Making SWPBIS Work for All Students Rob Horner University of Oregon OSEP Center on PBIS www.pbis.org www.uoecs.org

Main Ideas The key features for making classrooms effective are common across behavior and academic supports. Focusing on these features will make it easier to implement the full set of practices needed in schools Focusing on these features changes what we expect from District/ State decision-makers.

Main Idea Build capacity to support effective practices. Classroom Supports for Students School-wide Systems (curriculum, staff development, coaching, data) District Capacity (Data Systems, Policies, Hiring, Orientation, Eval)

SWPBIS Findings SWPBIS is possible (at all grade levels) Pre-school Elementary Middle High SWPBIS is effective: 20-60% reduction in problem behavior (ODRs) Increases in academic performance Perception of school as a safe environment Improved self-assessment of faculty effectiveness

Using Data to Guide Continuous Improvement

What is? What can be? What is possible? What is needed? Elementary School with 150 Students 11/22/2018 Compare with National Median 150 / 100 = 1.50 1.50 X .22 = .33 What is? What can be? What is possible? What is needed? We want to review the trend, peaks in problems, and compare our average with the national summary data median per day per 100 students. (red line = median, purple line= 75th percentile, bluish line 25th percentile) Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008

North Carolina Positive Behavior Interventions & Support Initiative February 2009 Heather R. Reynolds NC Department of Public Instruction Bob Algozzine Behavior and Reading Improvement Center http://www.dpi.state.nc.us/positivebehavior/

North Carolina Positive Behavior Intervention & Support Initiative : 2010 State PBS Coordinator Heather R Reynolds Dr. Bob Algozzine

North Carolina Positive Behavior Support Initiative Dr. Bob Algozzine Non-PBS Comparison Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS.

ODR by level of SWPBS Fidelity

Suspensions per 100 students

Cedar Creek Middle School Franklin County, North Carolina

North Carolina Positive Behavior Support Initiative Dr. Bob Algozzine North Carolina Positive Behavior Support Initiative Schools with Low ODRs and High Academic Outcomes Proportion of Students Meeting State Academic Standard Office Discipline Referrals per 100 Students

Implement what works and what fits Are the strategies/practices in the district focused on core student outcomes Academic excellence Behavioral competence Attendance/ graduation Health and safety Are the strategies/ practices in the district a good fit with the students/ families/ faculty/ staff of the district. Does this build on what we already do well? Do we actually know how to do this? Are we comfortable doing this practice?

Stages of Implementation Implementation occurs in stages: Exploration Installation Initial Implementation Full Implementation Innovation Sustainability 2 – 4 Years Implementation is a repeating process Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

Lessons Learned Avoid “Initiative Overload” by aligning efforts for improvement All initiatives tied to core outcomes All initiatives are “evidence-based” All initiatives have proven implementation effectiveness and efficiency (e.g. at least 50 schools in Oregon) All initiatives define the “systems” needed for sustainability All initiatives have efficient measures of fidelity

Using RtI to Minimize Initiative Overload Wraparound Early Intervention Literacy Equity Positive Behavior Support Family Support Math Response to Intervention

Alignment for Systems change Primary Prevention Universal Screening Multi-tiered Support Early Intervention Progress Monitoring Systems to support practices Response to Intervention/Prevention Early Intervention Literacy Wraparound ALIGNMENT Math Family Support Behavior Support Student Outcomes © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 19

Lesson Learned 14 Core School Functions 8 District Actions

Building District-wide Capacity Effective and Efficient Foundation Practices Establishing a Universal System of Support 1. Effective Curriculum 2. Unambiguous Instruction 3. Adequate intensity 4. Reward System 5. Error Correction System

Building District-wide Capacity Universal Screening 6. Collect information on all students at least twice a year 7. Use data for decision-making 2 or more ODRs SSBD is used in Illinois Sprague & Walker 12 item

Jennifer Frank, Kent McIntosh, Seth May Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 Cumulative Mean ODRs

Building District-wide Capacity Continuum of Evidence-based Practices 8. Targeted interventions for students “at risk” 9. Intensive, Individualized interventions for students with more significant needs 10. Early Intervention

Building District-wide Capacity Progress Monitoring 11. Collection of data on a monthly, weekly, daily rate 12. Use of data for decision-making

Building District-wide Capacity 13. Assessing the extent to which we are implementing what we claim to implement 14. Use of the data for decision-making Fidelity Monitoring Team Checklist

Problem Solving Meeting Foundations 11/22/2018 Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data The TIPS model The larger outer circle is the system of Meeting Foundations that supports the use of the problem solving model Meeting Foundations were taught earlier in the training The inner circles provide the strategies for using data to identify and solve problems Discuss and Select Solutions Develop and Implement Action Plan 1,7,11 Problem Solving Meeting Foundations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008

Implications for Systems Change 1. District policy Clear statement of values, expectations, outcomes 2. Ability to conduct universal screening and progress monitoring assessments District provides efficient options for universal screening and progress monitoring measures 3. Recruitment and hiring Expectations defined in job announcements 4. Annual faculty orientation

Implications for Systems Change 5. Professional development Focused strategies for staff development in core skills Always train teams not individuals Match training with access to coaching support 6. Coaching Capacity Training linked to on-site assistance to implement

and Use new Skills in the Classroom) Competent Implementation    OUTCOMES (% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom) TRAINING COMPONENTS Knowledge Skill Demonstration Use in the Classroom Theory and Discussion 10% 5% 0% ..+Demonstration in Training 30% 20% …+ Practice & Feedback in Training 60% …+ Coaching in Classroom 95% The 2002 meta-analysis of training and coaching data by Joyce and Showers makes a compelling case for the need for skillful coaching. Only when training was accompanied by coaching in the service setting – in this case a classroom, was there substantial implementation in the practice setting. These findings move supervision from systems that monitor units of service, react to crises and advise around case specifics to active coaching systems that monitor adherence to evidence-based practices, are purposeful in developing practitioner skills and offer support in trying out new approaches during that “awkward stage” just after training.   Joyce and Showers, 2002 (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 31

Implications for Systems Change 7. Annual evaluations Expectations assessed as part of annual evaluations 8. Recruitment of individuals with training, coaching, and implementation skills Advanced skills in literacy supports Advanced skills in behavior supports

Current Research School-wide PBIS is “evidence-based” Reduction in problem behavior Increases in academic outcomes Horner et al., 2009 Bradshaw et al., 2009; 2010; 2011 Behavioral and Academic gains are linked Amanda Sanford, Jorge Preciado, Kent McIntosh School-wide PBIS has benefits for teachers and staff as well as students. Scott Ross, 2006 Ross, Endrulat, & Horner, in press Sustaining School-wide PBIS efforts Jennifer Doolittle,

Summary Fiscal constraints create opportunities Efficient Improvement through integration and collaboration Implement practices that are evidence-based Implement practices with the systems needed for sustainability and impact. Emphasize measuring for improvement, not just “accountability” or “compliance” Are we doing what we said we would do? Are practices benefiting students?