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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]
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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.
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To ask questions during the session “CHAT”
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To answer poll questions click on the poll box w/ the “a” in it
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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
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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
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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%
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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%
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You can also show your feelings by choosing an emoticon
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If we have the chance to open up for oral questions, you will have to hit “Talk”
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Trying to Keep it
POSITIVE
Tier 2/ Tier 3
Supports
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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
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Schools adopting SWPBIS by year
2013 –16,000+ 2013 –16,000+ Schools AdoptingSchools AdoptingSchool-wide PBISSchool-wide PBIS
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Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SW-PBIS Implementation Blueprintwww.pbis.org
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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
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GOOD
FASTCHEAP
When implementing an innovation, you may pick any two.
Wexelblatt’s Scheduling Algorithm
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SolutionEffective intervention practices and programs
+Effective implementation practices
Good outcomes for students
No other combination of factors reliably produces desired outcomes
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© 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)
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© 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.
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© 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
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SW-PBIS District Planning
Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
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Implementation:Leadership Drivers
Managing the Stages of Implementation
Exploration Installation Init’l Implementation Continual Regeneration Sustainability
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© 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)
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Leadership COMMITMENT!!
Grounded in understanding
Understand the Systems Tier 2 Data Teaming Tier 3
Understand Implementation
Progressive Implementation
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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
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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)
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www.pbis.org
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Tier 2
Check-In/Check-Out
For Research see:http://www.pbis.org/research/secondary/default.aspx
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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
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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)
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CICO-SWISTier 2
OREGON2011-12
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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
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>=80%
Elem 1750
MS 510
HS 20
K-8 78
Other 57
TOTAL
2415
Over 84% of CICO students
succeeding!
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Averaging 20 students/school suggests Implementation of a System, rather than a practice
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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
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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
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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
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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
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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%
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Implementation:Organization Drivers
Mechanisms that create and sustain hospitable organizational and systems environments for implementing the evidence based intervention
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© 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
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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
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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
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SWIS-CICO ReportDaily Points Graph
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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!!
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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
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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
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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
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Data TeamingTier 2/ Tier 3
Intensive PBIS
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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
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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?
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•Screening Coordinator
•Tier 2 Intervention Coordinator
•Tier 3 Intervention Coordinator
•Facilita
tor
•Process M
onitor
•Notet
aker
30-45 min. meeting
Review Tasks
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SWIS-CICO ReportDaily Points Graph
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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
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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
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I-PBS Meeting Feedback Form
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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)
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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
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SWIS-CICO ReportDaily Points Graph
1/19 – change mentor2/10 – additional incentive
Monitoring Team Decision Making
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CICO/I-PBS Coaching & Performance Assessment Evaluation Schedule (District & School)
As the District Coach….
What does this data tell you?
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% 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
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% 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
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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
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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
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% 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
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Tier 3FBA/BSP
For Research Support see:
http://www.pbis.org/research/tertiary.aspx
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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
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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
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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)
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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
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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
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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
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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
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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
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Format of Practical FBA/BSP Training Sessions
Objectives
Review
Activities
Checks for Understanding
Comments/Questions
Tasks
Key Points
76
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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
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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?
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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
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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
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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
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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
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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%
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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%
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Thank you! Any Questions?
Get PPT Slides at www.pbisnetwork.org
Chris Borgmeier -- [email protected]