1. Integrating Practices Using an MTSS Model
Kent McIntosh
University of Oregon
Handouts:

2. My Background

3. Your Background Roles Levels Experience implementing PBIS
Experience using SEL programs

4. Goals for this Session Define MTSS
Describe the value of alignment and integration
Show how different approaches complement each other
Provide a set of key steps of how to integrate these approaches in schools
Handouts:

5. Multi-Tiered Systems of Support
What is MTSS?
Multi-Tiered Systems of Support

6. Multi-Tiered Systems of Support
What is MTSS?
Multi-Tiered Systems of Support

7. CONTINUUM OF
MULTI-TIERED
SYSTEMS
OF SUPPORT

9. Intensive Individual Interventions: Specialized Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
MULTI-TIERED
SYSTEMS
OF SUPPORT
Targeted Interventions:
Specialized Group
Systems for Students with At-Risk Behavior
Universal Interventions:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings

10. An example

11. POP QUIZ: Who has the most influence over students in middle and high school?
Parents
Teachers
Congress
Peers

12. Who do you want to have influence over your students?

13. What is MTSS?
Multi-Tiered Systems

14. Many schools, particularly those in high-poverty districts, operate in a crisis management mode. Often our students display anger, frustration, and hurt in ways that feel (and often are) “defiant” or “disrespectful” to educators…
Dana Ashley, American Educator (2015)

15. There's no magic bullet...the effectiveness of responses hinges not solely on individuals, but also on whether school cultures:
Facilitate relationships between students and educators
Promote cultural awareness
Offer professional development to help teachers manage stress
Have open communication
Provide opportunities for school-family collaboration
Dana Ashley, American Educator (2015)

16. In other words, we cannot place systemic responses on the shoulders of individual educators.
Dana Ashley, American Educator (2015)

17. 4 PBIS Elements Social, Emotional & Academic Success OUTCOMES
Supporting
Student
Behavior
Supporting
Decision
Making
PRACTICES
DATA
SYSTEMS
Supporting
Staff Behavior

18. Multi-Tiered Systems of Support
What is MTSS?
Multi-Tiered Systems of Support

19. Restorative
Practices
Social &
Emotional
Learning
Mindfulness
Practice
Reduce
Drug
Abuse
There are far more initiatives, programs, and practices than we can possibly implement well, or even at all.
PBIS
Character
Education
Family Engagement
Anti-Bullying Initiatives
Academic Achievement
Increase
Graduation
Improve
Attendance
Career & College Ready
School-based
Mental Health
Reducing Racial Inequities
Digital
Literacy
Mental
Wellness

20. Initiative Overload…
“The typical school operates 14 different prevention activities concurrently, and the typical activity is implemented with poor quality.” (Gottfredson et al., 2000)

21. (Latham, 1988)

22. Can we align or integrate our initiatives to make them more, feasible, effective, and durable?

23. What are we talking about when we talk about alignment?
Parallel play

24. What are we talking about when we talk about integration?
Parallel play
Full integration

25. “But these approaches are philosophically opposed to each other!”

26. When we enter a discussion based on philosophy…
There are differences that are genuine and potentially incompatible.
Butterfield, Slocum, & Nelson (1992)
Dixon & Carnine (1994)

27. When do our perspectives become dogma?
Premise: The research of my philosophy supports instructional practice X.
Premise: Your philosophy differs from mine.
Illogical Conclusions:
Your philosophy does not support that practice.
Your philosophy opposes that practice.
Your philosophy is wrong and mean-spirited.
(Dixon & Carnine, 1994)

28. When we enter a discussion based on philosophy and ideology…
There must be a group that is wrong and a group that is right.
And more often than not, students are the ones who lose.
Butterfield, Slocum, & Nelson (1992)
Dixon & Carnine (1994)

29. (Latham, 1988)

30. But… If we focus on common practices instead of philosophies…
Both groups can be right about many things
We can find more commonalities than differences
The walls can start to come down!

32. Blended families…

33. Steps for Aligning and Integrating Initiatives1.
Identify shared, valued OUTCOMES (and measures) 2.
Pick the PRACTICES that are most likely to achieve those outcomes 3.
Implement the practices within SYSTEMS that maximize fidelity

34. Steps for Aligning and Integrating Initiatives1.
Identify shared, valued OUTCOMES (and measures) 2.
Pick the PRACTICES that are most likely to achieve those outcomes 3.
Implement the practices within SYSTEMS that maximize fidelity

35. What do we want students to learn by the time they leave school?
Academic skills…
Social responsibility…

36. Steps for Aligning and Integrating Initiatives1.
Identify shared, valued OUTCOMES (and measures) 2.
Pick the PRACTICES that are most likely to achieve those outcomes

37. SEL
PBIS

38. POP QUIZ: PBIS or SEL?
Instruction is most effective when it is sequenced, active, focused, and explicit.
Students learn best when their environment is predictable.
Social interactions are the most powerful reinforcer of behavior.
Has been shown to significantly improve academic achievement and emotional regulation.

39. Answer Key
Instruction is most effective when it is sequenced, active, focused, and explicit.

40. “SAFE” SEL Programs (Durlak et al., 2011)
SEL programs that are SAFE
Sequenced step-by-step training
Active learning
Focused on skill development
Explicit learning goals
…are more effective in improving social-emotional and academic outcomes

41. Principles of effective behavioral instruction
Focus on big ideas
Conspicuous strategies
Mediated scaffolding
Strategic integration
Primed background knowledge
Judicious review
(Coyne, Kame’enui, & Carnine, 2007;
McIntosh & Goodman, 2016)

42. Students learn best when their environment is predictable.
Answer Key
Students learn best when their environment is predictable.

43. rwjf.org, www.cdc.gov/ace/prevalence

44. rwjf.org, www.cdc.gov/ace/prevalence

45. rwjf.org, www.cdc.gov/ace/prevalence

46. rwjf.org, www.cdc.gov/ace/prevalence

47. Integrating initiatives example: Trauma-informed Care
A possible solution:
Create a stand-alone program that requires extensive mental health training and becomes one more thing teachers are asked to do

48. Integrating initiatives example: Trauma-informed Care
A Better Solution:
Create safe, predictable, and positive learning environments for all students, regardless of need
Give students skills to identify and self-regulate their emotions
Provide more support to students who need more

49. Social interactions are the most powerful reinforcer of behavior.
Answer Key
Social interactions are the most powerful reinforcer of behavior.

50. Results of 40 Years of Research into Motivation
Examinations of continued use of skills and ratings of personal interest
Verbal rewards
Strong positive effects and very few detrimental effects
Tangible rewards
Most studies show strong positive effects
Some detrimental effects in some circumstances

51. Tangible rewards may decrease intrinsic motivation when:
Rewards are expected
Rewards are given only once, and then stopped
Rewards are given for activities with initial intrinsic interest
Rewards are delivered to coerce future behavior

52. Tangible rewards may increase intrinsic motivation when:
Rewards are unexpected
Rewards are given intermittently
Rewards are given for activities with low inherent interest

55. Parent Acknowledgement Story
“Yes, made me proud since I had no idea he even did it. It's those little things that make me think maybe we are doing something right. Makes parents not give up😉”

57. Conversations about behavior

59. Intermediate Acknowledgment System

60. Staff Tree:
Staff members put notes to each other on the leaves and post

61. Answer Key
Has been shown to significantly improve academic achievement and emotional regulation.

62. Durlak et al., 2011 Meta-analysis of 213 studies:
Significant effects of SEL programs on social and emotional skills and academic achievement

63. Bradshaw et al., 2012 4-yr. Randomized Clinical Trial:
Significant effects of PBIS on bullying, emotional regulation, and academic achievement

64. Shared Core Features across Initiatives
Focus on evidence-based practices
Focus on prevention
Build a safe, positive school environment
Emphasis on instruction
Instruction is S.A.F.E.
Teach students skills/competencies for self-regulation beyond school
Build positive student-teacher relationships
Overarching goals of promoting social-emotional and academic success
SEL
PBIS

65. Integrating PBIS and SEL (Cook et al., 2015)
Improved
Mental
Health
SEL
Improved
Mental
Health
Significantly Improved Mental Health

66. Steps for Aligning and Integrating Initiatives1.
Identify shared, valued OUTCOMES (and measures) 2.
Pick the PRACTICES that are most likely to achieve those outcomes 3.
Implement the practices within SYSTEMS that maximize fidelity

67. Maximum Student Benefit
IMPLEMENTATION
High
Low
PRACTICE
Evidence
Based
Maximum Student Benefit
Reduced Probability of Student Benefit
Not Evidence
Low Probability for Student Benefit
(Durlak et al., 2011; Fixsen & Blase, 2009; Flannery et al., 2014)

68. U.S. Schools using PBIS August, 2016
23,363 schools 11,762,345 students

70. Think back to your outcomes…
You adopt an evidence-based SEL program and teach it from 1:00 to 1:45 on Thursday…
How do you enhance outcomes?

71. Turtle Technique Recognize that you feel angry. “Think” Stop.
Go into shell. Take 3 deep breaths. And think calm, coping thoughts.
Come out of shell when calm and thinking of a solution.

72. PLAN for Use of Skills Outside of the Lesson
Before instruction
During instruction
After instruction

73. Before instruction Ask: Where will the skill be used?
Who will teach the skill?
Who will participate?
What skills should be taught?
When will they be needed?

74. During instruction Teach explicitly Provide practice
Break down complex skills
Provide practice
Teach across settings and situations
Involve others

75. After instruction Model regularly
Precorrect before difficult situations
Provide performance feedback
Consider an incentive system
Change the environment to
Make use of the skill easier
Make competing behaviors harder

76. Interested in a PhD in PBIS at the University of Oregon?
New Doctoral Leadership Grant focusing on meeting the needs of Indigenous students with disabilities
Federal funding for your doctoral degree (full tuition coverage, health insurance, $1500 monthly stipend)
Research seminar with invited experts
Specialize in PBIS, Secondary/Transition, Academic Intervention, Low Incidence and/or EI
For details, or visit the following site:

77. Contact Information
Kent McIntosh
Special Education Program
University of Oregon
@_kentmc
Cannon Beach, Oregon
© GoPictures, 2010
Handouts: