4/23/17 1 8:15-9:30 Classroom & School Climate Multi-tiered Systems Support Reported, observed, experienced directly/indirectly by students & staff, family & community members Continuum of outcomes, data, practices, & systems. Climate affects teaching & learning affects climate Academic Success Behavior Success ✓ School Climate & Discipline School Violence & Mental Health Disproportionality & School-Prison Pipeline Every Student Succeeds Act SPLC, 12 Jan 2017 https://www.splcenter.org/20161128/trump-effect-impact-2016-presidential-election-our-nations-schools
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MTSS-PBIS Climate Change 24 April 2017 HANDpbisconference.org/.../MTSS-PBIS-Climate-Change-24-April-2017-HA… · 4/23/17 1 8:15-9:30 Classroom & School Climate Multi-tiered Systems
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4/23/17
1
8:15-9:30
Classroom & School Climate
Multi-tiered Systems Support
Reported, observed, experienced
directly/indirectly by students & staff, family
& community members
Continuum of outcomes, data, practices, & systems.
Climate affectsteaching & learning
affects climate
AcademicSuccess
BehaviorSuccess
✓
School Climate & Discipline
School Violence &Mental Health
Disproportionality & School-Prison Pipeline
Every StudentSucceeds Act
SPLC, 12 Jan 2017 https://www.splcenter.org/20161128/trump-effect-impact-2016-presidential-election-our-nations-schools
4/23/17
2
• 9/10 seen negative impact on student mood & behavior following election; most worry about continuing impact remainder of school year.
• 5/10 said students were targeting each other based on which candidate they supported.
• 6/10 reported responsive administrators, but 4/10 have no plans for reporting hate/bias incidents.
• 2500 specific incident descriptions of bigotry & harassment related to election rhetoric, incl. graffiti (e.g., swastikas), assaults, property damage, fights, threats of violence.
• 5/10 hesitant to discuss election in class. Some principals have told teachers not to discuss election.
Responses from 10,000 educators…..
SPLC, 12 Jan 2017 https://www.splcenter.org/20161128/trump-effect-impact-2016-
presidential-election-our-nations-schools
Southern Poverty Law Center, 12 Jan 2017https://www.splcenter.org/hate-map
Hate group increase
since 2015
# of anti-government
“patriot” groups in
2015
# of KKK groups in
2015
Anti-Muslim hate group increase
since 2015
SPLC, 12 Jan 2017https://www.splcenter.org/20161129/ten-days-after-harassment-and-intimidation-aftermath-election
21%
Southern Poverty Law Center, 15 Feb 2017https://www.splcenter.org/hate-map
“When programs & practices effectiveness have been
demonstrated by causal evidence, generally obtained through high quality outcome evaluations.”
National Institute of Justice“Causal evidence that documents a
relationship between an activity, treatment, or intervention and its
intended outcomes, including measuring the direction & size of change, & the extent to which a change may be attributed to the activity or intervention. Causal
evidence depends on the use of scientific methods to rule out, to the
extent possible, alternative explanations for the documented
change”
National Institute of Justice
“EBPs are practices that are supported by multiple, high-quality
studies that utilize research designs from which causality can be inferred
&that demonstrate meaningful effects on student outcomes”
Cook & Cook, 2013
“EBP in psychology is the integration of the best available research with clinical expertise in the context of patient characteristics, culture, &
preferences.”
American Psychological Association, 2006
“Strong evidence means that the evaluation of an intervention
generates consistently positive results for the outcomes targeted
under conditions that rule out competing explanations for effects
achieved (e.g., population & contextual differences)”
HHS SAMHSA, 2009
Samples of Definitionsfor “Evidence-based”
“An approach in which current, high-quality research evidence is
integrated with practitioner expertise & client preferences & values into the process of making clinical decisions.”
ASHA, www.asha.org
“Process in which the practitioner combines well-research interventions with clinical experience, ethics, client
preferences, & culture to guide & inform the delivery of treatments &
services”
Socialworkpolicy.org, 2015
“Treatment or service, has been studied, usually in an academic or
community setting, & has been shown to be effective, in repeated studies of the same practice and
conducted by several investigative teams.”
National Alliance on Mental Health, 2007
1. Empirical Support
• Functional Relationship
• Meaningful Effect Size• Replication• Context
2. Student Fit• Need (+/-)• Priority
3. Context-Environment
Fit• Language• Developmental• Educational• Cultural
After 3 years, pilot schools have• More than doubled # students meeting grade literacy level goals. • More than halved # students at significant risk for reading failure.
34% to 12% High Risk
32% to 67% Low
On track for reading success
At significant risk for reading failure
A first grade classroom before CT’s K-3 Reading Model
A first grade classroom after 3+ years of CT’s K-3
Universal Interventions•All settings, all students•Preventive, proactive
Integrated MTSSAcademic Systems Behavioral Systems
Circa 1996
Academic-Behavior ConnectionAlgozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship
between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.
Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.
McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147.
Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.
Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.
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Schools Using PBISAugust 2016
> Tier 1 23,363 schools
PBIS Tier I Fidelity by State 2015-16
Meeting Tier I Fidelity Criterion
Assessing Tier I Fidelity
Using PBIS
62% (8,328/13,414) Tier I Criterion
PBIS Tier II Fidelity by State 2015-1635% (2,402/6,827) Met Tier II Criterion
RCT & Group Design PBIS StudiesBradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 322-332.
Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.
Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.
Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Sorlie, M., & Ogden, T. (2015). School-wide positive behavior support Norway: Impacts on problem behavior and classroom climate.International Journal of School and Educational Psychology, DOI: 10.1080/21683603.2015.1060912.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports(SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156