1. Cynthia M. Anderson, University of Oregon Lisa Bateman, Bethel School District Bruce Stiller, School District 4j Chris Borgmeier, Portland State University Intensive Positive Behavior Support

2. Where it starts

3. Where it often Ends

4. How do we improve support for students with challenging behavior in schools?

5. We Know What Works… Prevention and early intervention Interventions based on science of behavior Teach desired behavior Arrange environment to encourage desired behavior Explicitly reinforce desired behavior Minimize reinforcement for less desired behavior Progress monitoring enhances outcomes

7. Implementation is a Challenge Limited resources Expertise Time Money Multiple competing initiatives and “interests” Lot’s of research on what works, little on how to do it

8. SWPBS: Framework to Guide Implementation Team-based decision-making Resource management and allocation Access to technical assistance Data guide decisions Outcomes Systems Practices Tiers II and III District planning & oversight

9. GOOD FASTCHEAP Three Degrees of Freedom

10. Putting it Together Effective intervention practices and programs No other combination of factors reliably produces desired outcomes Effective implementation practices Good outcomes for students +

11. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Competency Organization Student Benefits Leadership Integrated & Compensatory

12. Leadership in a District IPBS is a priority in the district Agenda item at every district meeting District action plan guides training and TA in all schools FTE allocated to resources in district and schools Clear link and collaboration with: Special education (placement & service delivery) Academic programs (RtI) District data systems District coordinates relevant roles and responsibilities Building administrator School psychologists Counselors

13. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

14. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

15. Behavior Specialist Old model: Put out fires IPBS: Guide systems-change and implementation

16. District Behavior Specialist/Coach/Leader Coaching Meetings Data use Intervention fidelity

17. IPBS in a School What we do not do: Admire the problem What we do: Progress monitor Develop and oversee interventions How schools do it Meetings SWPBS team IPBS team Data guide decision-making

20. Decision-Making Flowchart

21. District Behavior Specialist/Coach/Leader Coaching Meetings Data use Intervention fidelity Guide school-level evaluation Team process Specific interventions Overall IPBS (BAT ) Coordination Communicate with district team Plan training schedule Schedule assessments

22. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

23. Selection (School) In a district that is committed Active support Commits FTE to district coordinator/Beh specialist Sustained implementation of Tier I Administrative support and buy-in Willingness to reallocate roles Commitment for 5 plus years

24. Selecting the District Level Behavior Specialist Expertise Coaching and data use Tier II & Tier III Parent-school collaboration Selection Start with clear job description Interview process Vignettes Rehearsal Ask for previously completed FBAs and BSPs Model FBA interview

25. Selection Within the School Building administrator—involved with discipline IPBS Team facilitator Building Behavior Specialist(s) Tier 2 intervention coordinator(s) Data manager

26. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

27. Training Strategic Sequential Training Sequence

28. Capacity Building Step 1 IPBS overview Team organization, structure, and functioning Data-based decision-making Step 2 Secondary interventions CICO as “go to” Tier II intervention Step 3 Function-based support/capacity building Step 4 Formative evaluation Planning for sustainability Step 5 Comprehensive supports

29. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Data-Based Decision are Supported Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

30. Data-Based Decision-Making District provides data system for schools Schools use data to guide decision-making District uses data to guide district-level decision-making

31. Data Systems SIWS and CICO SWIS…stay tuned for ISIS For now Spreadsheet at Tier III

33. Teacher Daily Ratings of Behavior

34. SWIS-CICO Report Support Plan Change Description 09/10/2008Check out with Joe Binder 09/19/2008Check in and out with Joe Binder

37. Data-Based Decision-Making District provides data system for schools Schools use data to guide decision-making District uses data to guide district-level decision-making

38. >85 <85

39. © Fixsen & Blase, 2008 Systems Intervention Facilitative Administration Decision Support Data System Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

40. Facilitative Administration Make sure sped AND Gen ed are bought in /remove barriers Policies and organization supports implementation Shift accountability for students with challenging behavior Monitor student placement Look beyond ODRs

42. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Systems Intervention Facilitative Administration Decision Support Data System Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

43. Systems Interventions Planning for Personnel & Resources District behavior specialist with skills and FTE

44. Systems Interventions Planning for Personnel & Resources District behavior specialist with skills and FTE Buildings FTE for Tier II coordinators FTE for Tier III coordinators Link to academic systems

45. Systems Interventions Planning for Personnel & Resources Training Sequence Build interventions for district and schools Build capacity – Use tools to allocate resources: resource mapping & gap analysis

46. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

47. Performance Assessment District leadership team reviews school data monthly ODR patterns Out of school placements IEP needs Monthly meetings for all building leaders Review data Address challenges Identify training and resource needs

48. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Data-Based Decision are Supported Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory

49. Cynthia Anderson University of Oregon canders@uoregon.edu

50. 50 Academic Social Behavior 1-5% 5-10% 80-90% Individual Individually Design Instruction Individual Behavior Support Plan (BSP) Safety Plan Targeted: Some Students (at-risk) Core Plus Pre-teach, Re-teach Supplemental Programs Alter Group Size Targeted: Some Students (at-risk) Advance CICO Social Skills Lunch Buddies Boy/Girls Groups Check-in, Check-out (CICO) Universal Screening: All Students Core Program Universal Screening: All Students Schoolwide expectations taught explicitly reinforced frequently Practices for Student Success Adapted from: Horner & Sugai