POSITIVE BEHAVIOR
INTERVENTIONS & SUPPORTS: EXPANDING OUR FOCUS TO
TIER 2 AND TIER 3
Billie Jo Rodriguez, PhD Clackamas ESD
Catherine Kelly, M.EdHigh Desert ESD
Joan Oakes, MSWLinn Benton Lincoln ESD
SESSION OVERVIEW
Overview of SWPBS
ODE PBIS Initiative work
Emphasis on tier 2 and 3 systems
Readiness & critical features
Case Demonstrations Across 3 Regions:
Exploration, readiness, initial implementation
High Desert
Linn-Benton Lincoln
Clackamas county
Big Ideas/Lessons Learned
Question and answer
PBIS INITIATIVE
Focused on implementing Tier 2 and Tier 3 of SWPBS
Clackamas ESD coordinates 3 regions
3 Regions: Clackamas ESD, High Desert ESD, LBL ESD
ESD assessed readiness of districts and then chose one or two to support in moving to Tier 2 & Tier 3 PBIS
Districts agreed to ―learn‖ with us
Dedicated time to exploration & readiness (scaling up language—consensus and skill-building)
Tier 2 and Tier 3 systems are more complex and likely require more initial resources to implement
Developing model to replicate with other districts
Learning/collaborating with experts and districts (outside the 3 regions) who had already started on the journey
Cindy Anderson, Rob Horner, Chris Borgmeier, Lisa Bateman
Importance of sustaining universal supports along the way
Secondary Prevention Group Interventions for students “at risk”
• CICO• First Steps to Success• Skills groups
Group Interventions w/function-based modifications
Function-based Support
Comprehensive Supports
Primary Prevention:
School/Classroom-
Wide Systems for
All Students,
Staff, & Settings
CONTINUUM
OF
SCHOOL-WIDE
POSITIVE
BEHAVIOR
SUPPORT
MESSAGES
Invest in prevention first
Without a solid foundation it is impossible to
systematically support ALL students
Both academic and social behavior universal (core)
supports are necessary to sufficiently build and
sustain Tier 2 & Tier 3 support systems
Invest in a full continuum of supports
Universal/ Primary
Tier 2/ Secondary
Tier 3/ Intensive/ Tertiary
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Universal Interventions
•All settings, all students
•Preventive, proactive
DESIGNING SCHOOL-WIDE SYSTEMS FOR
STUDENT SUCCESS
PRACTICES
Continuum of supports
Interventions for academic & social behavior coordinated
& linked
Seamless supports (horizontal and vertical)
From year to year
From universal to tier 2, tier 2 to tier 3
Multiple ways of identifying students who may benefit
Office discipline referrals
Request for assistance
Formative evaluations (academic & behavior)
Screening data
Progress monitoring data for students receiving extra support
Summative evaluations (in planning for next year/phase)
BIG IDEAS FOR TIER 2 AND 3 READINESS
Strong universal supports Commitment to maintain and update over time
Ensures our system will remain ―healthy‖ and problems will be manageable in size/number
Regular (3x year) screening for students likely to benefit from additional support
Establish evidence-based Tier 2 systems (not just interventions)
PBIS—focus on Check-In/Check-Out Effective for many of your students
Develop the system and use data to put ―right‖ students on intervention
Over time, make other interventions more systematic and data based
Establish efficient progress monitoring team
Develop improved capacity for individual/intensive supports over time Ensure specialists have adequate training
Don’t under-estimate the amount of coaching/support that is needed to do function-based assessments/individual support plans well
Screening (IPBS) team identifies & monitorsSecondary Prevention Group Interventions for students “at risk”
• CICO, First Steps to Success, Skills groups• Group interventions w/modifications
Core Student-Focused Team assess & plan supportsScreening (IPBS team monitors)Comprehensive & Function Based Supports
PBIS TEAM Coordination of supports
SWPBS team identifies & monitors universal, school-wide strategies
• Coordinates teaching & reviewing school-wide expectations across settings (playground, cafeteria, classroom, etc.)
• Coordinates consistent system of responding to behaviors
• Coordinates training activities & updates for staff on behavior support
EXAMPLE: INTENSIVE PBIS SYSTEMS
Teams to support all students
SWPBS/Academic leadership team(s)
Meet monthly or quarterly, depending on data access
IPBS Team
Membership
Coordinator
Administrator
FBA coordinator (Behavior Specialist)
Targeted interventions coordinator
Academic specialist
Representation from Regular and Special ed.
Other specialists as needed
Responsibilities
SCREENING/INTENSIVE PBS TEAM
Develop an Efficient Teaming Process Build on strengths of existing teams (but
change will likely be required)
Review yellow & red zone data at least every 2 weeks to: ID students in need of behavioral support
Monitor progress of students receiving support
Guide decisions regarding student intervention (RTI)
Monitor interventions, implementation & action items
Review data of Tier 2 Interventions to determine overall effectiveness
EXAMPLE: INTENSIVEPBS SYSTEMS
Teams to support all students
SWPBS/leadership team
IPBS team
Core Student-focused team (NOT A STANDING TEAM)
Responsibilities
Conduct functional behavior assessment
Build support plan
Monitor progress, Coordinate next steps of evaluation & supports as needed
Membership
Someone with expertise in function-based support
Teacher(s), other stakeholders
Parent, student
CHALLENGES FOR DISTRICTS
Universal level of PBIS available for ALL students
Moving from one-student at a time, reactive approaches to capacity within schools to support the behavior of ALL students
Developing and implementing systems needed for tertiary implementation
Referrals to Special Education seen as the
―intervention‖
FBA viewed as required ―paperwork‖ vs. a needed part
of designing an intervention
Interventions the system is familiar with vs. ones likely
to produce an effect
Check-in/Check-out system is more than a point card
ESTABLISHING READINESS IN THE HIGH
DESERT
Catherine Kelly
OUR CHALLENGE
• The region is very young in PBIS
• We looked very different than our hub mates
• The few and unsupported
• Loads of turn over!
• Support came to the region originally
• Regional coaching support was the only FTE
• ―We’ve arrived – now lets focus on the Red zone‖
• Initiative weariness
YEAR ONE GOALS
• Train the region on Critical Features of fidelity
and sustainability
• Get teams to look at data through SWIS and
Team Initiated Problem Solving
• Develop a region wide training schedule to raise
understanding of fidelity and sustainability
• Identify schools who met readiness and were
TRULY ready to implement
• Increase the training capacity of regional
coordinator
SUPPORT FROM THE HDESD
• Coordinate Regional Coaches meeting: Support
and build common understanding
• Support Coaches in being trained and training
• Coordinate quarterly site facilitator trainings
• Support the High School conversation
• Train sites on PBIS Critical features, SWIS and
TIPS
• PBIS Surveys and SET – Fidelity
• First Annual PBIS Conference
• Training Surveys
YEAR 2 GOALS
• Check In/Check Out Training and Support in
Two sites/ Two Districts
• Continue regional coaches support through
monthly meetings
• Continue quarterly trainings to Site facilitators
• Work with one school to implement TIPS model –
begin discussion of sharing with other sites
• Develop a training calendar based on training
survey
TWO SCHOOLS – TWO DISTRICTS
Selected School District 1
7,017 students in 2009/2010
1 Elementary school
531 Students
First SET in
2006/2007
Started SWIS
2009/2010
Selected District 2
3,113 students in 2009/2010
1 Elementary school
First SET 2007/2008
Started SWIS
2008/2009
EBISS District
RTI District
CHECK IN/CHECK OUT
1st Training – October 6, 2010
3 follow up meetings for coaching and additional
training
Support from Clackamas ESD
Building regional capacity
LESSONS LEARNED
We’re similar and quite different as a state
District administrative support is a must
Schools don’t arrive…it is continuous work
As we implement, we have to consider the school
culture and that of the community
ACTION STEPS FOR THE FUTURE
Continue the discussion with regional districts and
clarify the needs of the next several years
Continue to build fidelity with in sites
implementing in Universal (Green Zone) supports
Build Tier 2 (Yellow Zone) capacity
Continue teaching teams to make data based
decisions
Get sites for the work if regional support isn’t
available next year
LINN-BENTON-LINCOLN COUNTIES
Primary Focus Medium Size School District
Selected School District: 6,647 Students (09-10)
*Benton County Schools: 8,895 Students (09-10)
8 elem. schools, 2 middle, 2 high schools
+1 alternative high school
Universal PBIS for 10 years
Participating in EBISS Initiative
Assigned FTE for PBIS/EBISS
DISTRICT SUPPORT FROM LBL ESDo Coaching
• Regular
• Guidance and support for system development
• Develop strong networks for strong systems
o Professional Development for Tier 2 PBIS
supports
• Onsite training for CICO; SWIS/CICO
• NWPBIS Network ―Coaches Institute‖
• Training on TIPS – Team-Initiated Problem Solving
OUTCOMES
o Year 1 Outcomes
2 Elementary sites
• Beginning implementation of CICO
• Data-based problem solving CICO/SWIS
• Using more effective team process
• More effective & supportive systems
o Year 2 Goalso Continue to support schools in 2nd year
o Add other tier 2 intervention(s) before moving on
o Begin process with 2 additional elementary schools
LESSONS LEARNED FROM DISTRICT
Never under-estimate time needed to discuss &
come to agreement on development of the
―system‖
Help district & schools understand:
What is a ―system‖
What is a ―strategy‖
Explore tier 2 interventions
Internal & external coaching supports =
CRITICAL SUPPORT SYSTEMS
BIG IDEAS
Recognize that Universal, Tier 2, and Tier 3
(individual) systems are connected
Help schools recognize how academic systems affect
behavioral systems, affect academic systems, affect
behavioral systems…..
Communication between district and school site PBIS
team members is vital
CLACKAMAS COUNTY
Medium size district
7,000 students
7 elementary, 2 middle, 1 high (plus charter schools)
Universal PBIS for 7 years
.5 FTE PBIS Coach (in-district)
Recent hire of 4 district BIS (behavior
intervention specialists)
.6 FTE Counselor for each building (recent
reduction from 1.0)
Participating in EBISS Initiative
DISTRICT SUPPORT FROM CLACKAMAS ESD
Coaching
BIS ―Training Institute‖ (fall, spring)
On-going coaching through FBA/BSP process
BIS Supervision/Consultation Meetings (2x per month)
SPED director attends/supervises at least 1x month
Special services psych liaison participation
PBS coach participation at least 1x month
Check-in/Check-out systems training (four ½ days)
IPBS teaming readiness work & initial trainings (iTeam)
Big shift for this district from prior teaming structure
Focus on progress monitoring; data-based decision making
DISTRICT SUPPORT FROM CLACKAMAS ESD
PBIS Initiative Funding
TIPS training for SWPBS teams (release time)
CICO training (release time)
1hr/day per building IA time for CICO activities
.1 FTE increase for PBS Coach (.6 FTE total)
Other professional development (NWPBIS
conference, coaches institute, ESD opportunities)
OUTCOMES
Year 1 Outcomes
All elementary schools implementing CICO
IPBS (iTeam) teaming process introduced & piloted
BIS initial training in Tier 2 & FBA/BSP
Year 2 Goals
Sustain/Improve SWPBIS Focus on efficient teaming & classroom systems
Sustain/Improve CICO
Extend features of CICO to other on-going Tier 2 interventions E.g., data-based, systematic selection of students, decision rules
iTeam process implemented with fidelity
On-going skill development for BIS in FBA/BSP
LESSONS LEARNED FROM DISTRICT
Focus to maintain universal PBIS supports
Re-instituted use of minor referral forms
Highlighted need to focus on universal positive
behavior systems in classrooms
Focus to improve universal academic supports
iTeam referrals for academic needs disproportional
Systems not in place to support efficient access to
academic interventions
Focus on strong systems & process
Flexible FTE needed to support CICO system
Counselor & IA shared responsibility
Quickly recognized need but change to progress
monitoring (iTeam) from old team model was slow
BIG IDEAS ACROSS REGIONS
Change looks different; know core features
Strong universal supports are necessary but not sufficient
Keep the focus on student outcomes
Don’t bite off more than you can chew!
Focused on doing a few things well Establishing readiness
iTeam system (progress monitoring) & CICO system with fidelity allow for other tier 2 and tier 3 interventions to be designed and monitored
Academic and social behavior systems ultimately go hand-in-hand
Universal systems may function independently
Tier 2 and tier 3 tend to overlap
QUESTIONS?!
