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
Juvenile
Justice
Integrated
Systems
Framework
Evaluation
Bully
Prevention
Coaching
Social Skills
Instruction
Themes Affecting Education:
Multi-tiered Systems, Evidence-based Practices, Implementation Science
Evidence-based Practices
Performance
Assessment (Fidelity)
Coaching
Systems
Intervention
Facilitative
Administration
Training
Selection
Multi-tiered
Systems of Support
Effective
Implementation
Implementation Science
Decision Support
Data System
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
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
reduction in ODRs does reduction occur for students
MaintoMessages:
from all ethnic groups?
1. Reduction in ODRs occurred for all ethnic
groups
Students with Major ODR/100 Students Enrolled
n = 69 schools
35
2. Racial disproportionality was reduced, but
not eliminated.
30
25
20
200506
200607
15
200708
10
5
0
All Students
Nat
Asian
Af Am
Latino
PacIs
White
From: Vincent, Cartledge, May & Tobin, 2009
Number of students with ODRs across 85
elementary schools adopting SWPBIS
All Students
23000
Pre PBIS
Students with IEPs
4000
With PBIS
Pre PBIS
With PBIS
3900
22000
3800
21000
16%
Reduction
12%
Reduction
3700
20000
3600
19000
3500
18000
3400
17000
3300
16000
Year 1 2008-2009
Year 2 2009-2010
Year 3 2010-2011
3200
Year 1 2008-2009
Year 2 2009-2010
Year 3 2010-2011
Tobin, T., Horner, R., Vincent, C., (2012)
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.
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
~80% of Students
••
••
••
••
••
TERTIARY
TERTIARY PREVENTION
PREVENTION
Function-based support
Wraparound
Person-centered planning
Check and Connect
••
••
••
••
••
SECONDARY
SECONDARY PREVENTION
PREVENTION
Check in/ Check out
Targeted social skills instruction
Anger Management
Social skills club
First Step to Success
••
••
••
••
••
••
PRIMARY
PRIMARY PREVENTION
PREVENTION
Teach SW expectations
Consistent Consequences
Positive reinforcement
Classroom Systems
Parent engagement
Bully 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.
1
Tier III Risk
0.9
0.8
Tier II Risk
0.6
0.5
0.4
0.3
0.2
Tier I Risk
Axis Title
Literacy Risk
0.7
0.1
0
0
Tier I
0
0.2
1
Tier II0.4 Other 2
3 0.6
4
5
Tier0.8
III Other
Axis Title
Behavior
Risk (ODR)
6
81
10
12+ 1.2
Performance
Assessment (Fidelity)
Implementation
Coaching
Systems
Intervention
Training
Effective
Implementation
Selection
Facilitative
Administration
Decision Support
Data System
• Student Outcomes = Practices X Implementation
• Stages of Implementation
• Exploration, Installation, Initial Implementation,
Full Implementation
• Implementation Drivers
• Selection, Training, Coaching, Performance Feedback
Student Outcomes
Performance Assessment
(fidelity)
Coaching
When developing
training for school
teams…
1. Always train coaches
and trainers
Systems
Intervention
2. Build local capacity
(evaluation, behavioral
Facilitative
expertise)
Administration
Training
Selection
Implications
___________________
Effective
Implementation
3. Start with data (both
Decision
Fidelity
andSupport
Outcome)
Data System
Leadership Drivers
Technical
Adaptive
© Fixsen & Blase, 2008
20000
Number of Schools Implementing SWPBIS since 2000
18000
18,276
16000
14000
12000
10000
8000
6000
4000
2000
0
00
01
02
03
04
05
06
07
08
09
2010
2011
2012
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