PBIS District Leadership Teams: Building Capacity to Support Training and Coaching

1. PBIS District Leadership Teams: Building Capacity to Support Training and Coaching Special School District PBIS Lisa Powers, Area Coordinator Planning & Development Bridget Thomas, PBIS Facilitator Lynn Yokoyama, PBIS Data Specialist Pay It Forward with SW-PBS for School Success 8th Annual MO SW-PBS Summer Training Institute, 2013

2. We would like to thank… Dr. Kathleen Lane Professor of Special Education, University of Kansas Dr. Lucille Eber Illinois PBIS Network Director Dr. Joanne Malloy Assistant Clinical Professor, University of New Hampshire Center for SW-PBS College of Education University of Missouri

3. PBIS Mission Statement 2013 PBIS Team Mission:  The SSD Positive Behavioral Interventions and Support (PBIS) Team partners with district and school level teams in developing, implementing, and sustaining a culturally relevant multi-tiered model of prevention and intervention for the academic, behavioral and social-emotional success of all students and their families. 

4. Today’s Meet Go to http://todaysmeet.com/capacity Share your thoughts and questions throughout the presentation Presentation available at http://pbiscompendium.ssd.k12.mo.us/

5. Roles Teachers Administrators Superintendents/Assist Directors Principals/Assist. Clinicians/Specialists School Psych. Social Worker Counselor Behavior specialist Family member Researcher/Instructor Currently on a DLT Currently a DLT Coordinator/Leader Introductions: “That’s Me”

6. Objectives Understanding how to maintain and sustain PBIS practices by using the Blueprint and Action Planning Know and be able to utilize available resources to develop a plan focused on Tier 2/3 Leverage available resources and structures and identify roles and responsibilities to have the capability and capacity to implement a multi-tiered system across all three tiers

7. By the end of this session you will be able to … • Identify potential resources within your district to build capacity to implement a multi-tiered system • Identify and describe possible next steps for your district What would you like to walk away with from this session?

8. Session’s Agenda • Why build district support for Tier 2/3? • School-wide Implementation Blueprint- • Training • Coaching • Evaluation • Resources • Possible Next Steps

9. Tariq’s Story http://www.whocaresaboutkelsey.com/multimedia What might have helped Tariq? How does your district support students who might benefit from advanced supports?

10. SWPBS Implementation Blueprint www.pbis.org 2010

11. Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk ≈ Tertiary Prevention (Tier 3) ≈ Goal: Reverse Harm Specialized Group Systems for Students At-Risk Secondary Prevention (Tier 2) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings Positive Action; Social Skills Improvement System ≈ Primary Prevention (Tier 1) Social Academic Behavioral

12. Stages of Implementation Should we do it! Work to do it right! Work to do it better!

13. Setbacks may move us back to the previous stage Survive the Awkward Stage: An analogy Ignore Data Snow Day! File Grievance Vote coach off Have a “AHA!” Change Practice Violate Norms Dominate conversation Go to Book Study Late for meeting “We already do that.” Ignore e-mails Prep for Meeting New District Initiative Go to a PLC Today is a book study? Apply for PBIS Be on time Attend District PD from Bruce Smith, ViiM

14. Fundamental Aspects of Professional Development Fidelity of Implementation Desirable Student Outcomes

15. Basic Steps to the Development of Professional Development Plans and Process Self-assessment of District Implementation Self-assessment of current Professional Development Capacity Professional Development Plan focusing on SWPBS Linkage of SWPBS Professional Development to District Improvement Plan Evaluation Plan

16. Training Capacity/Professional Development Priority for identification & adoption of evidence-based training curriculum & professional development practices. Plan for local training capacity to build & sustain SWPBS practices. Plan for continuous regeneration & updating of training capacity.

17. Training Capacity Post examples of training capacity from an action plan

18. Turn and Talk How does your district’s training plan match the concepts outlined? How does your district’s training plan differ from the concepts outlined?

19. Using data to connect students with Tier 2 and 3 supports How can information from behavioral and academic screening tools be used to support students?

20. Behavior Screening Tools • Serve as a screening practice for identifying students who may require additional supports. • Early Screening Project (ESP; Walker, Severson, & Feil,1994) • Social Skills Improvement System: Performance Screening Guide (SSiS; Elliott & Gresham, 2007) • BASC2 Behavioral and Emotional Screening System (BESS; Kamphaus & Reynolds, 2007) • Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) • Student Risk Screening Scale (SRSS; Drummond,1994) • Systematic Screener for Behavior Disorders (SSBD; Walker & Severson, 1992)

22. What is the SRSS? The SRSS is 7-item mass screener used to identify students who are at risk for antisocial behavior. Teachers evaluate each student on the following items - Steal -Low Academic Achievement - Lie, Cheat, Sneak -Negative Attitude - Behavior Problems -Aggressive Behavior - Peer Rejection Student Risk is divided into 3 categories Low 0 – 3 Moderate 4 – 8 High 9 + (SRSS; Drummond, 1994)

23. INCREDIBLE! PBS – That’s the ticket! SRSS Data Over TimeFall Comparison n = 3 n = 30 n = 444 Percentage of Students These numbers are based on the total number of students screened. 6 students were not screened. (Fall 2008)

24. Questions to Consider Before Instituting Behavior Screenings as Part of Regular School Practices? When to do them? Who should prepare them? Who should administer them? Who completes them? Who should score them? When and how should the results be shared? What are our district policies regarding systematic screenings? What researched based interventions are available to students at possible risks?

25. Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk ≈ Tertiary Prevention (Tier 3) ≈ Goal: Reverse Harm Specialized Group Systems for Students At-Risk Secondary Prevention (Tier 2) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings Social Skills Improvement System (SSiS) - Classwide Intervention Program ≈ Primary Prevention (Tier 1) Social Academic Behavioral

26. 3-Tiered System of Support Necessary Conversations (Teams) Universal Team Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time Universal Support CICO Social Skills Behavior Contracts Self-Management Newcomers Club/Mentors Study/ Organizational Skills Academic Problem Solving with function in mind Complex FABI WRAP RENEW Problem -solving SSD PBIS Adapted from : Eber, L. T301fi: Tertiary Level Support and Data-based Decision-making in Wraparound [Presentation Slide]. Retrieved from Tier 3/Tertiary Series Training Resource Guide (2010). Illinois PBIS Network

27. Tier 2/3 Evaluation: BAT Scales & Subscales • Tier 1 Implementation of SW-PBS • Tier 2 and 3 Foundations • Commitment • Student Identification • Monitoring & Evaluation • Tier 2 Targeted Interventions • Tier 2 Support System • Main Tier 2 Strategy Implementation • Main Tier 2 Strategy Monitoring & Evaluation • Tier 3 Intensive Interventions • Tier 3 Support System • Tier 3 Assessment & Plan Development • Tier 3 Monitoring & Evaluation

28. We Teach a Systematic Approach to Designing a Secondary Intervention Plan Step 1: Construct your assessment schedule Step 2: Identify your secondary supports Existing and new interventions Step 3: Determine entry criteria Nomination, academic failure, etc. Step 4: Identify outcome measures Pre and post tests, CBM, etc. Step 5: Identify exit criteria Reduction of discipline contacts, academic success, etc. Step 6: Consider additional needs

29. Procedures for Monitoring: Assessment Schedule

30. A Systematic Approach to Designing a Secondary Intervention Plan Step 1: Construct your assessment schedule Step 2: Identify your secondary supports Existing and new interventions Step 3: Determine entry criteria Nomination, academic failure, etc. Step 4: Identify outcome measures Pre and post tests, CBM, etc. Step 5: Identify exit criteria Reduction of discipline contacts, academic success, etc. Step 6: Consider additional needs

31. Secondary Intervention Grid

32. Sample Secondary Intervention Grid: Middle School

33. Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk ≈ Tertiary Prevention (Tier 3) ≈ Goal: Reverse Harm Specialized Group Systems for Students At-Risk Secondary Prevention (Tier 2) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings Social Skills Improvement System (SSiS) - Classwide Intervention Program ≈ Primary Prevention (Tier 1) Social Academic Behavioral

34. Tertiary Intervention Grid

35. Sample Tertiary Intervention Grid State of Tennessee DOE Technical Assistance Grant IRB # 090935

36. We offer ongoing professional development to school-site teams to learn how to design, implement, and evaluate functional assessment-based interventions using a systematic model developed by Umbreit and colleagues.

37. Overview of FABIs

38. Figure 1. Integrating Schoolwide Positive Behavior Support and Culturally Responsive Practices.

41. How might your district plan ensure cultural competence and engaging families as part of building training and coaching capacity for Tier 2/3?

42. Coaching Capacity Coaching network that establishes & sustains SWPBS Individuals for coaching & facilitation supports at least monthly with each emerging school teams (in training & not at implementation criteria), & at least quarterly with established teams Coaching functions for internal (school level) & external (district/regional level) coaching.

43. Coaching Capacity Post examples of coaching capacity from an action plan

44. Lessons Learned from Schools to Inform District Planning Tier 2/3 Universals implemented with fidelity are important to support Tier 2…as well as Tier 3 Behavior Expertise for higher level Tier 2 and Tier 3 interventions. Look for other resources to implement lower level Tier 2 interventions such as CICO Assess current practices … which teams can be combined? What teams can naturally incorporate Tier 3 responsibilities? Students who are receiving Tier 3 interventions should also have access to Tier 1 and Tier 2 Tier 2

45. Lessons Learned From District Leadership Teams Districts are building coaching capacity with existing resources Development of a Tier 2/3 sub-committee at the district level is essential for planning Restructuring and allocation of resources for advanced supports Collaboration and maximizing resources between general education and special education District Leadership Teams benefit from cabinet leadership Analyzing visual data at the district level is essential to support planning

46. Turn and Talk How does your district’s coaching content match the concepts outlined? How does your district’s coaching content differ from the concepts outlined?

47. Evaluation Capacity An evaluation process & schedule for assessing (a) extent to which teams are using SWPBS (b) impact of SW PBS on student outcomes, & (c) extent to which the leadership team’s action plan is implemented School-based data information systems (e.g., data collection tools& evaluation processes) District &/or state level procedures & supports for system level evaluation Dissemination of annual report of implementation integrity & outcomes At least quarterly dissemination, celebration, and acknowledgement of outcomes and accomplishments.

48. Social Validity for an Intervention Obtaining participants’ (Teachers, Students, Families) perceptions of the goals, procedures and outcomes of the intervention to ensure they can comfortably support implementation. Lane, Kathleen Lynne, Menzies, Holly M., Bruhn, Allis L., and Crnobori, M. Managing Challenging Behaviors in Schools: Research-Based Strategies that Work. The Guilford Press, 2011.

49. Social Validity Social Significance – will this intervention improve the student’s quality of life? GOAL Social acceptability –Do all agree that the intervention is necessary, appropriate, supports positive outcomes, minimally disruptive and worth the effort to attain the goal? PROCEDURES Social importance –Does this intervention have the potential to produce socially important OUTCOMES? Lane, Kathleen Lynne, and Beebe-Frankenberger, M. School-Based Interventions: The Tools you Need to Succeed. Pearson Education, Inc., 2004.

50. With Whom Do We Assess Social Validity? Teachers- have view that intervention is socially valid more likely that intervention steps are implemented as designed Parent- provide vital information about how an intervention can benefit or impede their child Student- helps to measure buy-in of intervention and promotes student voice