MU Center for SW-PBSCollege of EducationUniversity of Missouri

Team Workshop for Tier 3 Advanced SW-PBS Teams:

Session 3 – Monitoring Fidelity and Professional Development

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Working AgreementsBe Respectful• Be an active listener—open to new ideas• Use notes for side bar conversations

Be Responsible• Be on time for sessions• Silence cell phones—reply appropriately

Be a Problem Solver• Follow the decision making process• Work toward consensus and support decisions of the group

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Attention Signal Practice

• When I raise my hand and ask for “ATTENTION HERE PLEASE” finish your conversation within 10 seconds and wait for the next instruction

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Introductions

• Insert an Introductions Activity.

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Outcomes TodayAt the end of today’s session, you will be able to…

• Document a plan for monitoring fidelity of Tier 3 intervention implementation.

• Review Professional Development of Tier 3 systems and practices

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Identifying Data Collection NeedsQuestions to Ask Example Data Source

• What data do we need to make good decisions? (Student File Measures)

• What are we going to collect/track, and how are we going to collect it? (Measure Description)

• How often will we collect data? (Time Segments, Data Entry Schedule)

• How will we collect and report data? (Metric)

Documentation: • Individualized Education Plan (IEP)

• Behavior Support Plan (BSP)

• Data Collection Sheet(s)

• Functional Behavioral Assessment (FBA) Documentationo FACTS/interviews, direct observation

data, student assessments

Additional Resources: Student Support TeamDistrict Tier II/III Coach

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Review Activity:

• Define the behavior observed and how you could progress monitor this behavior• On what schedule?• Using what method?

• Behaviors: Off task behavior, disrespect, disruptions, non-compliance

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Fidelity of Implementation Measures

Fidelity measures the degree to which the intervention was implemented as defined/expected.

Example: Staff will strive for 80% fidelity of implementation as measured weekly (or bi-weekly) on a scale of 1-5.

Make it easy for staff to record! • Fidelity Check Board: X on number line in staff room

• Fist to Five: During team meeting

• Fidelity Check Basket: Drop off your response

• Direct observation (requires trusting & supportive staff climate)

• Self Check (Staff checks off steps completed)

How well did we do what we said we would do?

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• Fidelity data is an opportunity to discuss the student’s support plan, not a tool to pick on staff!

• Questions to ask of fidelity data: 1. Is the plan being implemented?

2. Is the plan a good contextual fit for the environment?

3. Is additional training or coaching needed?

4. Are there sufficient resources allocated to implement the plan?

5. Has something changed (e.g., staff, schedule, student behaviors)?

Introducing Fidelity of Implementation

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Outcome Measures

“Outcome Measures” track what effect the implementation of the plan is having on the student’s academic and/or social behavior.

What do we want to track and how? • Problem behavior (e.g., duration, frequency, intensity)• Replacement/Desired behavior (e.g., duration, frequency,

points earned)• Academic behavior (e.g., correct words per minute, test scores,

correct sounds produced, level of participation)• Skill acquisition (e.g., steps of hand-washing completed,

vocabulary words)

Is the plan having an effect on the student’s behavior?

Data Collection Samples

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• How many days did you implement the plan?

Wk 1: 1 2 3 4 5Wk 2: 1 2 3 4 5Wk 3: 1 2 3 4 5Wk 4: 1 2 3 4 5Wk 5: 1 2 3 4 5Wk 6: 1 2 3 4 5Wk 7: 1 2 3 4 5

• With what level of quality did you implement the plan?

Wk 1: 1 2 3 4 5Wk 2: 1 2 3 4 5Wk 3: 1 2 3 4 5Wk 4: 1 2 3 4 5Wk 5: 1 2 3 4 5Wk 6: 1 2 3 4 5Wk 7: 1 2 3 4 5

Fidelity of ImplementationScale of 1 (low) – 5 (high)

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Staff Fidelity Card

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Student Point Card

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Combined Data Collection SheetsStudent: B.B.

Week: last week

Count of Disrespectful

Behavior

Assignments Fidelity (1-5)(Fridays only)

Completed Assigned

Monday 18 1 10

Tuesday 20 1 10

Wednesday 17 1 11

Thursday Absent - -

Friday 19 1 9 3

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Activity:

• Using a BIP from your school – determine which steps of the BIP could be assessed for fidelity and create a chart to track and monitor fidelity data

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Action Plan• Goal: Establish a system for developing an evaluation

and monitoring plan Action Steps:• Develop procedures for assessing fidelity of implementation

of BIP

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Individual Student Information System (ISIS-SWIS)

• ISIS-SWIS is a decision system for students receiving more intensive, individualized supports for academic, social, or mental health services.

• Teams using ISIS-SWIS can:• Upload and store

documentation.

• Define data collection measures.

• Summarize data for decision making.

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What is ISIS-SWIS? Individual Student Information System

ISIS-SWIS is an application within the SWIS Suite designed to coordinate and monitor individualized student support.

ISIS-SWIS allows teams to: • Set up, collect, and monitor a student’s outcome data on

individualized goals based on team agreements. • Set up, collect, and monitor fidelity data about the

implementation of the support plan. • Upload and store critical student plan documents needed

for planning and decision making. • Summarize outcome and fidelity data for problem solving and

decision making.

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School-Wide Information System (SWIS) is a web-based decision system designed to help school personnel to use office referral data to monitor progress of school-wide and individual student interventions.

CICO-SWIS is a decision system for targeted or group-based interventions for students needing additional support beyond the Universal or Tier 1 system.

ISIS-SWIS is a decision system for students requiring more intensive and individualized supports for academic social or mental health services.

Where Does ISIS-SWIS Fit?

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Advantages of ISIS-SWISEfficiency

Structured creation and maintenance of student files

One home for progress monitoring, goal setting, and decision making

Instantaneous access to data

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Efficiency

• ISIS-SWIS provides structure & tools for creating and maintaining student support files.

• ISIS-SWIS brings individualized student progress monitoring, goal setting, and decision making into one place.

• ISIS-SWIS supports efficient data entry to keep records current.

• ISIS-SWIS allows teams to easily access data for timely review and decision making.

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Equity• ISIS-SWIS provides equal access to quality

support for students requiring individualized interventions.

• ISIS-SWIS provides staff with predictability, leading to clear roles and responsibilities.

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Quality• ISIS-SWIS brings together goals/objectives

from a student’s support plan (e.g., FBA, BSP, IEP) into a comprehensive student file to allow for quality decision making.

• ISIS-SWIS supports compliance with federal procedures around Tier III Support (e.g., FBA, BSP, IEP).

• ISIS-SWIS documents the history of student interventions and progress.

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ISIS-SWIS allows progress monitoring to be individualized based solely on the team’s identification of the student’s needs.

Number of measures (fidelity and outcome)Team member access to dataMeasure details and metric typesData collection schedule(s)Individualized goal(s)Wide variety of reporting optionsHistory of plan changes and anecdotal notes

Flexibility

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Why was ISIS-SWIS developed?

Schools needed: • A way to efficiently enter, store, and summarize data

for decision making. • A system designed for team-based planning. • A system with the flexibility to monitor progress for

students with a variety of behavioral and academic needs and supports.

Developers: May, S., Talmadge, N., Todd, A. W., Horner, R. H., McGovern, S., Morris, J., Conley, K., Sampson, N., Eliason, B., & Cave, M.

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Why was ISIS-SWIS developed?

Overall Goal: Make schools more effective learning environments.

Strategy: Repeatedly giving people the right information, at the right time, in the right format is the single most effective way to improve decision making and valued outcomes. (Gilbert, 1978)

Behavior: Social behavior is the single most common reason students are excluded from schools.

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Discussion

• Review with your team the ISIS-SWIS information.• What is your team currently using to track data?• As you continue your Tier 3 training, would ISIS-

SWIS be a program your school might consider using?

• How can your team use this information to improve your Tier 3 implementation?

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Outcomes TodayAt the end of today’s session, you will be able to…

Document a plan for monitoring fidelity of Tier 3 intervention implementation.

• Review Professional Development of Tier 3 systems and practices

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Effective Professional Development

Key to success will be the effectiveness of the staff development you provide.

An effective intervention is one thing.Effective implementation of an effective

intervention is a very different thing.Dean Fixsen, 2008

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Effective Professional Development

Effective professional development addresses the flaws of traditional approaches, which are often criticized for being fragmented, unproductive, inefficient, unrelated to practice, and lacking in intensity and follow-up.

Eric Clearinghouse on Teaching and Teacher Education

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Reflect on Your Own Experience

• Make a t-chart for your team and label one side “Effective PD” and the other “Ineffective PD”

• What are the characteristics of effective professional development you have received?

• What are the characteristics of ineffective professional development you have received?

• List these characteristics on your team’s t-chart

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Effective Professional Development

• Research-based• Consistent, ongoing• Convenient• Relevant• Differentiated

Nobori, 2011

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Quality Professional Development

Other characteristics:

• Includes training, practice, feedback and coaching or other follow-up procedures/support

• Provides opportunities for teachers to interact with peers

Ismat, 1996

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How Did You Do?

• Compare the "Effective PD" column of the t-chart your team created earlier with the characteristics described by Norobi and Ismat. Are there similarities?

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OUTCOMES

(% of Participants who: Demonstrate Knowledge, Demonstrate New Skills in a Training Setting, and Use New Skills in the

Classroom)

Training Components

Demonstrate Knowledge

Demonstrate New Skill in Training

Use New Skills in Classroom

Theory and Discussion

10% 5% 0%

Plus Demonstration in Training

30% 20% 0%

Plus Practice and Feedback in Training

60% 60% 5%

Plus Coaching in the Classroom

95% 95% 95%

Joyce and Showers, 2002

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Discussion

• Discuss the findings of Joyce and Showers and how this information impacts the type of professional development you will need to provide your staff.

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Finding Time . . . . • Can staff meetings have an instructional focus

instead of a managerial focus?• Can portions of grade level/departmental

planning times be used for staff development?• Can classes/activities be covered by other

available school personnel for teachers to attend staff development?

• Can technology be utilized to allow for flexible training times?

• Other ideas?40

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Discussion

• What options are available in your school for scheduling Tier 3 professional development opportunities?

• How far in advance is the professional development calendar established?

• Do you need to start planning now to get additional time on the calendar for next year?

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Updating Staff

• Develop standard procedures for providing updates to administrator, team, staff and others involved with student support– What will be communicated?– Who will communicate this information?– How will it be communicated?– When will it be communicated?

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Discussion

• Does your Tier 3 team have an effective system already established for updating staff? If not:• How do your Tier 1 and Tier 2 teams provide

regular staff updates? • If that system is effective, can your Tier 3 team

incorporate the same system?

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Action Plan• Goal: Develop a system for providing ongoing

professional developmentAction Steps:• Develop a system for regularly updating staff• Create a calendar of ongoing professional development

regarding Tier 3

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Tier 3 Staff Handbook

• Your Tier 3 staff handbook will serve as a reference for staff and document your Tier 3 data, systems, and practices

• Information in your Tier 3 Staff Handbook will provide the basis for your Tier 3 professional development

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Tier 3 Staff Handbook Organizer

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Discussion

• Review the Tier 3 Staff Handbook Organizer.• What do you already have available that can be

added to your Tier 3 Staff Handbook?• As you continue your Tier 3 training, who will be

responsible for adding/updating your Tier 3 Staff Handbook?

• How will staff access the handbook? Will you provide hard copies? Electronic copies?

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Tier 3 Staff Handbook Organizer

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Action Plan• Goal: Develop a system for providing ongoing

professional developmentAction Steps:• Develop- a Tier 3 Staff Handbook

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Next Session:T3A Session 4

Using Environmental InterventionsMarch 30, 2016

Edplus Building AnnexThings to Bring:

Laptop, Tier 3 workbook, Action plan, Items needing to be worked on

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Contact Information:Dr. Deb Childs

childsde@Missouri.edu636/373-1533