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District Systems to Support School Implementation of Tier 2 & Tier 3 PBIS:
Applying implementation science
Chris Borgmeier, PhDFebruary 14th, 2013NorthWest PBIS WebinarContact: [email protected]
Welcome On Behalf of the North West PBIS Network
Welcome!
Thank you to the Oregon Department of Education and Martha Buenrostro.
We Hope to See You in Person Feb 27th-Mar 1st at our 11th Annual PBIS Conference in Eugene, OR.
www.pbisnetwork.org
To ask questions during the session “CHAT”
To answer poll questions click on the poll box w/ the “a” in it
Poll Question #1 How many hours/week (FTE) are
recommended for a school to run a CICO system in your school?
a) 3 hours/week
b) 6 hours/week
c) 10 hours/week
Poll Question #2 What is a recommended number of different
Tier 2 interventions to implement in your school at one time?
a) 1-3
b) 4-6
c) 7-9
Poll Question #3 When implementing CICO with fidelity, what
does the research suggest are success rates at the elementary and middle school level?
a) 35%
b) 50%
c) 65%
Poll Question #4 When implementing Tier 1 SW-PBIS
effectively… what percent of students in a school would be a meaningful ‘scale’ of implementation for Tier 2 system interventions (e.g. CICO)?
a) 30%
b) 10%
c) 2%
You can also show your feelings by choosing an emoticon
If we have the chance to open up for oral questions, you will have to hit “Talk”
Trying to Keep it
POSITIVE
Tier 2/ Tier 3
Supports
Evidence-based
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
Download all or part of the monograph at:http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=31
Implementation Research: A Synthesis of the Literature
Schools adopting SWPBIS by year
2013 –16,000+ 2013 –16,000+ Schools AdoptingSchools AdoptingSchool-wide PBISSchool-wide PBIS
Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SW-PBIS Implementation Blueprintwww.pbis.org
Challenge = Implementation Limited focus on Implementation
Need to define the systems to support sustained, accurate implementation of Tier 2 & Tier 3 Behavior Supports
Starts with strategic, long-term district planning & commitment
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
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Integrated & Compensatory
Compe
tenc
y D
river
s
Compe
tenc
y D
river
s Organization D
rivers
Organization D
rivers
LeadershipLeadership
Adaptive Technical
Improved Outcomes for . . .
Program/Initiative (set of practices)
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Integrated & Compensatory
Com
pete
ncy
Dri
vers
Com
pete
ncy
Dri
vers O
rganization Drivers
Organization D
rivers
LeadershipLeadership
Improved Outcomes for . . .
Program/Initiative (set of practices)
Competency Drivers are mechanisms that
help to develop, improve, and sustain
one’s ability to implement an
intervention to benefit students.
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Systems Intervention
Facilitative Administration
Decision Support Data System
Integrated & Compensatory
Compe
tenc
y D
river
s
Compe
tenc
y D
river
s Organization D
rivers
Organization D
rivers
LeadershipLeadership
Improved Outcomes for . . .
Program/Initiative (set of practices)
Organization Drivers are mechanisms to create and sustain
hospitable organizational and
systems environments for
effective educational services
SW-PBIS District Planning
Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
Implementation:Leadership Drivers
Managing the Stages of Implementation
Exploration Installation Init’l Implementation Continual Regeneration Sustainability
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Integrated & Compensatory
Compe
tenc
y D
river
s
Compe
tenc
y D
river
s Organization D
rivers
Organization D
rivers
LeadershipLeadership
Adaptive Technical
Improved Outcomes for . . .
Program/Initiative (set of practices)
Leadership COMMITMENT!!
Grounded in understanding
Understand the Systems Tier 2 Data Teaming Tier 3
Understand Implementation
Progressive Implementation
Leadership Construct & Oversee Implementation effort
Commitment & Consistency over time
Champion - Active advocate w/ a strong understanding of Tier 2/Tier 3 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) Disproportionate Discipline & Achievement Gap
Implementation Lens Start with the Intervention -- What is “IT”?
the evidence-based intervention for students with challenging behavior
Tier 2 Check-In/Check-out
Data Based Decision Making Early Identification, Intervention & Progress Monitoring
Tier 3 Function-Based Intervention & Support (FBA/BSP)
www.pbis.org
Tier 2
Check-In/Check-Out
For Research see:http://www.pbis.org/research/secondary/default.aspx
Check-In/Check-OutResearch Support Pre schools
Sandy Chafouleas, et al 2007
Elementary Schools Anne Todd et al in press Sarah Fairbanks et al, 2007 Amy Kauffman-Campbell, dissertation Doug Cheney et al, 2006; 2007 Leanne Hawken et al. 2007 Filter et al., 2007
Middle Schools Leanne Hawken et al 2003 Rob March et al 2002
High Schools Jessica Swain-Bradway, in progress
CICO is an Evidence-Based
Practice
1.At least 5 peer reviewed studies
2.At least 3 different researchers/settings
3.At least 20 different participants
Student Referred for CICO
CICO Plan/ Initial Meeting
Teach/Role Play Skills
CICO CoordinatorSummarizes Data
For Decision Making
Exit Program
Bi-weekly Progress Monitoring
Meeting
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
ReviseProgram
BASIC CYCLE
Check In Check Out (CICO)
CICO-SWISTier 2
OREGON2011-12
CICO-SWIS in Oregon2011-12
Schools Students
Elem 114 2001
MS 35 674
HS 1 33
Pre-8th 6 97
Others 1 66
TOTAL 157 2871
>=80%
Elem 1750
MS 510
HS 20
K-8 78
Other 57
TOTAL
2415
Over 84% of CICO students
succeeding!
Averaging 20 students/school suggests Implementation of a System, rather than a practice
What constitutes a Tier 2 System? (EFFICIENCY)
Systemic Implementation requires the intervention: Serves multiple students at one time (15-25 student at
once) Identifies students early & can get students started w/
intervention almost immediately upon referral (almost no legwork for referring staff)
School-wide training is used to ensure all school staff know about the intervention & understand their responsibilities
SYSTEMS NOTE: Resources Required: Allocation of FTE & resources Job descriptions that include CICO coordination &
implementation
Tier 2 SYSTEMSCICO System v. Point Card Intervention
District Planning for Tier 2“Getting the Order Right”
Commitments – District & School
Set Goals/Expectation – all schools implementing system of CICO by...
Selection First need to Understand the Commitments (District &
School level) School Readiness & Commitment Personnel CICO Coordinator & CICO Mentor
10 hrs/wk Right Personnel – requires flexibility in Role
District Planning Training
Develop the CICO System – 2 days of training Who? CICO Coordinator, CICO Mentors,
Administrator, “Behavior Specialists” Initially - Pilot (3-5 students) & plan for systemic
implementation (15+ students) in upcoming year
District Planning Coaching
Supporting implementation & problem solving On-site coaching support
Support CICO Coordinator & Mentors w/ accurate implementation
Keep things moving between trainings
Data monitoring & feedback
District Planning for Tier 2
Performance Assessment Develop a pre-planned evaluation calendar
Annual feedback Monitoring implementation (CICO Self Ax, MATT)
Quarterly feedback # of students on CICO (Capacity) Student outcomes (% of students w/ mean >80%
Implementation:Organization Drivers
Mechanisms that create and sustain hospitable organizational and systems environments for implementing the evidence based intervention
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Systems Intervention
Facilitative Administration
Decision Support Data System
Integrated & Compensatory
Compe
tenc
y D
river
s
Compe
tenc
y D
river
s Organization D
rivers
Organization D
rivers
LeadershipLeadership
Improved Outcomes for . . .
Program/Initiative (set of practices)
Organization Drivers are mechanisms to create and sustain
hospitable organizational and
systems environments for
effective educational services
Data Support Data SystemPurposes:•Provide information to assess effectiveness of new educational practices strategies, celebrate success & engage in continuous quality improvement•Be accountable for quality infrastructure (are Drivers ‘working’) and for outcomes
Decision Support Data System I-PBS is a data-based system!
Without an effective data system, teams will not use data and struggle to provide effective secondary & tertiary support E.g. CICO-SWIS & ISIS-SWIS @ www.swis.org
Data is used to inform: Student identification Student progress monitoring To inform intervention changes
SWIS-CICO ReportDaily Points Graph
Systems Interventions & Facilitative AdministrationPurposes:Identify barriers & facilitators
Remove Barriers & Create a “hospitable” environment for new way of workEngage active communication cycles and use data for improvementLooks for ways to make work of teachers and staff easier and more effective!!
Systems Interventions
Maintaining strong Tier 1 systems Progressive implementation
based on progress monitoring of school teams Keep focus reasonable – not all at once
Regular forums to encourage regular communication of barriers, needs and facilitators across stakeholders School implementers, administrators, district
specialists/coaches to District Administration
NO TIME!!! -- Structuring/ restructuring positions & priorities
District PBS Coach
Tier 1 Tier 2 – Tier 3???
Behavior Specialist(s) Redefine roles &
responsibilities Identify expertise & skills
needed Specify clear targets for
progress monitoring job responsibilities
Building Person(s) with FTE & skills to carry out
responsibilities of Tier 2 & Tier 3 implementation CICO Coordinator (Counselor/ Inst.
Asst/ Librarian, etc.) Flexibility in schedule for meeting
times & data collection Organized w/ data skills
Behavior Specialists (SPED teacher/ SPSY/ Counselor, etc.)
Behavioral expertise & skills Flexibility for data collection, coaching
& implementation fidelity checks
Facilitative Administration
Increasing awareness and buy-in with Administrators & Gen Ed staff members Train general educators on roles and
responsibilities in intervention Basics of ABC & behavior support
Data TeamingTier 2/ Tier 3
Intensive PBIS
What is “IT”? – I-PBS Team Based Process of Data Based Decision
Making Progress Monitoring & Decision Making
Students w/ Behavioral Concerns (Tier 2 & 3) Systems (Tier 2 & Tier 3)
Implementation Fidelity & Scale
Student Identification
Team members Administrator, Tier 2 Coordinator(s) & Tier 3 – Behavior
Specialists/ Case Managers
Teams in a School
FBA TeamProgress
Monitoring Team
Plans SW & Class-
wide supports
Monitors effectiveness and fidelity of
Tier 2 Interventions
(overall and for each student)
Conducts FBA, develops BIP
NOT a standing team
Sept. 1, 2009
UniversalSWPBIS
Team
Tier II Tier I Tier III
Could responsibilities of an existing team (TAT/SST/etc.)
be shifted?
•Screening Coordinator
•Tier 2 Intervention Coordinator
•Tier 3 Intervention Coordinator
•Facilita
tor
•Process M
onitor
•Notet
aker
30-45 min. meeting
Review Tasks
SWIS-CICO ReportDaily Points Graph
District Planning for Tier 2/3 Data TeamingCommitments – District & School
Set Goals/Expectation – all schools implementing system of CICO by...
Selection First need to Understand the Commitments (District &
School level) School Readiness & Commitment Personnel – Team members
Administrator, Tier 2 Coordinator(s) & Tier 3 – Behavior Specialists/ Case Managers
District Planning – I-PBS Teaming Training
Training teaming is challenging (Add’l Coaching Required) When? – most helpful when teams have CICO data
and can start using the teaming process right away Who? - Administrator, Tier 2 Coordinator(s) & Tier 3
– Behavior Specialists/ Case Managers
Video model is helpful – w/ Meeting Feedback form
I-PBS Meeting Feedback Form
District Planning – I-PBS
Coaching On-site coaching support Identify & train specific coaching targets
Support I-PBS team implementation (model & feedback)
I-PBS meeting feedback form Prompt for meeting preparation (facilitator and data
specialists)
District Planning for Tier 2 Performance Assessment
Develop a pre-planned evaluation calendar
Annual feedback Monitoring implementation (MATT)
Quarterly feedback Feedback on I-PBS Meeting Feedback (observation) Meeting Minutes (review form) Feedback on Decisions made on students Feedback on systems capacity, fidelity & outcomes
SWIS-CICO ReportDaily Points Graph
1/19 – change mentor2/10 – additional incentive
Monitoring Team Decision Making
CICO/I-PBS Coaching & Performance Assessment Evaluation Schedule (District & School)
As the District Coach….
What does this data tell you?
% of Students Enrolled in CICO x SchoolDistrict -- End of Year Data
% o
f St
uden
ts E
nrol
led
in C
ICO
Schools
% o
f St
uden
ts E
nrol
led
in C
ICO
Schools
What does this data say about the “scale” of implementation across schools in this
district?
a) High b) Medium c) Low
% of Students Enrolled in CICO x SchoolDistrict -- End of Year Data
% o
f St
uden
ts E
nrol
led
in C
ICO
Schools
% o
f St
uden
ts E
nrol
led
in C
ICO
Schools
What is the implementation “scale” for this school?a) High b) Medium c) Low
Mean % of Points Earned by Students on CICOElementary School A
Students
6 of 13 (46 %) students are
responding to CICO
% o
f P
oin
ts E
arn
ed
Based on the Data, what might you guess about implementation
“FIDELITY” this school?
a) High b) Medium c) Low
Percent of Students Enrolled in CICO by School2011-12 End of Year Data
School District
% o
f St
uden
ts E
nrol
led
in C
ICO
Schools
% o
f St
uden
ts E
nrol
led
in C
ICO
Schools
% of Points Earned by Students on CICOElementary School
24 of 31 (77 %) students are
responding to CICO
% o
f P
oin
ts E
arn
ed
Students
What does data suggest re: Fidelity? a)Hi b) Med c) Lo
Tier 3FBA/BSP
For Research Support see:
http://www.pbis.org/research/tertiary.aspx
What is “IT”? – FBA/BSP Develop & Implement a Function-Based
Positive Behavior Support Plan based on assessment information
Individualized assessment & planning
Monitor progress & revise (ongoing, as needed) Student outcomes & Implementation
Implications for Behavior Support
Problem Behavior
Functional Assessment
Content of Support Plan
Fidelity of Implementation
Impact on Behavior and Lifestyle
*Team*Specialist
*Hypothesis statement*Competing Behavior Analysis *Contextual Fit
*Implementation Plan
*Technical Adequacy*Person-centered planning
* Wraparound
Competency Drivers Performance Assessment/ Selection/ Training/
Coaching
Need to Apply this to: District level Behavior Specialist(s)
& Building level roles
Behavior Specialist Administrator BSP Implementer (teachers & staff)
District Planning – Tier 3SelectionSelection becomes Increasingly important as complexity of skills required of the job increase
Tier 3 (individual student support) require more specific knowledge and skills than Tier 1 support
Start w/ job description that clearly outlines responsibilities & roles required
Requires a district & school vision for Individual Student Behavior Support Systems
Be clear on skills & expertise required in role
District Level Behavior Specialist Clear job description outlining responsibilities & skills required
Conduct complex FBAs/BSPs & provide support to teams for complex behavior cases
Provide coaching & support to school FBA/BSP teams to build local expertise
Support schools with implementation and development of tier 2 systems & progress monitoring teams
Monitor school and district data systems to evaluate school use and effectiveness of tier 2 and 3 behavioral support systems x school & district
District Level Behavior Specialist Selecting for expertise in behavior analysis & function-based
support, implementation & evaluation
Use an interactive interview process w/ behavioral vignettes & rehearsals that provide opportunity to evaluate: Specific targeted skills required for the position How candidate responds to feedback
Examples Submit examples of previously completed FBA/BSP w/ data Have interviewee complete an FBA interview Provide FBA Summary Statements & ask to develop interventions
suggestions for a BSP (check technical adequacy of interventions identified) Vignette requiring response to teacher or principal resistant to implementing
FBA/BSP
District Level Planning – Tier 3
Selection Which Buildings to start with? & How many?
Suggest piloting w/ more complex interventions v. district-wide
Building level Tier 3 Building principal invested in supporting students with challenging
behavior Commitment to provide school-wide training in basics of ABC’s and
Function-Based Intervention
Building Behavior Specialists Flexibility to collect FBA data, lead teaming process and support
implementation
District Planning – Tier 3
TrainingTraining should be linked to clear, measurable outcomes related to performance (assessment)
Skills-based & knowledge-based training should include: Behavioral rehearsal of target skills Practice with real cases immediately following training Coaching & Feedback
Format of Practical FBA/BSP Training Sessions
Objectives
Review
Activities
Checks for Understanding
Comments/Questions
Tasks
Key Points
76
District Level Planning – Tier 3
CoachingDistrict Behavior SpecialistInitially, serve as Systems coach for implementation of:
Coach Building behavior specialists and team members to effectively perform required tasks of PBS process
Once teams are implementing Tier 2 & IPBS 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) Evaluate and provide specific feedback on FBA, BSP and
implementation documents
District Level Planning – Tier 3 Performance Assessment Focus on individual student plans (FBA/BSP)
Is effective FBA data being collected? Do Behavioral Interventions match function of behavior?
Are they positive (focus on prevention, teaching & reinforcement)?
Is student outcome data collected consistently? Is data measuring correct behavior?
Is intervention being implemented accurately & consistently? Is the plan being reviewed and are appropriate decisions being
made?
District Level Planning – Tier 3
Performance AssessmentBSP Critical Features Checklist data Could be used to:
Monitor progress of Tier 3 systems implementation
Inform professional development needs (by individual & collectively in the district) Training topics Coaching needs
District Level Planning – Tier 3Performance AssessmentMonitoring District Implementation related to Tier 3 Behavior Supports Performance
Use district aggregated results of BSP Crit’l Features Checklist to assess performance
Effectiveness in collecting, monitoring & using data related to school performance assessment measures
Increasing completion of Tier 3 interventions with efficacy & student outcomes
Poll Question #1 How many hours/week (FTE) are
recommended for a school to run a CICO system in your school?
a) 3 hours/week
b) 6 hours/week
c) 10 hours/week
Poll Question #2 What is a recommended number of different
Tier 2 interventions to implement in your school at one time?
a) 1-3
b) 4-6
c) 7-9
Poll Question #3 When implementing CICO with fidelity, what
does the research suggest are success rates at the elementary and middle school level?
a) 35%
b) 50%
c) 65%
Poll Question #4 When implementing Tier 1 SW-PBIS
effectively… what percent of students in a school would be a meaningful ‘scale’ of implementation for Tier 2 system interventions (e.g. CICO)?
a) 30%
b) 10%
c) 2%
Thank you! Any Questions?
Get PPT Slides at www.pbisnetwork.org
Chris Borgmeier -- [email protected]