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 Partnership Functional 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 Competency 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 publication 6.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? 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 All StudentsStudents with IEPs Tobin, T., Horner, R., Vincent, C., (2012) 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.

Literacy Risk Tier I Risk Tier II Risk Tier III Risk

The Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information Kathleen Strickland-Cohen

Question of Interest Is there a functional relation between implementation of a behavior support plan by a Team Lead who has received Basic BSP Development training, and reduction in the level of problem behavior by students?

ParticipantPre TestPost TestPercent Change 1 63% (A) 96% (B)+33% 2 67% (A) 84% (B)+17% 3 69% (A) 94% (B)+25% 4 65% (A) 86% (B)+21% 5 60% (A) 88% (B)+28% 6 63% (A) 90% (B)+27% 7 43% (A) 82% (B)+39% 8 61% (B) 92% (A)+31% 9 63% (B) 82% (A)+19% 10 45% (B) 80% (A)+35% 11 67% (B) 90% (A)+23% 12 61% (B) 86% (A)+25% 13 80% (B) 94% (A)+14% Mean62%88%+26% Pre/Post-Test Results: Assessment of BSP Knowledge

Baseline Implementation of BSP Departure of Team Lead

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 Competency Organization Effective Implementation

© Fixsen & Blase, 2008 Performance Assessment (fidelity) Coaching Training Selection Effective Implementation Competency Drivers Systems Intervention Facilitative Administration Decision Support Data System Organization Drivers Adaptive Technical Leadership Drivers Implementation Drivers 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 ,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