District Level Implementation of Secondary & Tertiary PBS Interventions: So Our Universal System is Working! W

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

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

3. 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

4. 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

5. Wexelblatt’s Scheduling Algorithm CHEAP FAST GOOD When implementing an innovation, you may pick any two.

6. Solution Effective interventionpractices and programs + Effectiveimplementationpractices Good outcomes for students No other combinationof factors reliably produces desired outcomes

7. Intensive Positive Behavior Support Supporting Students with Behavioral Challenges Efficiently and Effectively

8. 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

9. Elements of SWPBS Supporting Staff Behavior Supporting Decision Making OUTCOMES Systems Outcomes Practices Supporting Student Behavior

10. Practices • Continuum of supports • Interventions for academic and social behavior linked Sample Formative Evaluation • Multiple ways of identifying students who may benefit • Office discipline referrals • Request for assistance • Formative evaluations

11. Supporting Staff Behavior Supporting Decision Making OUTCOMES Systems Outcomes Practices Supporting Student Behavior

12. Systems • Teams to support all students • On-going coaching • Access to assistance • Assistance for teachers • Assistance for team members

13. Supporting Staff Behavior Supporting Decision Making OUTCOMES Systems Outcomes Practices Supporting Student Behavior

14. Outcomes/Data Daily Fidelity • 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

15. SWIS-CICO Data Entry page

16. SWIS-CICO Report

17. District Support • Our Goal: Supporting students with significant challenges • With positive outcomes • With fidelity • Over time

18. IPBS • 8 model schools, 16 scaling schools • Criterion for Implementation: >85 on ISSET • Model schools: 6/8 (75%) • Scaling schools: 10/16 (63%)

19. Model Schools >85 <85

20. Scaling Schools >85 <85

21. Applying the Science of Implementation to SW-PBS Individual Student Systems District-level Planning

22. Overview of PBS Organization Logic Behavior Specialist

23. Performance Assessment (Fidelity) Systems Intervention Coaching Facilitative Administration Training Organization Competency Decision Support Data System Selection Student Benefits Adaptive Integrated & Compensatory Technical Leadership © Fixsen & Blase, 2008

24. 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

25. Knowing Your Community Attention 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

26. 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)

27. Policy Practice Feedback Loops Compensatory Leadership District Policy (Plan) PDSAcycle District Admin & Ldrsp Team Policy Enabled Practices (PEP) Practice Informed Policy (PIP) District Behavior Specialist Feedback Study - Act School Behavior Specialist & IPBS team Practice (Do)

28. Performance Assessment (Fidelity) Systems Intervention Coaching Facilitative Administration Training Organization Competency Decision Support Data System Selection Student Benefits Adaptive Integrated & Compensatory Technical Leadership © Fixsen & Blase, 2008

29. 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

30. 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 Structuring positions

31. District Behavior Specialist Responsibilities • 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

32. Systems Interventions Systemic 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

33. Individual Student Behavior Support Continuum Identify who can sign off on each level? Dx Beh Spec? Placement Coord? School Psyc?

34. Behavior Review Decision Flowchart

35. 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

36. 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

37. 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)

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

39. Behavior Data Summary School & District

40. Behavior Data Summary School & District (cont.)

41. 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

42. 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 District Behavior Specialist School Behavior Specialist & IPBS team

43. Performance Assessment (Fidelity) Systems Intervention Coaching Facilitative Administration Training Organization Competency Decision Support Data System Selection Student Benefits Adaptive Integrated & Compensatory Technical Leadership © Fixsen & Blase, 2008

44. Competency Drivers • Selection/ Training / Coaching / Performance Assessment • District level Behavior Specialist(s) & • Building level roles • Behavior Specialists • IPBS team leader • Tier 2 intervention coordinators

45. 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

46. 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 Selection

47. 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

48. Training Assuming 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

49. District Behavior Specialist On-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)

50. 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.)