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

www.pbis.org

Presentations

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

Fundamentals:

Why MTSS, RtI, PBIS?

MTSS

RtI

MTBF

RtI-B PBIS

SWPBS

MTSS-B

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

Universal

Targeted

Intensive

All

Some

Few

Dec 7, 2007

Continuum of Support

for All

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

Implementation DriversPBIS Implementation Blueprint (2015 rev, pbis.org)

Positive School

Climate

Did you feel that!

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

Teaching social

skills explicitly

Establishing stimulus

control….like academic skills

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.”

Consider culture &

context

Where’d you learn that?

Student

Teacher

AdministratorFamily

Community

Potential for cultural exchange & conflict

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.

Concluding comments

MTSS/PBIS is possible in

secondary settings

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

Upcoming Eventswww.pbis.org

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LA

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Nov 19-20, 2015

Norwood, MA

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Mar 23-26, 2016

San Francisco,

CA

Northeast SWPBS Conf.

May 19-20, 2016

Mystic, CT