1. Making SWPBIS Work for All Students
Rob Horner
University of Oregon
OSEP Center on PBIS

2. 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.

3. 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)

4. 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

5. Using Data to Guide Continuous Improvement

6. 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 = X = .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 Educational and Community Supports, University of Oregon, unpublished training manual.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

7. North Carolina Positive Behavior Interventions & Support Initiative
February 2009
Heather R. Reynolds
NC Department of Public Instruction
Bob Algozzine
Behavior and Reading Improvement Center

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

9. 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.

10. ODR by level of SWPBS Fidelity

11. Suspensions per 100 students

12. Cedar Creek Middle School Franklin County, North Carolina

13. 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

14. 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?

15. 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

16. 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

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

18. 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

19. Lesson Learned 14 Core School Functions 8 District Actions

20. 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

21. 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

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

23. 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

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

25. 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

27. 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

28. 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

29. 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

30. 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

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

32. 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,

33. 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?