Presentation Transcript

1. Advanced Coaching: Providing Technical Assistance within the Tier II Process

   Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions & Supports
2. Build parallel systemic processes Provide school/district teams with a process to address the presenting challenge (SWPBS) Develop a parallel process for districts/states to support school implementation and continue to expand with integrity (District /State Leadership Team)
3. Most TrainingGuskey (1986, 2000) Nearly every major work on the topic of staff development has emphasized the failings of these efforts. Majority of staff development fail to consider two factors: "What motivates teachers to engage in staff development, and the process by which change in teachers typically takes place" (p. 6). Considerations: Change is a slow, difficult, gradual process; Teachers need to receive regular feedback on student learning outcomes; and Continued support and follow-up are necessary after initial training.
4. PD to Change Staff Behavior Staff Development Change in Teacher Practice Change in Student Outcomes Change in Teacher Beliefs Guskey, 1986
5. Blueprint Logic - Training Assess and map training to school team “readiness” Training targets focus on specific steps in building a continuum of behavioral supports All training should be outcome based with measurable goals (along with tool to measure) Trainers must master and demonstrate competency on essential features
6. Most Technical Assistance Relies on expert model Case by case Contingent upon funding streams and/or student eligibility Often poor fit within an instructional model
7. Rethinking Technical Assistance Moving from a case by case expert model to building expertise in the school Focus of all TA is on teaching the school team to solve problems or address challenges for themselves Shift from providing answers to asking questions Shift from developing plans to prompting plan development Shift from being viewed as the expert to being viewed as a facilitator Will not replace need for specialist, re-focus all to building capacity
8. Blueprint Logic – Technical Assistance Key competencies and skill sets of TA providers provided Basic logic of SW-PBS problem solving adhered to across all related activities (data-practices –systems) Tools and measures to assist in process School Team(s) are target of all TA
9. Tools To Assist Identify Progress Monitoring Tool Tier I Team Implementation Checklist Benchmarks of Quality School-wide Evaluation Tool School Assessment Survey SWIS Tier II/III CICO Progress Monitoring Tool Benchmark for Advance Tiers (BAT)

10. Benchmarks for Advanced Tiers(BAT)

11. Benchmarks for Advanced Tiers (BAT) Allows teams to self-assess implementation status of Tier 2 & Tier 3 behavior support systems within their school.
12. Benchmarks for Advanced Tiers (BAT) Designed to answer 3 questions: Are foundational (organizational) elements for implementing Tier 2 & Tier 3 behavior support practices in place? Is a Tier 2 support system in place? Is a Tier 3 support system in place?
13. Instructions for Completing BAT Who: The team(s) or individuals involved with Tiers 2 and 3 behavior support Before starting the first administration, read through the items to determine who on campus will be likely to have knowledge of the topic(s). If there is not currently a team in place, the BAT should be completed by individuals with the most knowledge and involvement in supports at Tier 2 and Tier 3.
14. Instructions for Completing BAT How: As a group or each member independently. Team (or individuals involved with Tiers 2 and 3 behavior support) must reach consensus on the score for each item. If completed independently, the team reconvenes to review scores on each item. As a beginning Tier 2 team complete only sections A – G
15. Instructions for Completing BAT Scoring: After reviewing the rubric for each item, select the score that most closely matches the current level of implementation at the school Rate each item as … “2” fully in place, “1” partially in place, or “0” not yet started.
16. Using the BAT Results The BAT assesses progress over time, as scores on each area can be tracked on a year-to-year basis. School teams should use the BAT to build an action plan that defines next steps in the implementation process.
17. BAT Scales & Subscales Foundations A. Tier 1 Implementation of SW-PBS Tier 2 and 3 Foundations B. Commitment C. Student Identification D. Monitoring & Evaluation Tier 2 Targeted or Small Group Interventions E. Tier 2 Support System F. Main Tier 2 Strategy Implementation G. Main Tier 2 Strategy Monitoring & Evaluation
18. BAT Scales & Subscales Tier 3 Intensive Interventions H. Tier 3 Support System I. Tier 3 Assessment & Plan Development J. Tier 3 Monitoring & Evaluation Additional Tier 2 Targeted or Small Group Intervention Tier 2 Strategy Implementation Tier 2 Strategy Monitoring & Evaluation
19. BAT Order of Analysis
20. BAT Order of Analysis
21. Tier II Support Process Step 1 – Insure Universals, including Classroom, in place Step 2 – Student Identification Process Decision Rules Referral Screen Step 3 - Tier II supports Non-responders to classroom supports Match function of student behavior to intervention Progress monitor Step 4 - Evaluate Process
22. A. FoundationsUniversal SW-PBS in Place Specific Focus on Classroom Review of essential features Implementation Plan
23. Systems Teach Brief in-service, single topic focus Practice (performance feedback) Peer coaching Principal “walk-throughs”
24. Addressing Classroom Universals Develop a plan to: Identify strengths and areas of need Provide training for all staff on key features Identify a strategy to assess use Identify a strategy to provide performance feedback For Example All self-assess (pbis.org) Identify areas of need “Mini-modules” during faculty meetings (pbismissouri.org) Peer observe and count (performance feedback)
25. Essential Classroom expectations & rules defined and taught Procedures & routines defined and taught Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1) Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure Students are actively supervised Students are given multiple opportunities to respond (OTR) Activity sequence promotes optimal instruction time and student engaged time Instruction is differentiated based on student need
26. B. Commitment School-wide PBS Team Universals Connect points to Tier II & III Tier II (III) Team Partner Universal Team Coordinate and monitor tier II/III supports
27. Starting Point Work within current formal and informal systems Develop missing steps of efficient process Provide training and technical assistance to facilitators Guided process with templates for environmental modifications and interventions Goal = fluency among all faculty and staff
28. SAT Process Teacher Training and Support Targeted Interventions Individual Student Plans SAT Team Administrator Counselor Behavior Specialist STAT Team Core Team/Classrooms Implement AIS Monitor Progress Refer to SAT Core Team Representative SAT Partner Core Team Teachers *Meets Weekly RRKS Team School-Wide Systems Matrix Lesson Plans School-Wide Data Acknowledgement Communication Core Team Representative District PBS Support Building Administrator and Counselors *Meets Monthly
29. C. Student Identification Current data Confidence in numbers Consistency across data points Teacher Referral Screening Approximately 10-15% of total students
30. Data Decision Rules Office Discipline Referral (ODR) Major Minor Time out of Instruction “Buddy Room” “Safe Seat” Discipline/ Detention Room
31. RRKS TOC (front side) RRKS – Time Out of ClassCode: _____ Student: _________________________ Date:______________________ Incident Time: ____________________# of min. out of rm.: __________ Teacher: _______________________Subject: ____________________ What did you do/not do that got you sent out of class? ________________________________________________________________________________________________________________________ Circle the RRKS expectation that was not followed: Respect Responsible Kind Safe What will you do differently next time?______________________________________
32. RRKS TOC (back side) Processing Checklist: Processing data & time: Review with the student reason he/she was sent out. Teach & practice replacement behavior. Provide positive reinforcement for replacement behavior. Check the setting in which the behavior occurred. Minor List: Circle the appropriate code
33. Other Strategies to Identify Students Teacher Referral Questions to discuss: Who completes When What data must be used/cited Focus on externalizing and internalizing Screening (pbismissouri.org) What instrument Schedule Parent Referral??
34. D. Monitoring & Evaluation Teachers & family members involved in decision making about Tier II/III supports
35. E. & F. Tier II Support systems Centralized assignment Each strategy has a coordinator Classroom supports continued / modified ALL in building aware of their role in supporting students in Tier II Supports In line with universal expectations Data used to place student in appropriate Tier II support
36. F. (plus additional) Tier II Strategies Check in / Check Out Social Skill Groups Academic Supports
37. G: Monitor Student Progress and Evaluate Process Original data sources that lead to student identification ODR (major / minor) Attendance Academics “Time out of class” Teacher perception Key = frequent and regular Celebrate success Adjust if student doesn’t respond (or problems start reappearing) Cost/Benefit Analysis of overall process
38. H. I., & J.: Tier III Follow same system structure Data decision rules to identify student(s) Teacher & Family involvement Centrally coordinated Match intervention to student need FBA Other supports Carefully monitor and evaluate
39. FBA – PBS Plan Process Success requires: Individual(s) with expertise in FBA-PBS Fluency with a clear process among all staff whereby roles are clearly defined A basic understanding of Applied Behavior Analysis (Behavior is functionally related to the teaching environment) among all school staff
40. Process (FA to PBS) Conduct functional behavioral assessment Create plan based on functional assessment outcome Develop infra-structure to support behavior change (system change)
41. Outcome = Hypothesis Hypothesis statement regarding the likely functions of the problem behavior and the context (social and environmental conditions) in which it is most likely to occur.
42. Hypothesis When this occurs…. The student does…. To get/avoid...
43. Competing Behavior Pathways Model Desired Alternative Maintaining Consequences Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative Setting Event Manipulations Antecedent Manipulations Behavior Teaching Consequence Manipulations Sugai, Lewis-Palmer & Hagan, 1999
44. Monitor & Evaluate Implementation fidelity Student progress monitoring Environmental changes Re-teach skills Increase Reinforcement Re-assessment

45. Advanced Coaching: Providing Technical Assistance within the Tier II Process

    Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions & Supports