Multi-Tiered Systems of Support at Secondary Level Allison Lombardi, David Test, George Sugai OSEP Center on PBIS Center on Positive Behavioral Interventions & Supports University of Connecticut 28 July 2015 www.pbis.org www.neswpbs.org www.cber.org
Dec 13, 2015
Multi-Tiered Systems of Support
at Secondary Level
Allison Lombardi, David Test, George Sugai
OSEP Center on PBISCenter on Positive Behavioral Interventions & Supports
University of Connecticut28 July 2015
www.pbis.org www.neswpbs.org www.cber.org
3 Questions
1. Why MTSS?
2. How do PBIS, MTSS, & RtI relate?
3. How can we enhance MTSS
implementation in secondary
settings? EXAMPLE TOPICS
• School climate• Social skills• Culture
School Climate & Discipline
School Violence & Mental Health
Disproportionality & School-Prison Pipeline
School Climate Transformation
Grant (SCTG)
• 12 SEA sites• 71 LEA sites
(23 states)
National Youth Forum
• 10 large cities
Project Prevent
• 22 dist.
AWARE Grant
• 20 SEA sites • 100 LEA
sites• 9 also
SCTG sites
US Depart. of Educ.
OSEP & OSHS
US Depart. of Just.
OJP & OJJDP
US Depart of Health & Human
Serv.
SAMHSA
Multi-Agency Effort
Primary & Secondary School Challenges
Selection of evidence-based pratices
Use of data for decision making
Classroom behavior management & discipline
Differentiated instruction & support
Implementation fidelity
Targeted & intensive behavior support
School mental health
Learning to read v. Reading to learn
One v. multiple teachers
Primary v. Secondary School
Teacher- v. student directed
Acquisition & fluency v. credits
Individual v. collaborative learning
Interactive v. lecture
Grade level team v. department
Core curriculum v. course choice
Mandatory attendance v. dropout
Principal as instructional leader v. dean of students
Children v. young adults
Grade promotion v. postsec. & career
Small v. large enrollment
Deshler & Schumaker, 2006; Flannery Sugai, & Anderson, 2009; 2000; Mastropieri & Scruggs, 2005; National High School Center, 2010)
PBIS in High Schools
Mostly Tier 1 (Malloy 2013)
Fidelity implementation takes longer & more personnel (Flannery, Frank, Kato, Doren, & Fenning, 2013)
More student active participation
Positive effects on behavior & attendance (Freeman, 2013)
Attendance & behavior related to dropout risk, but impact of PBIS unclear (Freeman, 2013)
Relationship between dropout & PBIS better w/ fidelity but requires more time & intensity (Freeman, 2013
College & Career Readiness (CCR)
CCR indicators
map to PBIS
Critical thinking• Problem formation,
research, interpretation, communication, & accuracy
Engagement• Non-verbal, behavioral
Mindset• Self-management
Learning process
• Learn strategies, study skills
Social skills• Interpersonal
Transition• Postsecondary &
career
Bradshaw et al., in press; Conley, 2010; Dymnicki, Sambolt, & Kidron, 2013; Farrington et al., 2012, Test, Morningstar, Lombardi, & Fowler, 2013
MTSS/PBIS aka SWPBS, MTSS-B, MTBF, RtI-B…
for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
CORE FEATURESMTSS/PBIS
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
MTSS: CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
SWPBS: Core Practice Features
SECONDARY PREVENTION• Team-led implementation w/ behavior expertise• Increased social skills instruction, practice• Increased supervision & precorrection• Increased opportunities for reinforcement• Continuous progress monitoring•
TERTIARY PREVENTION• Multi-disciplinary team w/ behavior expertise • Function-based behavior support• Wraparound, culture-driven, person-centered supports & planning• School mental health• Continuous monitoring of progress & implementation fidelity• Increased precorrection, supervision, reinforcement
PRIMARY PREVENTION• Team-led implementation • Behavior priority• Social behavior expectations• SW & CW teaching & encouraging of expectations• Consistency in responding to problem behavior• Data-based decision making
Prec
isio
n
Enga
gem
ent
Feed
back
Prac
tice
Team
wor
k
SYST
EMS
PRACTICES
DATA
OUTCOMES
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011;
Sugai, O’Keeffe, & Fallon, 2012ab
Supporting Important Culturally Equitable Academic & Social
Behavior Competence
Supporting Culturally Relevant Evidence-based Interventions
Supporting Culturally
Knowledgeable Staff Behavior
Supporting Culturally Valid Decision Making
PBIS emphasis
MTSS/CSSS: Core Features
Outcomes Practices Systems Data
Kid expec
tations
Kid supports
Adult supports
Practice
fidelity
&
progre
ss monito
ring
MTSS/CSSS: Core Features
Outcomes Practices Systems Data
Classroom
School
District
State
TEAM
AdministrationCounseling
General EducationInstruction & Curriculum
NursingOccupational Therapy
Physical TherapyPsychology
Resource OfficersSocial Work
Special EducationMental Health
VIOLENCE PREVENTION
Positive predictable school-wide
climateHigh rates
academic & social success
Formal social skills instruction
Positive active supervision & reinforcement
Positive adult role models
Multi-component, multi-year school-family-community
effort
VIOLENCE PREVENTION
• Surgeon General’s Report on Youth Violence (2001)
• Coordinated Social Emotional & Learning (Greenberg et al., 2003)
• Center for Study & Prevention of Violence (2006)
• White House Conference on School Violence (2006)
KID(-) School Climate
• Non-compliance & non-cooperation
• Disrespect• Teasing, harassment, &
intimidation• Disengagement & withdrawal• Nonattendance, tardy, &
truancy• Academic failure• Violent/aggressive behavior• Littering, graffiti, & vandalism• Substance use
SCHOOL(-) School climate
• Reactive management• Exclusionary disciplinary practices• Informal social skills instruction• Poor implementation fidelity of
effective practices• Inefficient organization support• Poor leadership preparation• Non-data-based decision making• Inefficient, ineffective instruction• Negative adult role models
Coercive Cycle
Why is negative school
climate undesirable?Creates environments
of control
Triggers & reinforces antisocial behavior
Shifts accountability away from school
Devalues child-adult relationship
Weakens academic & social behavior
development
Biglan, Dishion, Mayer, Patterson,
Reid, Severson, Walker
• Reactive management• Classroom & school exclusion• Restraint & seclusion• Disciplinary disproportionality
SCHOOL(+) School Climate
• Positive > negative contacts• Predictable, consistent, &
equitable treatment• Challenging academic
success• Adults modeling expected
behavior• Recognition &
acknowledgement• Opportunity to learn• Safe learning environment• Academic & social
engagement
KID(+) School Climate
• Compliance & cooperation• Respect & responsibility• Positive peer & adult
interactions• Engagement & participation• Attendance & punctuality• Anger & conflict management• Safe & clean environment• Healthy food & substance use• Self-management behavior
Positive Reinforcement Cycle
Negative SchoolBehavior
Negative StudentBehavior
What’s It Take to Shift from Negative to Positive School Climate???
Positive StudentBehavior
Positive SchoolBehavior
Coercive Cycle
Positive Reinforcement
Cycle
HOW?
Establish positive school
climate Maximizing academic success
Teaching important social
skills
Recognizing good behavior
Modeling good behavior
Supervising actively
Communicating positively
Biglan, Colvin, Hoagwood, Mayer, Patterson,
Reid, Walker
Decision SWPBS Feature Action
Yes ? No 1. Do >80% of students engage in daily socially appropriate interactions w/ peers?
Yes ? No 2. Do >80% of staff daily have more positive than negative social interactions with their students?
Yes ? No 3. Do >80% of staff model daily positive expected social behavior?
Yes ? No 4. Do >80% of students experience high levels of successful academic engagement every hour?
Yes ? No 5. Are we using data to monitor the above?
Yes ? No 6. Is our team monitoring & coordinating implementation of above?
School Climate Self-Assessment - homework
Common Vision/Values
Common Language
Common Experience
QualityLeadership
Effective Organizations &Positive Classroom & School Climates
GOAL: “Big Outcome”
RCT & Group Design PBIS StudiesBradshaw, 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.
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
2014
“Wagering next month’s salary!!”
• Reduced major disciplinary infractions
• Improvement in aggressive behavior, concentration,
prosocial behavior, & emotional regulation
• Improvements in academic achievement
• Enhanced perception of organizational health &
safety• Reductions in teacher reported bullying behavior &
peer rejection• Improved school climate
School-Wide PBS (Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide expected
behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-based
monitoring & evaluation
Punishment teaches• Punishment signals error.
• Punishment does not teach SS.
Teach “1 hour every Monday”• SS are needed all day.
• SS are prompted & practiced all day.
Not my responsibility• SS are needed to learn.
• SS are needed to teach.
Bad behavior is trait• SS (good/bad) learned & taught.
• Teaching SS should be formal.
Social Skills Misrules
DEFINE simply
MODEL w/ range examples
PRACTICE in natural
setting
Supervise, ACKNOW-
LEDGE, reteach
ADJUST based on progress
Generic Teaching Approach
“Power of Habits”Charles Duhigg, 2012
CUE HABIT REWARD
Dessert SatisfiedEat
TV remote EntertainedSit & watch
Teased Teasing stops
Hit
Difficult work
Work removed
Destroy work
Carrot
Walk
Ignore
Try
Satisfied?!
Entertained?!
Teasing stops?!
Work removed?!
CHALLENGE: Replacing current behavior (strong habit) with new behavior (weak habit)
Subtitle: “Why We Do What We Do in Life & Business”
Establishing/Replacing HabitCharles Duhigg (2014)
CUE• Remove
competing cue
• Add desired cue
HABIT• Teach
acceptable alternative
• Teach desired alternative
REWARD• Remove
reward for old habit
• Add reward for new habit
All three elements are addressed in SSI
DEFINESimply
MODEL
PRACTICEIn Setting
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
Teaching calculating hypotenuse of triangle
“C2 = A2 + B2 where C is side opposite
right angle….”
“Watch me,…If A = 3 & B = 4, then C2 =
25, & C = 5….”
“I noticed that everyone got #1 & #3 correct. #2 was tricky
because no right angle….”
“Work w/ your partner & calculate hypotenuse of triangle for these 3
examples……”
“Work w/ another partner & do these 4
examples….”
“Teaching by Getting Tough”“I hate this f___ing school & you’re a
dumbf_____!”
“That’s disrespectful
language, girl. I’m sending you to the
office so you’ll learn never to say
those words again….starting
now!”
DEFINESimply
MODEL
PRACTICEIn Setting
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
Teaching social behaviors like academic skills
“If someone won’t stop teasing your friend, you should look cool & walk away w/ your friend…”
“Watch. This is how I would do it at a
concert.”
“That was great. What would that look like if you were stuck on the
bus? In the classroom?”
“You got it. Tomorrow let’s figure out how to handle
cyber-teasing.”
“Tell me how you would do it if you were in hallway.” “At school
dance.”
Culture =
Group of individuals
Overt/verbal behavior
Shared learning history
Differentiates 1 group from others
Predicting future behavior
Flexible, dynamic, & changed/shaped over time & across generations & setting.
Collection of learned behaviors, maintained by similar social & environmental contingencies
Sugai, O’Keeffe, & Fallon 2012
References
• Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of culture and context in School-wide Positive Behavior Support: A review of current literature. Journal of Positive Behavior Interventions, 14, 209-219, doi: 10.1177/1098300712442242
• Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14, 197-208, 10.1177/1098300711426334
• Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J. & Swain-Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and school-wide positive behavior support. Journal of Positive Behavior Interventions, 13, 219-229.
1. Recommendations:PBIS in Secondary Schools
Encourage active administrator participation & leadership
Actively involve students, i.e., student panel
Integrate & align common-outcome initiatives, e.g., CCR
Integrate leadership teaming into organizational structure
Integrate social skills instruction & practice into daily routines
2. Recommendations:PBIS in Secondary Schools
Deliberately organize small # effective practices into continuum of support
Arrange supports to maximize implementation fidelity
Carefully consider & embed developmental & culturally appropriate language & routines
Provide opportunities to inform & involve students, family, community, postsecondary, & career
Give all students access to full continuum of positive behavior practices & systems