1. Current Issues Related to MTSS for Academic and Behavior Difficulties: Building Capacity to Implement PBIS District Wide at All Three Tiers
OSEP conference banner on top
PBIS TA-Center Logo on bottom
Brian Megert, Ph.D., Springfield School District
Rob Horner, University of Oregon

2. Goals Describe current status of PBIS implementation
Define three “lessons learned”
Provide an example of PBIS implementation across one district
Recruit discussion
PBIS TA-Center Logo on bottom

3. Current Status School-wide PBIS is:
A multi-tiered framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.
Picture of George Sugai
Picture of Multi-tiered triangle (Green, Yellow, Red)

4. Why PBIS?
The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments for all students.
Predictable
Positive
Three pictures of individual students
Animation presents Predictable, Consistent, Positive, Safe in order
Consistent
Safe

5. Schools using PBIS August, 2015
21,278
Graph of schools using PBIS by year from 2000 to 2016
Total of over 22, 000 schools

6. 16 States with more than 500 schools
Number of Schools Implementation SWPBIS (Tier I) by State
August , 2015
16 States with more than 500 schools
Graph of schools using PBIS by state with more than 16 states over 500 schools

7. Proportion of Schools Implementing SWPBIS by State August, 2015
13 States with at least 40% of all schools using PBIS
Proportion of schools in each state using PBIS

8. Lessons Learned State is the unit of facilitation
District is the unit of implementation
School is the unit of analysis
Student is the unit of impact
Pictures matched to each level (student, school, district, state)

9. Lessons Learned Define and implement “core features”
Define and implement “systems” with “practices”
Measure implementation fidelity repeatedly to promote high quality implementation
For MTSS
Establish Tier I first
Build systems for Tiers II and III while implementing Tier I practices
Implementing Tiers II and III requires investing in technical capacity
Picture of two teachers meeting

10. Defining a “Practice/ Program/ Intervention”
A “practice” is a procedure, or set of procedures, designed for use in a specific context, by individuals with certain skills/features, that results in valued outcomes for specific individuals.
Operationally defined procedures
What you do (CORE FEATURES)
Target population/ Context
For whom
Implementer Characteristics
By whom
Context
Where
Defined outcomes
Valued impact
A Practice becomes “evidence-based” when there is experimental demonstration of a relation between implementation and targeted outcomes.
Flay et al., 2005

11. Practices  Core Features
Effective practices produce core features that produce valued outcomes
Values used to define outcomes
Science used to define core features
Technology used to define “practices”

13. Tier I Fidelity by School by State TFI, BoQ, SET, TIC
Count of Schools Using PBIS
10,705 schools with measured Tier I fidelity
Count of Schools Measuring Fidelity
Count of Schools Achieving Fidelity
Graphs of schools in each state that are measuring fidelity of PBIS implementation

14. Implementing Tiers II and III in Multi-tiered Systems
Implement Tier I first
Implement the systems for Tiers II and III when establishing Tier I
Policies
Teaming Structure
Data Systems
Evaluation
Establish technical capacity for Tier II, Tier III implementation
Functional behavioral assessment
Universal screening
Progress monitoring
Design of behavior support plans
Monitoring and adaptation.
Picture of multi-tiered triangle 27

15. Implementing PBIS in Springfield School District
Brian Megert
Director of Special Programs
Springfield School District, Oregon

16. PBIS Implementation in Springfield School District, Oregon
22 schools and 11,000 students
Tier I Tier II Tier III
Long history of implementing multi-tiered literacy practices
5 Model Demo Schools
5 Model Demo Schools
All Elem/ Middle
Graphic indicating gradual implementation of PBIS in the district. Starting with model demo sites, then scaling to other schools in Springfield School District
High Schools
All Elem/ Middle
5 Model Demo Schools

17. Tier I PBIS Implementation: Model Demonstrations 2013-14 and 2014-15
TFI Tier I Total Score
Histograms indicating the adoption of PBIS across five schools
The data show that four of the five schools were below Tier I PBIS criterion prior to receiving TA, and all met or exceeded the Tier I PBIS total criterion of 70% after TA.
School School School School School 5

18. Tier II PBIS Implementation: Demonstration
TFI Tier II Total Score
Tier II TFI data for five schools
Four of five schools met Tier II implementation criterion after one year of TA
School School School School School 5

19. Tier III PBIS Implementation: Model Demonstration
TFI Tier III Total Score
Tier III TFI data for five demonstration schools
None of the schools were at criterion (70%) prior to TA, and four of the five schools met criterion after TA
School School School School School 5

20. Using Fidelity Data to Guide PD
Histogram of TFI means for Tier I, Tier II, Tier III subscales for 5 demonstration schools
Data demonstrate that schools are doing well with most subscales, and need support around “Evaluation” for Tier II and Tier III
These data guide professional development and TA focus

21. Scaling Up PBIS within SPS
Histograms of TFI total scores for Tier I, Tier I and Tier III for 18 NON-Demo schools in Springfield school district.

22. Office discipline referral data for the five demo schools in Springfield School District for and
Data show that in all schools at least 80% of students had 0 or 1 ODRs for each of the last two years.

23. Histograms demonstrating that the five SPS demo schools implemented Tier II PBIS (CICO) and that at least 80% of students in each school achieved at least 80% of possible CICO points.

24. Histograms for proportion of CIOC students at 80% over past two years for each of the 5 Demo schools
Results show effective patterns for all but one school
15’ ’ ’ ’ ’ ’ ’ ’ ’ ’
School School School School School N = students

25. Building District Capacity
DCA Total Score
Histogram showing Total Score for District Capacity Assessment for Springfield School District for ; and
Data document improved district capacity in PBIS implementation over the past three years, and that capacity for early literacy implementation is lower, emerging, but in need of more development.

26. DCA- Subscales PBIS Beh Support / Early Literacy
Histogram with subscales from DCA for the past year for both PBIS and early literacy.
The data document the subscales in need of development for both PBIS (district admin) and Early Literacy (most of subscales)

27. Lessons Learned Sustainable implementation at high fidelity takes time
Leadership makes a difference
Role of district leadership
Role of building leadership
Plan for leadership turnover
Picture of a building administrator

28. Lessons Learned
Build systems and district capacity while implementing building practices
Focus on fidelity AND student outcomes
Implement Tier I as a foundation for Tiers II and III
Picture of multi-tiered triangle