Example: District Individualized Interventions

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Example DistrictIndividualized Interventions

• 11 schools (alternative school not participating
• About 5,300 students
• District-wide EBS project
• District-wide Reading project

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Role of Leadership Team

• Meets monthly
• Activities Include
• Identifying, organizing and coordinating district
  EBS efforts
• Provide appropriate EBS training to school teams
• BISSC (Bethel Individual Student Systems Cadre)
• Serve as liaison to district administration

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Provision and Coordination of District Support

• EBS Leadership Team
• Special Services Administrators
• Carl Cole and Ginger Kowalko
• EBS District Coordinator
• Celeste Dickey
• District Multicultural Coordinator
• Remie Calalang
• Curriculum Director
• District Behavior Specialist, Monica Bounds
• University of Oregon
• Teri Lewis-Palmer, George Sugai, Brigid Flannery

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Bethel Individual Student Systems Cadre (BISSC)

• BISSC is a district-wide team that started in
  winter of 2002 and is focused on providing
  support to students with intense behavioral needs
• Bethel already had district school-wide
  discipline and reading initiatives in place

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Purpose

• The purpose of BISSC is to extend the existing
  school-based continuum of PBS to the district
  level by increasing communication between key
  individuals, coordination of efforts, and
  specialized technical assistance

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In general, BISSC

• Meets twice a month
• BISSC
• Mini-BISSC
• Is comprised of representatives from every school
  within the district and includes
• Counselors, Special education teachers, General
  education teachers, Autism specialists,
  Speech/Language Specialists, and School
  Psychologists
• District-wide behavior specialist, EBS
  coordinator, UO personnel

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Goals

• To identify and assist schools in implementing
  critical systems features for supporting students
  with intense needs efficiently and effectively
  (see flowchart)
• To train at least one member of each school team
  to conduct an FBA and develop a function-based
  BIP including plans for implementation,
  monitoring and a connection to IEPs
• Case Presentations
• Practice and Modeling
• On-site support
• Formal content training

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• To provide technical support in developing
  function-based support plans for students with
  intense needs.
• Mentor Teams (i.e., behavioral expertise,
  curriculum instruction expetise,
• Speech/Language, Autism Specialists,
• On-Site support
• Increasing communication and case coordination
  between school teams and district-level staff
  (see Tracking Sheets)

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Level 1Provision of Classroom Supports
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Level 2Provision and Coordination of School
Supports
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Level 3Provision and Coordination of District
Support
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Next Steps

• Continue school-wide efforts
• Increase efficiency and effectiveness of
  classroom systems
• Classroom assessment, Guess Check
• Continue to build behavioral capacity
• TAT, Targeted group interventions
• Summer workshop, on-going meeting
• Evaluate the effectiveness of BISSC
• Quality of plans
• Monitoring and data-based decision-making
• Fidelity of implementation
• Replicate in other districts/counties