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

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 EXAMPLE TOPICS School climate Social skills Culture

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

Primary & Secondary School Challenges

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

College & Career Readiness (CCR) 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/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

MTSS/CSSS: Core Features OutcomesPracticesSystemsData Kid expectations Kid supports Adult supports Practice fidelity & progress monitoring

MTSS/CSSS: Core Features OutcomesPracticesSystemsData Classroom School District State TEAM Administration Counseling General Education Instruction & Curriculum Nursing Occupational Therapy Physical Therapy Psychology Resource Officers Social Work Special Education Mental Health TEAM Administration Counseling General Education Instruction & Curriculum Nursing Occupational Therapy Physical Therapy Psychology Resource Officers Social Work Special Education Mental Health

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

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)

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

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

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

Teaching social skills explicitly Establishing stimulus control….like academic skills

Punishment teaches Punishment signals error. Punishment does not teach SS. Punishment signals error. Punishment does not teach SS. Teach “1 hour every Monday” SS are needed all day. SS are prompted & practiced all day. SS are needed all day. SS are prompted & practiced all day. Not my responsibility SS are needed to learn. SS are needed to teach. SS are needed to learn. SS are needed to teach. Bad behavior is trait SS (good/bad) learned & taught. Teaching SS should be formal. SS (good/bad) learned & taught. Teaching SS should be formal. Social Skills Misrules

Generic Teaching Approach

“Power of Habits” Charles Duhigg, 2012 CUEHABITREWAR D Dessert Satisfied Eat TV remote Entertained Sit & 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 Habit Charles Duhigg (2014) All three elements are addressed in SSI

DEFINE Simply DEFINE Simply MODEL PRACTICE In Setting PRACTICE In Setting ADJUST for Efficiency ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MONITOR & ACKNOWLEDGE Continuously Teaching calculating hypotenuse of triangle “C 2 = A 2 + B 2 where C is side opposite right angle….” “Watch me,…If A = 3 & B = 4, then C 2 = 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!”

DEFINE Simply DEFINE Simply MODEL PRACTICE In Setting PRACTICE In Setting ADJUST for Efficiency ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously 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?

Potential for cultural exchange & conflict

Culture = 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, , doi: / 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, , / 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,

Concluding comments MTSS/PBIS is possible in secondary settings

1. Recommendations: PBIS in Secondary Schools

2. Recommendations: PBIS in Secondary Schools

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