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

Applying implementation science

Chris Borgmeier, PhDFebruary 14th, 2013NorthWest PBIS WebinarContact: 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?

a) 3 hours/week

b) 6 hours/week

c) 10 hours/week

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

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%

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%

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

POSITIVE

Tier 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+ 2013 –16,000+ Schools AdoptingSchools AdoptingSchool-wide PBISSchool-wide PBIS

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SW-PBIS Implementation Blueprintwww.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

GOOD

FASTCHEAP

When implementing an innovation, you may pick any two.

Wexelblatt’s Scheduling Algorithm

SolutionEffective intervention practices and programs

+Effective implementation practices

Good outcomes for students

No other combination of factors reliably produces desired outcomes

© 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)

© 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.

© 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

SW-PBIS District Planning

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Implementation:Leadership Drivers

Managing the Stages of Implementation

Exploration Installation Init’l Implementation Continual Regeneration Sustainability

© 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)

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 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

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)

CICO-SWISTier 2

OREGON2011-12

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

>=80%

Elem 1750

MS 510

HS 20

K-8 78

Other 57

TOTAL

2415

Over 84% of CICO students

succeeding!

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

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

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

© 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

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

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 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!!

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

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

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

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?

•Screening Coordinator

•Tier 2 Intervention Coordinator

•Tier 3 Intervention Coordinator

•Facilita

tor

•Process M

onitor

•Notet

aker

30-45 min. meeting

Review Tasks

SWIS-CICO ReportDaily Points Graph

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

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

1/19 – change mentor2/10 – additional incentive

Monitoring Team Decision Making

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

% 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

% 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

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

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

% 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

Tier 3FBA/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

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

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 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

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

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

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

Format of Practical FBA/BSP Training Sessions

Objectives

Review

Activities

Checks for Understanding

Comments/Questions

Tasks

Key Points

76

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

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 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

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

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

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

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%

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%

Thank you! Any Questions?

Get PPT Slides at www.pbisnetwork.org

Chris Borgmeier -- cborgmei@pdx.edu