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50AcademicSocial Behavior1-5%1-5%5-10%5-10%80-90%80-90%IndividualIndividually Design Instruction

IndividualBehavior Support Plan (BSP)Safety PlanTargeted: Some Students (at-risk)Core Plus Pre-teach, Re-teach Supplemental Programs Alter Group SizeTargeted: Some Students (at-risk)Advance CICOSocial SkillsLunch BuddiesBoy/Girls GroupsCheck-in, Check-out (CICO)

Universal Screening: All StudentsCore ProgramUniversal Screening: All StudentsSchoolwide expectations taught explicitly reinforced frequently

Practices for Student SuccessAdapted from: Horner & Sugai5050Bethel Reading Project how we are working to tie in behavior & academics

Carl to DrewWhere it starts

Where it often Ends3How do we improve support for students with challenging behavior in schools?We Know What WorksPrevention and early interventionInterventions based on science of behaviorTeach desired behaviorArrange environment to encourage desired behaviorExplicitly reinforce desired behaviorMinimize reinforcement for less desired behaviorProgress monitoring enhances outcomes

BUT..Implementation is a ChallengeLimited resourcesExpertiseTimeMoneyMultiple competing initiatives and interestsLots of research on what works, little on how to do itSWPBS: Framework to Guide ImplementationTeam-based decision-makingResource management and allocationAccess to technical assistanceData guide decisionsOutcomesSystemsPracticesTiers II and IIIDistrict planning & oversight8GOODFASTCHEAPThree Degrees of Freedom9Putting it TogetherEffective intervention practices and programsNo other combination of factors reliably produces desired outcomesEffective implementation practices

Good outcomes for students +

10(c) Dean Fixsen and Karen Blase, 200410The usability of a program has little to do with the weight of the evidence regarding program outcomes

Evidence on effectiveness helps us select what we want implement

Evidence on outcomes does not help us implement the program

I am going to shift to implementation now. Remember though, these are separate thingsa poor program can be implemented well!

Fixsen & Blase, 2008Performance Assessment (Fidelity)CompetencyOrganizationStudent BenefitsLeadershipIntegrated & Compensatory11Leadership in a DistrictIPBS is a priority in the districtAgenda item at every district meetingDistrict action plan guides training and TA in all schoolsFTE allocated to resources in district and schoolsClear link and collaboration with:Special education (placement & service delivery)Academic programs (RtI)District data systemsDistrict coordinates relevant roles and responsibilitiesBuilding administratorSchool psychologistsCounselors

12 Fixsen & Blase, 2008Performance Assessment (Fidelity)CoachingTrainingSelectionSystems InterventionFacilitative AdministrationDecision Support Data SystemCompetencyOrganizationStudent BenefitsLeadershipAdaptiveTechnicalIntegrated & Compensatory13 Fixsen & Blase, 2008Performance Assessment (Fidelity)CoachingTrainingSelectionCompetencyOrganizationStudent BenefitsLeadershipAdaptiveTechnicalIntegrated & Compensatory14Behavior SpecialistOld model: Put out fires

IPBS: Guide systems-change and implementation

District Behavior Specialist/Coach/LeaderCoachingMeetingsData useIntervention fidelity

What skills do they need to do all of this? 16IPBS in a SchoolWhat we do not do: Admire the problemWhat we do: Progress monitorDevelop and oversee interventionsHow schools do itMeetingsSWPBS teamIPBS teamData guide decision-making

Decision-Making Flowchart

District Behavior Specialist/Coach/LeaderCoachingMeetingsData useIntervention fidelityGuide school-level evaluationTeam processSpecific interventionsOverall IPBS (BAT)CoordinationCommunicate with district teamPlan training scheduleSchedule assessmentsWhat skills do they need to do all of this? 21 Fixsen & Blase, 2008Performance Assessment (Fidelity)CoachingTrainingSelectionCompetencyOrganizationStudent BenefitsLeadershipAdaptiveTechnicalIntegrated & Compensatory22Selection (School)In a district that is committedActive supportCommits FTE to district coordinator/Beh specialistSustained implementation of Tier IAdministrative support and buy-inWillingness to reallocate rolesCommitment for 5 plus years

Selecting the District Level Behavior SpecialistExpertiseCoaching and data useTier II & Tier III Parent-school collaborationSelectionStart with clear job descriptionInterview processVignettesRehearsalAsk for previously completed FBAs and BSPsModel FBA interview

Selection Within the SchoolBuilding administratorinvolved with disciplineIPBS Team facilitatorBuilding Behavior Specialist(s)Tier 2 intervention coordinator(s)Data manager Fixsen & Blase, 2008Performance Assessment (Fidelity)CoachingTrainingSelectionCompetencyOrganizationStudent BenefitsLeadershipAdaptiveTechnicalIntegrated & Compensatory26Training Strategic Sequential Training SequenceCapacity BuildingStep 1IPBS overviewTeam organization, structure, and functioningData-based decision-making Step 2Secondary interventionsCICO as go to Tier II interventionStep 3Function-based support/capacity buildingStep 4Formative evaluationPlanning for sustainabilityStep 5Comprehensive supports Fixsen & Blase, 2008Performance Assessment (Fidelity)CoachingTrainingSelectionSystems InterventionFacilitative AdministrationData-Based Decision are SupportedCompetencyOrganizationStudent BenefitsLeadershipAdaptiveTechnicalIntegrated & Compensatory29Data-Based Decision-MakingDistrict provides data system for schoolsSchools use data to guide decision-makingDistrict uses data to guide district-level decision-making

Data SystemsSIWS and CICO SWISstay tuned for ISISFor nowSpreadsheet at Tier III

32Teacher Daily Ratings of BehaviorSWIS-CICO ReportSupport Plan ChangeDescription09/10/2008Check out with Joe Binder09/19/2008Check in and out with Joe Binder

Data-Based Decision-MakingDistrict provides data system for schoolsSchools use data to guide decision-makingDistrict uses data to guide district-level decision-making

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