Dr. Wayne Sailor’s academic pursuits are focused on comprehensive school reform at the elementary and middle school levels. He has done extensive research within the framework of multi-tiered systems of support and response to intervention (MTSS/RTI). Much of this research has been concentrated on schoolwide applications of positive behavior interventions and support. He developed a school reform model called the Schoolwide Applications Model (SAM) which was field tested in Kansas City, Kansas, New Orleans, Louisiana, East Palo Alto, California, and most recently in Washington, DC schools. The success of that school turnaround model led to Dr. Sailor and his colleagues winning the competition to establish the National Center on Schoolwide Inclusive School Reform funded by the Office of Special Education Programs (OSEP). As a result Dr. Sailor now directs the Schoolwide Integrated Framework for Transformation (SWIFT) Center at the University of Kansas. This Center provides technical assistance to 64 schools nation-wide spread across 16 school districts within five states. As one of the founders of the Association for Persons with Severe Disabilities (TASH) he has served as a member of its Board of Directors and was President of the organization over a four year span. Dr. Sailor’s most recent book is Unifying Education Systems published in 2013 by Routledge/Taylor and Francis Group.
Full integration of students with severe disabilities through school restructuring processes; and service integration strategies for health, social, and educational services for all children at the school site.
- Full integration
- Positive behavior interventions and supports (PBIS)
- Response to intervention (RTI)
- Multi-tiered systems of support (MTSS)
Algozzine, B., Choi, J. Hoon, Horner, R., Sailor, W., McCart, A. B., Satter, A. B., & Lane, K. L. (2016). Development and Preliminary Technical Adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool. Journal of Psychoeducational Assessent, 1-21. DOI:10.1177/0734282915626303
Sailor, W. (2016). Equity as a Basis for Inclusive Educational Systems Change. Australasian Journal of Special Education, 1-39.
Satter, A., Wolf, N., & Sailor, W. (2015). Taking PBIS into the future. In J. Anderson, R. L DePry, & F. Brown (Eds.), Individual positive behavior supports: A standards-based guide to practices in school and community-based settings.
Mitchiner, M. M, McCart, A., Kozleski, E. B, Sweeney, H., & Sailor, W. (2014). Emerging trends and future directions in effective, inclusive elementary schools for students with extensive support needs. In J. McLeskey, N. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of Research and Practice for Effective Inclusive Schools.
McCart, A. B, Sailor, W. S, Bezdek, J. M, & Slater, A. L. (2014). A framework for inclusive educational delivery systems. Inclusion, 2(4), 252-264. DOI:10.1352/2326.69188.8.131.52
Sailor, W. (2014). Advances in schoolwide inclusive school reform. Remedial and Special Education, 1-6.
Sailor, W., & McCart, A. (2014). Stars in Alignment. Research and Practice for Persons with Severe Disabilities, 39(1), 55-64.
Burrello, L., Kleinhammer-Tramil, J., Sailor, W., & . (Eds.). (2013). Unifying Education Systems (L. Burrello, J. Kleinhammer-Tramil, W. Sailor, & Eds.). New York, NY: Routledge/Taylor and Francis Group.
Sailor, W. (2009). Making RTI work. How smart schools are reforming education through schoolwide RTI, New York: Jossey-Bass.
- Ph.D., Psychology, University of Kansas, Lawrence, Kansas, 1969
- M.A., Psychology, University of Kansas, Lawrence, Kansas, 1967
- B.A., Psychology, University of California, Berkeley, California, 1963
Response to intervention, research on tertiary interventions, inclusion, schoolwide positive behavior support, and comprehensive school reform using the Schoolwide Applications Model (SAM).