School Climate, PBIS, & MTSS Renee Bradley, Steve Goodman, Garry McGiboney, George Sugai OSEP Center on PBIS Center on Positive Behavioral Interventions.

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Presentation transcript:

School Climate, PBIS, & MTSS Renee Bradley, Steve Goodman, Garry McGiboney, George Sugai OSEP Center on PBIS Center on Positive Behavioral Interventions & Supports University of Connecticut 27 July

Presentations

Three Questions 1.Why is school climate important? 2.How does school climate fit within PBIS & MTSS? 3.How can we establish & sustain positive school climate?

Why School Climate & MTSS?

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

MTSS/PBIS aka SWPBS, MTSS-B, MTBF, RtI-B… Framework Continuum Academically All

CORE FEATURES MTSS/PBIS CORE FEATURES MTSS/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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% MTSS: CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

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 Precision Engagement Feedback Practice Teamwork

SYSTEMS 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

Potential for cultural exchange & conflict

Positive School Climate Did you feel that!

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)

Biglan, Colvin, Hoagwood, Mayer, Patterson, Reid, Walker

Coercive Cycle

Biglan, Dishion, Mayer, Patterson, Reid, Severson, Walker Reactive management Classroom & school exclusion Restraint & seclusion Disciplinary disproportionality Reactive management Classroom & school exclusion Restraint & seclusion Disciplinary disproportionality

Positive Reinforcement Cycle

Negative School Behavior Negative School Behavior Negative Student Behavior Negative Student Behavior What’s It Take to Shift from Negative to Positive School Climate??? Positive Student Behavior Positive Student Behavior Positive School Behavior Positive School Behavior Coercive Cycle Positive Reinforcement Cycle

DecisionSWPBS FeatureAction Yes ? No1. Do >80% of students engage in daily socially appropriate interactions w/ peers? Yes ? No2. Do >80% of staff daily have more positive than negative social interactions with their students? Yes ? No3. Do >80% of staff model daily positive expected social behavior? Yes ? No4. Do >80% of students experience high levels of successful academic engagement every hour? Yes ? No5. Are we using data to monitor the above? Yes ? No6. Is our team monitoring & coordinating implementation of above? School Climate Self-Assessment - homework

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

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), 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), 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, 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, 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, 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), 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, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 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), “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