A Framework for Making a Difference

Rob Horner, University of Oregon

Deputy Director of the Research to Practice Division for the U.S. Department of Education’s

Office of Special Education Programs.

Messages from Renee

• Your IDEA Discretionary Budget has been doubled

• Everyone gets an OSEP State Professional Development Grant (SPDG) to implement PBIS

• As of Nov 1 you will receive a 10% increase in state-supported education spending.

Now … What to Do

• Backfill the system that has been dismantled over the past 3-5 years.

• Design a system that is more effective, efficient and equitable.

Sessions from Forum

High School

Check in/ Check out

PBIS

Foundations

Classroom

Systems

Community/ School PartnershipFunctional Behavioral Assessment Family

Engagement

Coaching

Bully Prevention

Social Skills Instruction

Integrated Systems

Framework

Evaluation

Juvenile Justice

Themes Affecting Education:Multi-tiered Systems, Evidence-based Practices, Implementation Science

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Com

pete

ncy

Organization

Effective Implementation

Multi-tiered Systems of Support

Evidence-based Practices

Implementation Science

Evidence-based Practices• Current emphasis on educational efficiency requires greater

care in the selection of educational innovations.

• Current practices need: • 1. Demonstrated effectiveness• 2. Practical efficiency• 3. Local acceptability

• The growing importance of evaluation data • 1. Measures of “fidelity” (treatment integrity)• 2. Measures of student outcomes

Oregon Scaleworthy Standard Operating Procedure•

• Standard Operating Procedure: Scaleworthy• • Promoting Educational Effectiveness in Oregon:• Standard Operating Procedure for Identifying and

Implementing Educational Innovations• --------------------------------------------------------------------------• Practices may be:

• (a) Standard, • (b) Emerging/ Promising • (c) Scaleworthy, or • (d) Not recommended

Oregon Scaleworthy SOP•

• Standard Operating Procedure: Scaleworthy• • Promoting Educational Effectiveness in Oregon:• Standard Operating Procedure for Identifying and

Implementing Educational Innovations• --------------------------------------------------------------------------• Practices may be (a) Standard, (b) Emerging, (c) Scaleworthy

or (d) Not recommended

Criteria for a Scaleworthy Educational Practice:

1. Practice addresses a major educational goal

2. Procedures are operationally defined

3. Practice include a professional development protocol

4. Practice include a measure of fidelity and procedures for

improving implementation.5. Practice has been validated as effective in a peer-

reviewed publication6. Practice has been demonstrated as feasible and effective

in at least 50 schools in Oregon

7. Practice is documented to as, or more efficient than

current alternatives.

Measuring Fidelity

• School-level implementation• Classroom-level implementation• As an individual student support team• As a district• As a state• -------------------------------------------------• The PRIMARY reason we measure

fidelity is to improve implementation.

Evidence-based Practices that are effective for ALL• Race, Ethnicity, Gender, Disability, Economic Status

Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups?

All Students Nat Asian Af Am Latino PacIs White0

5

10

15

20

25

30

35

Students with Major ODR/100 Students Enrolledn = 69 schools

200506200607200708

From: Vincent, Cartledge, May & Tobin, 2009

Main Messages:

1. Reduction in ODRs occurred for all ethnic groups

2. Racial disproportionality was reduced, but not eliminated.

Number of students with ODRs across 85 elementary schools adopting SWPBIS

16000

17000

18000

19000

20000

21000

22000

23000

Year 1 2008-2009 Year 2 2009-2010 Year 3 2010-20113200

3300

3400

3500

3600

3700

3800

3900

4000

Year 1 2008-2009 Year 2 2009-2010 Year 3 2010-2011

All Students Students with IEPs

Tobin, T., Horner, R., Vincent, C., (2012)

Pre PBIS With PBIS Pre PBIS With PBIS

16% Reduction

12% Reduction

Multi-Tiered Systems of Support

• Define the Core Features of any Multi-tiered System• Any educational intervention should be delivered with multiple

levels of intensity.• Educational success requires attention to the interface of

student/ school/ family/ community.

• Implications• Invest in prevention first: Focus on Tier I supports• All interventions/supports designed around multiple tiers• Respond early to educational problems

• Universal Screening• Progress Monitoring

• Changing the way we define and deliver special education.

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/ Check out• Targeted social skills instruction• Anger Management• Social skills club• First Step to Success

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• Check and Connect•

PRIMARY PREVENTION• Teach SW expectations• Consistent Consequences• Positive reinforcement• Classroom Systems• Parent engagement• Bully Prevention

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

Making Multiple Tiers of Support More Accessible• Linking Academic and Behavior Supports

• Linking behavioral, medical, mental health supports

• Linking function-based supports with every school• Making Tier II, Tier III content accessible.

0.8 1 1.2 1.4 1.6 1.8 20

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

Axis Title

Axis Title

Behavior Risk (ODR) Tier I 0 1 Tier II Other 2 3 4 5 Tier III Other 6 8 10 12+

Lite

racy

Ris

k

Tier

I Ri

sk

Tie

r II R

isk

T

ier I

II Ri

sk

Implementation

• Student Outcomes = Practices X Implementation

• Stages of Implementation• Exploration, Installation, Initial Implementation,

Full Implementation

• Implementation Drivers• Selection, Training, Coaching, Performance Feedback

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Com

pete

ncy

Organization

Effective Implementation

© Fixsen & Blase, 2008

Performance Assessment (fidelity)

Coaching

Training

Selection

Effective Implementation

Com

pete

ncy D

river

s

Com

pete

ncy D

river

s

Systems Intervention

Facilitative Administration

Decision Support Data System

Organization Drivers

Organization Drivers

AdaptiveTechnical

Leadership DriversLeadership Drivers

Impl

emen

tatio

n

Dri

vers

Student Outcomes Implications___________________

When developing training for school

teams…

1. Always train coaches and trainers

2. Build local capacity (evaluation, behavioral expertise)

3. Start with data (both Fidelity and Outcome)

Number of Schools Implementing SWPBIS since 2000

00 01 02 03 04 05 06 07 08 09 2010 2011 20120

2000

4000

6000

8000

10000

12000

14000

16000

18000

20000

18,276

For the Trip Home

Where are we now?

Where do we want to be?

Next Steps?

By this time next Month?

Example: Positive Family Support

Modest Family

Engagement

Implementation of PSF with high family

engagement

Build capacity and Training

Obtain information about PFS?

Example: Basic FBA and BSP

Only Complex FBA/ BSP

Basic FBA and BSP available in all schools

Build capacity and Training

Compare current FBA and BSP practices

with those described at the Forum

Summary• Leave with ideas for improving schools• Leave with strategies for improving implementation• Plan for near future and more distant future

• Three themes• Evidence-based practices• Multi-tiered systems• Implementation Science