MTSS/PBIS: Positive Learning Learning Environments for All George Sugai OSEP Center on PBIS Center on Positive Behavioral Interventions & Supports University of Connecticut 29 July 2015 www.pbis.org www.neswpbs.org www.cber.org

www.pbis.org Presentations

Three Questions Why is MTSS/PBIS important? What are core features of PBIS What is required to implement PBIS with fidelity?

Action Steps - Homework SWPBS Feature Action 1. What is 1 thing you learned that you did not know before? 2. What 3 “big ideas” will you take back to your colleagues? 3. What is 1 practice you will do tomorrow that you have not done before? 4. What is 1 practice you will consider not doing tomorrow? 5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above?

Why MTSS/PBIS?

School Climate & Discipline School Violence & Mental Health Disproportionality & School-Prison Pipeline

US Depart of Health & Human Serv. US Depart. of Educ. OSEP & OSHS US Depart. of Just. OJP & OJJDP US Depart of Health & Human Serv. SAMHSA Multi-Agency Effort 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

School Discipline Challenge: Nov 1985 Kappan Getting Tough School Discipline Challenge: Academic & behavior success (failure) are linked! Teaching to Corner

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-BASED INTERVENTIONS CONTENT EXPERTISE & FLUENCY TEAM-BASED IMPLEMENTATION CONTINUOUS PROGRESS MONITORING UNIVERSAL SCREENING DATA-BASED DECISION MAKING & PROBLEM SOLVING CORE FEATURES MTSS/PBIS

ALL SOME FEW Tertiary Prevention: Specialized MTSS: CONTINUUM OF Individualized Systems for Students with High-Risk Behavior MTSS: CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students

Continuum of Support for All Universal Targeted Intensive Few Some NOTICE GREEN GOES IS FOR “ALL” All Dec 7, 2007

SWPBS: Core Practice Features Precision 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 Engagement Feedback Practice Teamwork SECONDARY PREVENTION Team-led implementation w/ behavior expertise Increased social skills instruction, practice Increased supervision & precorrection Increased opportunities for reinforcement Continuous progress monitoring This TIERED LOGIC can be illustrated by a schools that has ALIGNED its BEHAVIOR SUPPORT INTERVENTIONS OR PRACTICES BY THREE GENERAL TIERS TIER 1 PRACTICES ARE FOR ALL STUDENTS ACROSS ALL SCHOOL SETTINGS TIER 2 PRACTICES ARE FOR STUDENTS WHO REQUIRE SUPPLEMENTAL SPECIALIZED (SMALL GROUP) SUPPORTS TIER 3 PRACTICES ARE HIGHLY SPECIALIZED AND INTENSIVE FOR INDIVIDUAL STUDENTS. It is important to notice that these practices are SMALL IN NUMBER CONCEPTUALLY ALIGNED AND WOULD HAVE DATA RULES FOR MOVEMENT UP AND DOWN THE CONTINUUM 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

PBIS emphasis Supporting Important Culturally Equitable Academic & Social Behavior Competence OUTCOMES Supporting Culturally Valid Decision Making Supporting Culturally Knowledgeable Staff Behavior DATA SYSTEMS CULTURE is one our major considerations, and CULTURAL INFLUENCE is reflected in high attention toward CULTURAL EQUITY of expectations CULTURAL VALIDITY of data CULTURAL RELEVANCE of practices CULTURAL KNOWLEDGE of implementers PRACTICES Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab Supporting Culturally Relevant Evidence-based Interventions

Positive School Climate Did you feel that!

VIOLENCE PREVENTION VIOLENCE PREVENTION Positive predictable school-wide climate High rates academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community effort 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) VIOLENCE PREVENTION

Establish positive school climate Maximizing academic success Biglan, Colvin, Hoagwood, Mayer, Patterson, Reid, Walker HOW? Establish positive school climate Maximizing academic success Teaching important social skills Recognizing good behavior Modeling good behavior Supervising actively Communicating positively

Effective Organizations & Positive Classroom & School Climates GOAL: “Big Outcome” Common Language Effective Organizations & Positive Classroom & School Climates Common Experience Common Vision/Values Quality Leadership

Teaching social skills explicitly Works for me!

Social Skills Misrules 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.

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

“Power of Habits” Charles Duhigg, 2012 CUE HABIT REWARD CHALLENGE: Replacing current behavior (strong habit) with new behavior (weak habit) Dessert Wait Eat Satisfied?! Satisfied TV remote Walk Sit & watch Entertained?! Entertained Teased Ignore Hit Teasing stops?! Teasing stops Difficult work Try Destroy work Work removed?! Work removed Subtitle: “Why We Do What We Do in Life & Business”

Establishing/Replacing Habit Charles 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

Generic Teaching Approach DEFINE simply MODEL w/ range examples PRACTICE in natural setting Supervise, ACKNOW-LEDGE, reteach ADJUST based on progress Generic Teaching Approach

Teaching calculating hypotenuse of triangle 57 DEFINE Simply MODEL PRACTICE In Setting ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously “C2 = A2 + B2 where C is side opposite right angle….” “Work w/ another partner & do these 4 examples….” “I noticed that everyone got #1 & #3 correct. #2 was tricky because no right angle….” “Watch me,…If A = 3 & B = 4, then C2 = 25, & C = 5….” “Work w/ your partner & calculate hypotenuse of triangle for these 3 examples……”

Teaching social behaviors like academic skills 57 DEFINE Simply MODEL PRACTICE In Setting ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously “If someone won’t stop teasing your friend, you should look cool & walk away w/ your friend…” “You got it. Tomorrow let’s figure out how to handle cyber-teasing.” “That was great. What would that look like if you were stuck on the bus? In the classroom?” “Watch. This is how I would do it at a concert.” “Tell me how you would do it if you were in hallway.” “At school dance.”

Emphasizing & Teaching Positive Expectations

2. NATURAL CONTEXT 1. SOCIAL SKILL 3. BEHAVIOR EXAMPLES Teaching Matrix SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

Expectations & behavioral skills are taught & recognized in natural context

Acknowledge & Recognize Behaviors that represent those THOSE EXPECTATOINS are RECOGNIZED On a DAILY, WEEKLY, AND MONTHLY BASIS In ways that DEVELOPMENTALLLY AND CULTURALLY MEANINGFUL AND RELEVANT

Consider culture & context Where’d you learn that?

Potential for cultural exchange & conflict Student Teacher Administrator Family Community

Concluding Comments Big Ideas & Homework

General Implementation Process Team State/Country District School General Implementation Process Agreements Students Staff Principal, Superintendent Data-based Action Plan “Plan” = Coaching Evaluation “Check” Implementation “Do” All Staff, Students, Administrators

Implementation Drivers PBIS Implementation Blueprint (2015 rev, pbis.org)

Basic MTBF Implementation Framework SWPBS practices, data, systems Policy, funding, leadership, priority, agreement District Behavior Team 2 yr. action plan Data plan Leadership Team meeting schedule School Behavior Team SWPBS CWPBS Small group Individual student School Staff Academic Expectations & routines Social skills Self-management Student Benefit Regional/State Leadership Internal Coaching Support External Coaching Support Team Support

RCT & Group Design PBIS Studies 2014 RCT & Group Design PBIS Studies 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. 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 “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

Action Steps - Homework SWPBS Feature Action 1. What is 1 thing you learned that you did not know before? 2. What 3 “big ideas” will you take back to your colleagues? 3. What is 1 practice you will do tomorrow that you have not done before? 4. What is 1 practice you will consider not doing tomorrow? 5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above?

Effective Organizations & Positive Classroom & School Climates GOAL: “Big Outcome” Common Language Effective Organizations & Positive Classroom & School Climates Common Experience Common Vision/Values Quality Leadership

Upcoming Events www.pbis.org PBIS Forum Oct 22-23, 2015 Rosemont IL SMH Conference Nov 5-7, 2015 New Orleans, LA New England PBIS Nov 19-20, 2015 Norwood, MA APBS Conf. Mar 23-26, 2016 San Francisco, CA Northeast SWPBS Conf. May 19-20, 2016 Mystic, CT

Lewistj@missouri.edu RobH@oregon.edu George.sugai@uconn.edu www.pbis.org