District Systems to Support School Implementation of Tier 2 & Tier 3 PBIS : Applying implementation science

1. District Systems to Support School Implementation of Tier 2 & Tier 3 PBIS: Applying implementation science Chris Borgmeier, PhD February 14th, 2013 NorthWest PBIS Webinar Contact: cborgmei@pdx.edu

2. 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.

3. www.pbisnetwork.org

4. To ask questions during the session “CHAT”

5. To answer poll questions click on the poll box w/ the “a” in it

6. Poll Question #1 • How many hours/week (FTE) are recommended for a school to run a CICO system in your school? • 3 hours/week • 6 hours/week • 10 hours/week

7. Poll Question #2 • What is a recommended number of different Tier 2 interventions to implement in your school at one time? • 1-3 • 4-6 • 7-9

8. Poll Question #3 • When implementing CICO with fidelity, what does the research suggest are success rates at the elementary and middle school level? • 35% • 50% • 65%

9. 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)? • 30% • 10% • 2%

10. You can also show your feelings by choosing an emoticon

11. If we have the chance to open up for oral questions, you will have to hit “Talk”

12. Trying to Keep it POSITIVETier 2/ Tier 3 Supports

13. 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

14. Schools adopting SWPBIS by year 2013 –16,000+ Schools Adopting School-wide PBIS

15. SW-PBIS Implementation Blueprint www.pbis.org

16. 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

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

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

19. Improved Outcomes for . . . Program/Initiative (set of practices) Performance Assessment (Fidelity) Coaching Systems Intervention Training Facilitative Administration Organization Drivers Competency Drivers Integrated & Compensatory Selection Decision Support Data System Leadership © Fixsen & Blase, 2008 Adaptive Technical

20. Improved Outcomes for . . . Program/Initiative (set of practices) Performance Assessment (Fidelity) Competency Driversare mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. Coaching Training Organization Drivers Competency Drivers Integrated & Compensatory Selection Leadership © Fixsen & Blase, 2008

21. Improved Outcomes for . . . Program/Initiative (set of practices) Organization Driversare mechanisms to create and sustain hospitable organizational and systems environments for effective educational services Performance Assessment (Fidelity) Systems Intervention Facilitative Administration Organization Drivers Competency Drivers Integrated & Compensatory Decision Support Data System Leadership © Fixsen & Blase, 2008

22. SW-PBIS District Planning

23. Implementation: Leadership Drivers Managing the Stages of Implementation Exploration  Installation  Init’l Implementation  Continual Regeneration  Sustainability

24. Improved Outcomes for . . . Program/Initiative (set of practices) Performance Assessment (Fidelity) Coaching Systems Intervention Training Facilitative Administration Organization Drivers Competency Drivers Integrated & Compensatory Selection Decision Support Data System Leadership © Fixsen & Blase, 2008 Adaptive Technical

25. Leadership • COMMITMENT!! • Grounded in understanding • Understand the Systems • Tier 2 Data Teaming Tier 3 • Understand Implementation Progressive Implementation

26. 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

27. 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)

28. www.pbis.org

29. Tier 2 Check-In/Check-Out For Research see: http://www.pbis.org/research/secondary/default.aspx

30. Check-In/Check-OutResearch Support • CICO is an Evidence-Based Practice • At least 5 peer reviewed studies • At least 3 different researchers/settings • At least 20 different participants • 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

31. Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly Progress Monitoring Meeting Afternoon Check-out Revise Program Student Referred for CICO BASIC CYCLE Check In Check Out (CICO) CICO Plan/ Initial Meeting Teach/Role Play Skills CICO Coordinator Summarizes Data For Decision Making Exit Program

32. OREGON2011-12 CICO-SWIS Tier 2

33. CICO-SWIS in Oregon2011-12

34. Over 84% of CICO students succeeding!

35. Averaging 20 students/school suggests Implementation of a System, rather than a practice

36. Tier 2 SYSTEMSCICO System v. Point Card Intervention • 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

37. 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

38. 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

39. 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

40. 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%

41. Implementation: Organization Drivers Mechanisms that create and sustain hospitable organizational and systems environments for implementing the evidence based intervention

42. Improved Outcomes for . . . Program/Initiative (set of practices) Organization Driversare mechanisms to create and sustain hospitable organizational and systems environments for effective educational services Performance Assessment (Fidelity) Systems Intervention Facilitative Administration Organization Drivers Competency Drivers Integrated & Compensatory Decision Support Data System Leadership © Fixsen & Blase, 2008

43. Data Support Data System Purposes: 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

44. 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

45. SWIS-CICO ReportDaily Points Graph

46. Systems Interventions & Facilitative Administration Purposes: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!!

47. 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

48. 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 NO TIME!!! -- Structuring/ restructuring positions & priorities

49. 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

50. Data Teaming Tier 2/ Tier 3 Intensive PBIS