District Systems to Support School Implementation of Tier 2 & Tier 3 PBIS
Sponsored Links
This presentation is the property of its rightful owner.
1 / 86

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


  • 72 Views
  • Uploaded on
  • Presentation posted in: General

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. Welcome. On Behalf of the North West PBIS Network Welcome!

Download Presentation

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

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


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


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?

    • 3 hours/week

    • 6 hours/week

    • 10 hours/week


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


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%


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%


  • 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 POSITIVETier 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+

Schools Adopting

School-wide PBIS


SW-PBIS Implementation Blueprint

www.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


Wexelblatt’s Scheduling Algorithm

CHEAP

FAST

GOOD

When implementing an innovation,

you may pick any two.


Solution

Effective interventionpractices and programs

+

Effectiveimplementationpractices

Good outcomes for students

No other combinationof factors reliably produces desired outcomes


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


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


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


SW-PBIS District Planning


Implementation:Leadership Drivers

Managing the Stages of Implementation

Exploration  Installation  Init’l Implementation  Continual Regeneration  Sustainability


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


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

  • 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


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


OREGON2011-12

CICO-SWISTier 2


CICO-SWIS in Oregon2011-12


Over 84% of CICO students succeeding!


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


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


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


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


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


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 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!!


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


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


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

Tier I

Tier II

Tier III

UniversalSWPBIS Team

Progress Monitoring Team

FBA Team

Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student)

Plans SW & Class-wide supports

Conducts FBA, develops BIP

NOT a standing team

Could responsibilities of an existing team (TAT/SST/etc.) be shifted?

Sept. 1, 2009


30-45 min. meeting

Review Tasks

  • Facilitator

  • Process Monitor

  • Notetaker

  • Tier 2 Intervention Coordinator

  • Tier 3 Intervention Coordinator

  • Screening Coordinator


SWIS-CICO ReportDaily Points Graph


District Planning for Tier 2/3 Data Teaming

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 – 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

Monitoring Team Decision Making

1/19 – change mentor

2/10 – additional incentive


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

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

% of Students Enrolled in CICO

Schools

Schools


% of Students Enrolled in CICO x SchoolDistrict -- End of Year Data

What is the implementation “scale” for this school?

a) High b) Medium c) Low

% of Students Enrolled in CICO

% of Students Enrolled in CICO

Schools

Schools


Mean % of Points Earned by Students on CICOElementary School A

Based on the Data, what might you guess about implementation “FIDELITY” this school?

a) High b) Medium c) Low

% of Points Earned

6 of 13 (46 %) students are responding to CICO

Students


Percent of Students Enrolled in CICO by School2011-12 End of Year DataSchool District

% of Students Enrolled in CICO

% of Students Enrolled in CICO

Schools

Schools


% of Points Earned by Students on CICOElementary School

% of Points Earned

24 of 31 (77 %) students are responding to CICO

What does data suggest re: Fidelity? a)Hi b) Med c) Lo

Students


Tier 3

FBA/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

    *Team

    *Specialist

    Problem Behavior

    *Hypothesis statement

    *Competing Behavior Analysis

    *Contextual Fit

    Functional Assessment

    *Implementation Plan

    Content of Support Plan

    Fidelity of Implementation

    *Technical Adequacy

    *Person-centered planning

    * Wraparound

    Impact on Behavior and Lifestyle


    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 3

    Selection

    • Selection 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


    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 Level Planning – Tier 3


    District Planning – Tier 3

    Training

    • Training 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


    District Level Planning – Tier 3

    Coaching

    • District Behavior Specialist

    • Initially, 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 Assessment

    • BSP 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 3

    Performance Assessment

    • Monitoring 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?

      • 3 hours/week

      • 6 hours/week

      • 10 hours/week


    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


    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%


    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%


    Thank you! Any Questions?

    Get PPT Slides at www.pbisnetwork.org

    Chris Borgmeier -- cborgmei@pdx.edu


  • Login