1. The District Role in Implementing and Sustaining PBIS
Rob Horner
University of Oregon
OSEP Center on PBIS

2. Main Idea Build district 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)

3. School-wide Positive Behavioral Interventions and Supports (PBIS)
Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

4. What is School-wide Positive Behavior Interventions and Supports?
Horner, Sugai & Anderson (2010), Examining the Evidence Base for School-wide PBIS. Focus on Exceptional Children, 42 (8), 1-14
Randomized control trials indicate that SWPBIS is linked to:
Reduction in ODRs,
Improved academic achievement,
Perceived improvement in school safety
Perceived improvement in teacher efficacy
School-wide PBIS is:
A systems framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students.
Evidence-based features of SW-PBIS
Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual intervention supports.
Implementation of the systems that support effective practices

5. Schools Adopting SWPBIS by Year
School-wide PBIS

6. Schools use SWPBIS (Feb, 2011)
11 states with over 500 schools
3 states with over 1000 schools
Illinois
Florida
Texas
Oregon

7. Percentage of Schools using SWPBIS by State
3 states > 60%
6 states > 40%
10 states > 30%
Illinois
Maryland
Oregon

8. Schools Adopting School-wide PBIS in Oregon

9. Findings SWPBIS is possible (at all grade levels)
SWPBIS is associated with:
20-60% reduction in problem behavior (ODRs)
Increases in academic performance
Perception of school as a safe environment
Improved self-assessment of faculty effectiveness

10. Mean Percentage of Students Statewide with Majors 2009-10

11. Out of School Suspension per 100 Students Enrolled
Middle Schools
High Schools

12. National Medians

13. What is What can be What is needed What is possible
Elementary School with 150 Students
4/21/2017
Compare with National Median
150 / 100 = X = .33
What is
What can be
What is needed
What is possible
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

14. Average Major Discipline Referrals per 100 Students by Cohort

15. Percent of Students meeting DIBELS Spring Benchmark
for Cohorts (Combined Grades)
Spring ’09: 62,608 students assessed in cohorts 1 - 4
5,943 students
assessed
8,330 students
assessed
32,257 students
assessed
16,078 students
assessed

16. Percent of Students at DIBELS Intensive Level across year by Cohort

17. Impact on Teacher Effectiveness

18. Role of District: Quality, Equity, Efficiency
Build capacity to implement effective practices
Focus on student outcomes
Focus on fidelity with which effective practices are used.
Avoid doing too many different things at one time
Stages of implementation
Alignment of district practices

19. Lessons Learned Measure FIDELITY as well as impact
Are we doing what we said we would do?
Is what we are doing benefiting students?

22. 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?

23. 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

24. Successful Student Outcomes
Program/Initiative/Framework
Performance Assessment (Fidelity)
Coaching
Systems
Intervention
Training
Facilitative
Administration
Competency Drivers
Organization Drivers
There are two categories of Implementation Drivers: Competency and Organization.
When these core components are in place they provide the support to a successful implementation that will be sustained.
Competency Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. Competency Drivers include: Selection, Training, Coaching, and Performance Assessment
Organization Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. Organization Drivers include: Decision Support Data System, Facilitative Administration, and Systems Intervention
PD is not a panacea to address every problem
PD must be housed in a systems to support this effective practices resulting in successful sustainable student outcomes.
Core Implementation Drivers
Selection
Decision Support Data System
Leadership
Adaptive
Technical
© Fixsen & Blase, 2008

25. 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

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

27. 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 27

28. Lesson Learned 14 Core School Functions 8 District Actions

29. 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

30. Building District-wide Capacity
2. 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

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

32. Building District-wide Capacity
3. 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

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

34. 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
5. Fidelity Monitoring
Team Checklist

36. Problem Solving Meeting Foundations
4/21/2017
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

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

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

39. 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 39

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

41. 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?