Advanced Coaching: Providing Technical Assistance within the Tier II Process

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)

4. 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.

5. PD to Change Staff Behavior Staff Development Change in Teacher Practice Change in Student Outcomes Change in Teacher Beliefs Guskey, 1986

6. 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

7. 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

8. 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

9. 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

10. 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)

11. Benchmarks for Advanced Tiers(BAT)

12. Benchmarks for Advanced Tiers (BAT) • Allows teams to self-assess implementation status of Tier 2 & Tier 3 behavior support systems within their school.

13. 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?

15. 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.

16. 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

17. 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.

18. 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.

19. 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

20. 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

21. BAT Order of Analysis

22. BAT Order of Analysis

26. 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

27. A. FoundationsUniversal SW-PBS in Place • Specific Focus on Classroom • Review of essential features • Implementation Plan

29. Systems Teach Brief in-service, single topic focus Practice (performance feedback) Peer coaching Principal “walk-throughs”

30. 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)

31. 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

32. 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

33. 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

34. 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

35. C. Student Identification • Current data • Confidence in numbers • Consistency across data points • Teacher Referral • Screening Approximately 10-15% of total students

36. Data Decision Rules • Office Discipline Referral (ODR) • Major • Minor • Time out of Instruction • “Buddy Room” • “Safe Seat” • Discipline/ Detention Room

37. 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?______________________________________

38. 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

39. 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??

41. D. Monitoring & Evaluation • Teachers & family members involved in decision making about Tier II/III supports

42. 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

43. F. (plus additional) Tier II Strategies • Check in / Check Out • Social Skill Groups • Academic Supports

44. 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

49. 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

50. 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