3: Develop a mission statement• Step 4: Identify Needs across Domains• Step 5: Prioritize Needs• Step 6: Develop Actions• Step 7: Assign Task/Solicit Commitments• Step 8: Document Plan: Evaluate, refine,• monitor & transition
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Wraparound/PCP Life Domains
• Medical/Health• Recreational • Cultural
• Education/Vocational
• Legal• Relationships• Other
• Spiritual• Social/Fun• Safety• Emotional/behavioral
• Basic Needs
Three Possible Decisions in Problem Solving Process
• Informal “Best Guess” Assessment
• Level 1: Targeted Interventions (Quick Hypothesis)
• Level 2:Modify Targeted Interventions or Simple PBS Plans
• Level 3: Full FBA and PBS Plan
• Level 4: Functional Analysis
Creating the Organizational Infrastructure that Works for Your
School/District
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• SWPBS Team– School‐wide interventions– Monitor “Big Five”
• Targeted Intervention Managers/CICO Managers (1‐2 people)– Coordinate the CICO program– Summarize data for targeted students– Report to SIT team on each student
• SIT Management Team– Monitor all student referrals– Monitor all student progress– Decide level of intensity of interventions needed– Establish individualized FBA teams for more intensive plans
• District Tertiary Team– Intensive an formal FBA and PBS planning – Wraparound and PCP planning– Monitor student progress
Tier Two Intervention Flow Chart:From Grade Level Meetings to
Tier 2 Intervention
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi): Retrieved February 29, 2012 http://miblsi.cenmi.org/
Example of a Teacher‐facilitated Problem Solving Team
New Principal
Survival-4 years after researcher departure
(2007). Tieghi, Miller, & Freeman. Association for Behavior Analysis
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Oregon Example: Team Responsibilities
SchoolPBS Team
CICOTeam
2‐3 members of School PBS Team
StudentSupport Team
School‐wide Systems
Universal Screening
CICO and SSTteam supervision
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE/ resources
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi): Retrieved February 29, 2012 http://miblsi.cenmi.org/
Necessary Teaming Functions in a 3‐Tiered System of Support
CICO
SAIG
Group w. individualfeature
ComplexFBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class‐wide supports
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
Sept. 1, 2009
UniversalTeam
Universal Support
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Organizing for Individual Student Supports
District Tier 3 Team
School
PBS TeamCICO Team Student Improvement Team
Evaluation of Systems in SWPBS• Evaluating Communication and Team‐based Problem
Solving– Are people satisfied with processes?– Can improvements be made?
• Evaluating Tier 2/3 systems– Data‐based decision making– Fidelity of implementation– Outcomes and Impact
• Evaluating District and/or School Interagency Collaboration
• Creating a vision for implementation– Logic Models – Example from Michigan
~80% of Students
~15%
~5%
CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer‐based supports• Social skills club•
TERTIARY PREVENTION• Function‐based support• Wraparound/PCP••
PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•
Audit
1.Identify existing practices by tier
2.Specify outcome for each effort
3.Evaluate implementation accuracy & outcome effectiveness
4.Eliminate/integrate based on outcomes
5.Establish decision rules (RtI)
Tier II Interventions Assessment Tool
http://www.pbis.org/common/pbisresources/tools/TierII_Assessment_ActionPlan.pd
f
Note: Word Document is Availabel at: http://www.pbis.org/presentations/chicago_forum_11.aspx
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi): Retrieved February 29, 2012 http://miblsi.cenmi.org/
Systems-ResponseTool
System Response Options
Total # of Students in Category for Timeframe: List date/year at top of column & total # of youth in each box
Totals from each of the following:
Date:
Date:
Date:
Date:
Date:
A. Students being monitored by Secondary Systems Team
CICO-
S/AIG- Mentoring-
Brief FBA/BIP-
B. Students being monitored by Tertiary Systems Team
Complex FBA/BIP-
WRAP-
C. Students moving to less restrictive environment or exiting Special Ed.
5c to 5b: 5b to 5a:
Exiting SpEd:
D. Students tested for Special Education (Initial Evaluations Only)
Eligible: Not Eligible:
E. Students suspended on only one occasion
ISS- OSS-
F. Students suspended on two or more separate occasions
ISS- OSS-
G. Students with Special Education process in progress (Initials only)
Academic- Behavior-
Other-
H. Students with IEPs that moved to a more restrictive setting
5a to 5b: 5b to 5c:
I. Students with IEPs placed outside their home school (ex. IAES, day treatment, alternative schools, self-contained programs)
J. Students placed outside their homes (i.e. hospital, residential, juvenile justice facility)
K. General education students placed (or at-risk of being placed) in separate setting or “Safe School” (ex. alternative to suspension program)
At-risk-
Placed-
L. Students with expulsion hearing in progress (Disciplinary Review)
M. Students expelled
Note: Word Document is Availabel at: http://www.pbis.org/presentations/chicago_forum_11.aspx
Illinois Tool Handouts
http://www.pbis.org/presentations/chicago_forum_11.aspx
Benchmarks for Advanced Tiers (BAT)Anderson, Childs, Kincaid, Horner, George, Todd & Spaulding, 2009
• The BAT is a self‐assessment that measures implementation of schools’ Tier 2 ‐ 3 behavior support systems.
• The BAT is completed by school PBIS teams with their PBIS coach.
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi): Retrieved February 29, 2012 http://miblsi.cenmi.org/
Evaluating Implementation Efforts
Individual Student Systems Evaluation Tool (ISSET)
Assesses the implementation status of
1. Secondary (targeted)
2. Tertiary (intensive) systems within a schoolhttp://www.pbis.org/common/pbisresources/tools/ISSET_TOOL_v2.8_February_2011.pdf
Benchmarks for Advanced Tiers (BAT)1. Are the foundational elements in place for implementing secondary and tertiary
behavior support practices?2. Is a Tier 2 support system in place?3. Is a Tier 3 system in place? http://www.pbis.org/common/pbisresources/tools/BAT_v2.5.pdf
(2012). Steve Goodman, Personal Communication.
TA Center Professional Development Blueprint
http://www.pbis.org/common/pbisresources/publications/PBIS_PD_Blueprint_v3.pdf
Lesson Plan Calendar: Electronic Copy of Template on District Website for Easy Access
(2010). Dawn Miller, Shawnee Mission School District, Kansas
Four Levels of Integrated Training (From Missouri Statewide Schoolwide PBS)
1. Awareness Training in PBS2. Training for Professionals in PBS (inservice)
3. Training Facilitators to lead teams4. Training Experienced leaders who will provide training in areas 1‐3
Layers of Training Are Needed for Different Prevention Tiers
• Tier 1/Universal Interventions/Primary Prevention
(Example: Training for teams in systems to create positive environments, teach communication and social skills, and collect data and intervene early)
• Tier 2/Secondary Prevention/Specialized (Example: Trainings for teams to use data for early identification of problem behavior
and implementation of interventions that will support groups of individuals)
• Tier 3 or Tertiary Prevention(Example: Trainings for teams to create systems that address chronic and severe
problem behavior)
Four Levels of Integrated Training (From Missouri Statewide Schoolwide PBS)
1. Awareness Training in PBS– Tier 1– Tier 2 – Tier 3
2. Training for Professionals in PBS (Preservice/inservice)– Tier 1– Tier 2 – Tier 3
3. Training Facilitators to lead teams– Tier 1– Tier 2 – Tier 3
4. Training Experienced leaders who will provide training in areas 1‐3
– Tier 1– Tier 2 – Tier 3
Assess Training Needs At All Four Levels
• What are the current strengths of staff related to positive behavior support?
• Is everyone familiar with the basics of positive behavior support or would some benefit from awareness presentations?– Parents– Interagency Partners– Paraprofessionals– Bus Drivers
• Create a long‐term action plan that includes (district/school):– Opportunities for independent study– Build PBS components into all existing preservice and inservice– Build ongoing inservice options depending upon staff roles– Consider incentive systems for all four levels– Keep in mind that the community and agency partners may have
suggestions that could make this possible to achieve
Learn More About Logic Models
• General information with logic model templates and guidance on evaluation:– http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html
• Review Michigan’s Evaluation Plan– http://miblsi.cenmi.org/MiBLSiModel/Evaluation.aspx– http://miblsi.cenmi.org/MiBLSiModel/Support.aspx– http://miblsi.cenmi.org/MiBLSiModel/ProfessionalDevelopment/PDLogicModel.aspx
Ideas for Building a Resource Base: Tiers 1‐3
• Share ideas with other school PBS Teams• Review www.apbs.org resources• Key other PBIS websites
– www.pbis.org– http://pbismissouri.org/class.html– http://pbismissouri.org/class.html– http://flpbs.fmhi.usf.edu/ProceduresTools.asp
• Use resources from this presentation
PBIS Library: Organizing Library Books by Expectations and Social Skills
• Shawnee Mission School Library System– McAuliffe Elementary– http://www4.smsd.org/positivebehaviorsupports/html31676.htm
• Materials Created: – Books are Labeled and Placed on Special Library Shelves for Easy Access
– Bibliography Listing– Information About Grade Level– Guiding Questions
All Staff Activity:Practice Hypothesis Statements
Facilitation Table Tent
System for Supporting data‐basedDecision making for Schools and Districts – All Tiers
(2010). Dawn Miller, Shawnee MissionSchool District. Kansas.
Tier 2 Training Activity: Sort Students by Behavioral Expectation and Function
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(2010). Dawn Miller, Shawnee MissionSchool District. Kansas.
Sort
First:• By School‐wide Expectation
– Safety trumps• By Motivation• By Other
Then:• Match identified need with appropriate Tier II intervention
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(2010). Dawn Miller, Shawnee MissionSchool District. Kansas.
Sort by Behavioral Expectation and Academics
77(2010). Dawn Miller, Shawnee MissionSchool District. Kansas.
Grade Level Problem SolvingMeeting Prompts
Grade Level Meetings: Behavior WorksheetFacilitator Guide for Grade Level Meetings:
Behavior
(2010). Dawn Miller, Shawnee MissionSchool District. Kansas.
Lori Newcomer’s Tier 3 Module is Coming Soon!
Lori Newcomer Recently Completed a Tier 3 Module for the State of Missouri and This Should Be Available Soon
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FBA or FAAssessment Terms Data Collection
InterventionPlanning
Tier 3 Training Resources: KIPBS Toolbox
http://www.kipbs.org/new_kipbs/fsi/modlinks.html
www.kipbsmodules.org
Link Multiple Types of Incentives to Completing Professional Development• How can we link individual and Group professional development outcomes to…..– CEUs, graduate credits– Professional Development Points– Annual Evaluation Feedback– Reinforcer Systems
• What can the state/district/school do that would increase the likelihood that PBS professional development will be seen as important and worth investing in over time
Inservice Resource Center: www.swpbs.org
Button on Left Side/Home Page
Resources: Tiers 1‐3
• Missouri Training Materials: http://pbismissouri.org/train.html
• Missouri Toolkit: http://pbismissouri.org/tier_2/t2tk.html
• Michigan Training Materials: http://miblsi.cenmi.org/MiBLSiModel/ProfessionalDevelopment/TrainingScopeandSequence.aspx
Other Useful Links: Tiers 1‐3
• Michigan Positive Behavior Support Manual: http://www.michigan.gov/documents/mde/SchoolwidePBS_264634_7.pdf
• http://serc.gws.uky.edu/pbis– Understanding Problem Behavior– University of Kentucky
• www.apbs.org– Member’s Site– Resources
Resources: Tiers 1‐3
• Missouri Mini Modules: http://pbismissouri.org/class.html
• KIPBS Modules: http://kipbsmodules.org/• SWPBS Network WIKI Site
– Susan Barrett, Lori Newcomer, Chairs– SWPBS Network (APBS) will have a WIKI site on apbs.org soon!
Interagency Resources:
Community Self Assessment Tool &Tier 2 and 3 Systems Assessment Checklistwww.swpbs.org• What’s New
PBS Kansas MonographInteragency Statewide Planning• http://pbskansas.org/files/PBS_Across_the_Lifespan_Monograph.pdf
Evaluation Tools
• Missouri’s Administrator and Teacher Staff Satisfaction Surveys– Administrator– Teacher
• Maryland Staff Satisfaction Survey– http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=423
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