Outcomes of the Day

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Positive Behavior Support
Instructional Decision Making

Developing Systems to Help All Students Be
Successful
Angelisa Braaksma, PhD Heartland AEA 11
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Thank You to

• OSEP Technical Center for PBS
• Rob Horner and George Sugai
• Iowa Department of Education
• Heartland AEA 11
• Wendy Robinson and Shannon Harken

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Overview

• Definition
• Guiding Principles of IDM
• Models of PBS and IDM
• AEA 11 Training Model
• Lessons Learned

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Definitions

• IDM An ongoing process of using student
  achievement data to guide instructional decisions

• PBS A set of systems and strategies designed to
  increase the capacity of schools to (1) reduce
  disruption and (2) educate all students,
  including those with problem behaviors

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Instructional Decision Making
Is Not
Is
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Rationale for IDM

• We need one process in our schools to make
  instructional decisions that are
• Efficient
• Proactive
• Based on early intervention
• Matches resources to needs
• Integrated
• Focused on student learning

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Guiding Principles of IDM

• Each student is part of the general education
  system and has the means to (1) access the
  general education curriculum, or (2) demonstrate
  mastery of and receive an enriched/accelerated
  version of the curriculum

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Guiding Principles of IDM

• There is shared responsibility for student
  learning and achievement across the entire school
  community
• The best way to address student learning is to be
  proactive therefore, any process of
  instructional decision-making must allow for the
  earliest possible differentiation

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Guiding Principles of IDM

• Differentiated instruction is essential to meet
  the needs of all learners
• Differentiated instruction necessitates
  thoughtful planning of instructional tasks with
  regard to pacing, content, process, product, and
  environment

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Guiding Principles of IDM

• Accurate reliable data are essential to determine
  the instructional needs of all students and to
  match resources to those needs
• Multiple sources of data are needed to
  effectively inform instructional decisions

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Guiding Principles of IDM

• The effectiveness of instruction is routinely
  monitored continuously collected formative data
  are used to indicate when changes in instruction
  are needed

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Guiding Principles of IDM

• Parents are vital members of the team to support
  students
• Administrators and teacher leadership teams are
  vital in the instructional leadership and
  data-based decision-making of a district and
  school

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Guiding Principles of IDM

• Quality professional development is required to
  support implementation of a systemic effort to
  support IDM and to ensure that teachers have
  adequate tools and strategies to meet diverse
  student learning needs

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Guiding Principles of IDM

• Administration must provide teachers with the
  necessary supports and resources to meet the
  needs of all students

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Additional Principles from PBS

• Every child entering schools needs behavior
  support/instruction
• Give priority to empirically validated procedures
  and systems that have demonstrated effectiveness,
  efficiency, and relevance
• Integrate academic and behavioral success for all
  students
• Increase collaboration across multiple community
  support systems

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The Conceptual Models-The Big Picture
Viewpoint
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Conceptual Model of PBS
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Primary Prevention

• Focuses on preventing the development of new
  cases of problem behaviors by focusing on all
  students and staff, across all setting
• Defining and teaching school-wide expectations,
  acknowledging appropriate behaviors, using
  consistent corrective consequence, using data to
  guide decisions
• Expect about 80 of students to be successful
  with this level of support

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Secondary Prevention

• Focuses on reducing the number of existing cases
  of problem behaviors by establishing efficient
  and rapid responses to occurrences of problem
  behavior
• Support for those students who are at-risk
• Expect about 10-15 of students to need this
  level of support

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Tertiary Prevention

• Focuses on reducing the intensity and/or
  complexity of existing cases of problem behavior
  that are resistant to primary and secondary
  prevention efforts
• Students in need of intense, individualized
  intervention support
• About 1-5 of student population

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Conceptual Model of IDM
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IDM CYCLES Core, Supplemental, Intensive

• IDM Cycles
• Curriculum
• Instruction
• Assessments

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Core Cycle Defined

• By district or grade level
• What is intended to be taught (curriculum)
• What is actually taught and how (curriculum and
  instruction)
• What is assessed (assessment)
• Strong enough to ensure that at least 80 of
  students meet proficiency with differentiation
• Generally received by all students
• Practices based on the continuous improvement
  process

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Supplemental Cycle Defined

• Strategies, materials, and instruction are chosen
  based on students needs and is provided to SOME
  students
• Screening and formative assessments are used
• Diagnostic assessments are used if they are
  needed to pinpoint the instructional needs
• Increases the intensity of instruction through
  additional time, explicitness, practice
  opportunities, and more feedback

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Supplemental Cycle Guidelines

• Must be designed to match identified needs
• Should always be based on student data
• Almost always given in small groups
• On-going data determines need to continue,
  discontinue, or change curriculum, instruction,
  and/or assessment

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Supplemental Cycle Guidelines for Learners who
Struggle

• Is in addition to and aligns with the core cycle
• Uses more explicit instruction
• Provides more intensity
• Additional modeling and guided feedback
• Immediacy of feedback
• Does NOT replace core

Core
Supplemental
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Supplemental Cycle Guidelines for Highly
Proficient Learners

• For students who demonstrate mastery of the core
• Enriches core instruction/content
• Accelerates core instruction/content
• Group within, across and/or outside the classroom

Core
Supplemental
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Intensive Cycle
Instruction provided to a few students who need
significant differentiation and greater intensity
in their instruction.
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Intensive Cycle Defined

• Instruction provided to a few students who need
  significant differentiation and greater intensity
  in their instruction
• Very precisely targeted strategies, materials,
  and instruction
• Provided in addition to core
• Screening data used to identify student
• Diagnostic assessments are used to pinpoint
  instructional needs
• Frequent progress monitoring data is used to
  guide instruction

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Supplemental vs. Intensive Cycle for Learners who
Struggle

• More in-depth diagnostic assessment
• Amount of instructional time
• Length of time presumed to remediate the
  students skill problems
• Intensity of materials/instruction
• Frequency of monitoring
• Group size
• Level of rigor

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Intensive Cycle for Learners Who Struggle

• In addition to and aligns with the core cycle
• Smaller instructional groups or individual
  student
• More instructional time
• More detailed modeling and demonstration of skill
• More extensive opportunities for guided practice
• More opportunities for error correction and
  feedback

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Intensive Cycle for Highly Proficient Learners

• Not in addition to core
• Advanced levels of curriculum, enrichment/accelera
  tion

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Cycles in Implementing IDM
IDM is a continuous improvement process based
upon data!
IDM instructional groups are flexible and
frequently changing based upon the data
Students move through the cycles based upon
data.
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The Operational Models-Moving from Theory to
Practice
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Operational Models of PBS
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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
SYSTEMS
DATA
Supporting Staff Behavior
PRACTICES
Supporting Student Behavior
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Systems

• Leadership Team
• Evaluation
• Communication
• Coaching and Training
• Policy Development
• Funding

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Practices

• Instructional Lessons
• Routines
• Supervision
• Reinforcement
• Continuum of Consequences
• Instructive Discipline

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Data

• Central Data System
• Consistent Data Entry
• Comprehensive
• Efficient Referral Form
• Multiple Sources of Data

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Outcomes

• Specified academic and social behavior outcome
  indicators
• Linked to school improvement objectives
• Linked to individual students academic and
  social goals
• Increased quality of life
• Increased social belonging

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Targeted Areas of PBS

• School-wide
• Classroom
• Nonclassroom
• Individual student

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School-wide Positive Behavior Support Systems
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School-wide Systems

• 1. Common purpose approach to discipline
• 2. Clear set of positive expectations behaviors
• 3. Procedures for teaching expected behavior
• 4. Continuum of procedures for encouraging
  expected behavior
• 5. Continuum of procedures for discouraging
  inappropriate behavior
• 6. Procedures for on-going monitoring evaluation

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Classroom Setting Systems

• Classroom-wide positive expectations taught
  encouraged
• Teaching classroom routines cues taught
  encouraged
• Ratio of 6-8 positive to 1 negative adult-student
  interaction
• Active supervision
• Redirections for minor, infrequent behavior
  errors
• Frequent precorrections for chronic errors
• Effective academic instruction curriculum

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Nonclassroom Setting Systems

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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Individual Student Systems

• Behavioral competence at school district levels
• Function-based behavior support planning
• Team- data-based decision making
• Comprehensive person-centered planning
  wraparound processes
• Targeted social skills self-management
  instruction
• Individualized instructional curricular
  accommodations

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Operational Model of IDM
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Three Phases

• Three Phases of Implementation
• Consensus Building (Commitment)
• Infrastructure Development
• Implementation

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CONSENSUS
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Consensus Building

• Explanation of why
• Provides the foundation for all work
• With a shift in practices and in thinking,
  understanding the why is what will increase
  sustainability
• Combination of vision and support
• Intended benefits
• Increases personal investment
• Validation of concerns
• Provides information to decrease anxiety

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Consensus Building is Integral

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Infrastructure Development Phase

• Major structures needed to support the
  implementation and sustainability of IDM
• - Curriculum, Instruction and Assessment
• in Core, Supplemental, and Intensive
• Cycles
• - Leadership Team
• - Professional Development
• - Resources (time, people, money)
• - District/Building policy and procedures
• - Communication plan
• -Action plan across all 3 phases

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Infrastructure Development

• The infrastructure can be built by answering a
  series of questions.
• These questions become the framework.
• The questions guide the work.
• The process is continuous.

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Infrastructure IDM Guiding Questions

• Is the core program sufficient?
• If the core program is not sufficient, why isnt
  it?
• How will needs identified in the core be
  addressed?
• How will the effectiveness and efficiency of the
  core be monitored over time?
• Have improvements to the core been effective?
• For which students is the core program sufficient
  or not sufficient and why?
• What specific supplemental and intensive
  instruction is needed?
• How will supplemental and intensive instruction
  be delivered?
• How will effectiveness of supplemental and
  intensive instruction be monitored?
• Which students need to move to a different level
  of instruction?

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Core Cycle
1. Is the core program sufficient? 2. If the core
is not sufficient, why isnt core sufficient?
3. How will needs identified in core be addressed?
5. Have improvements to the core been effective?
4. How will the sufficiency and effectiveness of
the core program be monitored over time?
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Supplemental/Intensive Cycle
6. For which students is the core program
sufficient and not sufficient and why?
7. What specific supplemental and intensive
instruction is needed? 8. How will specific
supplemental and intensive instruction be
delivered?
10. Which students need to move to a different
level of instruction?
9. How will the effectiveness of supplemental and
intensive instruction be monitored?
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Action Plan

• Action plan address all 3 phases of the IDM
  Operational Model
• Ensures mindful planning for consensus building
• Captures the infrastructure development steps
• It is the Road Map for Implementation

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Implementation Phase

• This is where all of the planning pays
  off!
• The process of bringing the action plan
• to life
• Revisit the supports designed during the
  infrastructure phase
• Revisit consensus building

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The Process is Ongoing and Long-Term

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Heartland AEA 11 - IDM Training Model
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IDM Training Model

• IDM Overview (includes academic and behavior
  information)
• Readiness Survey completed by buildings
• Building commits to training sequence
• Building identifies a Leadership Team
• Internal and External Coaches are identified

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IDM Training Model

• IDM - Reading
• Overview and Leadership
• Consensus Building
• Reading Content
• Core
• Supplemental
• Intensive
• Year 2
• On-going implementation and deeper content

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IDM Training Model

• IDM - Behavior/PBS
• Overview of IDM
• Overview of PBS
• Leadership
• Needs Assessment
• Consensus Building

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IDM Training Model

• IDM - Behavior
• PBS Core Cycle
• Define and teach expectations
• Acknowledgement system
• Consequence System
• Data to guide decisions
• Year 2
• Reviewing Core
• Supplemental and intensive

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Lessons Learned

• PBS and IDM
• Are both about continuous school improvement
• Are both frameworks for systems supports for all
  students
• Are both about providing quality instruction
• Focus on prevention and early identification of
  students in need
• Focus on helping all students be successful

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Lessons Learned

• PBS and IDM
• Match resources/level of intensity of supports to
  students identified needs
• Use data to evaluate and guide decisions
• Require on-going professional development
• Require a Leadership Team and active
  administrator participation
• Focus on sustainable change to support all
  learners

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Lessons Learned - The Differences

• Teams are more open to developing or modifying
  the core cycle for behavior
• Less preconceived notion of core for behavior
• It can be difficult to get Leadership Teams to
  focus on the core cycle for academics - many
  focus on supplemental and intensive cycles
  initially

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Lessons Learned - The Differences

• It tends to be easier to get consensus to support
  change in the area of behavior
• It tends to be easier to get consensus to provide
  instruction in the area of reading/math
• Changes from PBS tend to be more reinforcing to
  teams/staff members

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Lessons Learned

• Difficult to train academic-focused and
  behavior-focused teams together
• Difficult to implement and sustain change in
  multiple areas at one time

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Closing Comments

• In order for all students to be academically and
  socially competent adults, schools need to focus
  on system supports for both academics and
  behavior
• IDM and PBS provide the system frameworks
• The bigger picture - it really is about
  continuous improvement and developing sustainable
  systems to support all learners

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Information and Questions

• Angelisa Braaksma
• 1-800-670-4729
• abraaksma_at_aea11.k12.ia.us
• School-wide Positive Behavior Support
  Implementers Blueprint and Self-Assessment at
  http//www.pbis.org/tools.htm
• Instructional Decision Making (IDM) at
  http//www.iowa.gov/educate/content/view/801/840/