3/1/17

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9:30 – 10:45

School Climate & Discipline

School Violence &Mental Health

Disproportionality & School-Prison Pipeline

Every StudentSucceeds Act

SPLC, 12 Jan 2017 https://www.splcenter.org/20161128/trump-effect-impact-2016-presidential-election-our-nations-schools

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• 9/10 seen negative impact on student mood & behavior following election; most worry about continuing impact remainder of school year.

• 8/10 reported heightened anxiety by marginalized students, incl. immigrants, Muslims, AA, & LGBT.

• 4/10 heard derogatory language to these groups.

• 5/10 said students were targeting each other based on which candidate they supported.

• 6/10 reported responsive administrators, but 4/10 have no plans for reporting hate/bias incidents.

• 2500 specific incident descriptions of bigotry & harassment related to election rhetoric, incl. graffiti (e.g., swastikas), assaults, property damage, fights, threats of violence.

• 5/10 hesitant to discuss election in class. Some principals have told teachers not to discuss election.

Responses from 10,000 educators…..

SPLC, 12 Jan 2017 https://www.splcenter.org/20161128/trump-effect-impact-2016-

presidential-election-our-nations-schools

SPLC, 12 Jan 2017https://www.splcenter.org/20161129/ten-days-after-harassment-and-intimidation-aftermath-election

Since Nov 8 2016

Southern Poverty Law Center, 12 Jan 2017https://www.splcenter.org/hate-map SPLC, 12 Jan 2017

https://www.splcenter.org/20161129/ten-days-after-harassment-and-intimidation-aftermath-election

21%

Southern Poverty Law Center, 15 Feb 2017https://www.splcenter.org/hate-map

16141210

917

Southern Poverty Law Center, 12 Jan 2017https://www.splcenter.org/hate-map

TX (84)CA (68)FL (59)

CA = 16

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Southern Poverty Law Center, 15 Feb 2017https://www.splcenter.org/hate-map

http://www.pbis.org/whats-new

Schools must double-down w/ prevention efforts….now.

Schools represent excellent opportunity to support all students.

Evidence-based practices & systems exist.

Academic & behavior successes are prevention.

Positive classroom & school climates must be established for all.

MTSS is useful implementation framework.

PBIS provides practices & systems.

Decisions are guided by data.

Minimum PracticesMaximize engagement resulting academic success.

Teach, practice, prompt, model, & reinforce behavioral expectations classroom & school-wide.

Use data to screen progress, identify risk, & check implementation fidelity.

Actively supervise across all settings.

Maximize opportunities for & rates of positive engagements.

Consider context, learning history, & culture when making action decisions.

MTSS aka PBIS, RtI, 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

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RtI - LD

Multi-Tiered Systems of Support Implement w/ FIDELITY Develop

CONTINUUM of Evidence-based

Practices & Systems

Develop LOCAL EXPERTISE & Implementation

Fluency

Use TEAM to Coordinate & Lead

Implementation

MONITOR PROGRESS Continuously

SCREEN Universally

Decide with DATA

PRACTICES

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

PBISDrivers

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%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Universal

Targeted

Intensive

All

Some

Few

Dec 7, 2007

ContinuumofSupportforAll

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Universal

Targeted

IntensiveContinuum of Support for

ALL:“Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Labelbehavior…..notkids

Self-assess

Homework

Technology

Increase % of students reading

fluently by grade 3?

Reduce reactive management of

problem behaviors?

Integrate academic & behavior supports?

Establish & retain effective teaching

workforce

Ensure effective early childhood &

preschool experiences

Support ALL students

Improve sustainability of effective practice use?

Improve school climate & discipline?

Exploration & Readiness

(Acquisition)

Operational specification of need & identification & alignment of evidence-passed practice & systems with local need

• Establishment of need priority, agreement, alignment, &integration by local leadership units (school, district, state)

• Drafting of procedural implementation policy for practice

• Development &/or adaptation of decision system to track learner progress & implementation fidelity

Initial Implementation (Acquisition &

Fluency)

Predictable, accurate, &consistent use of practice &systems under controlled conditions & with committed implementers

• Identification & alignment of local coaching & leadership resources to prompt & reinforce practice use

• Integration of training curriculum & opportunities into local professional development plan

• Continuous progress monitoring of learner responsiveness to practice & implementation fidelity

• Provision of tier 2/3 supports for slow practice adopters

Working Guidelines

Implementation (Learning) Phase

Expected Outcome Capacity Development Focus

1. Behavioral Science (Change Theory)

2. Prevention

3. Decision & Outcome Based Data Systems

4. Evidence-based Practice Bias

5. Implementation Logic

Theory of Action

“Roadmap” that (a) charts causal pathway between strategies needed to answer specific question & to

achieve desired outcomes (i.e., “To address X, we must do Y.”) & (b) is based on set of underlying &

supporting testable hypotheses (i.e., “addressing X with Y will produce Z.”) (aka logic model).

Important to defend or justify hypotheses, outcome interpretations, practice & systems decisions, etc.

+ Parsimonious+ Comprehensive+ Repeatable+ Confirmable

Theory of Change Example: Leadership & Student Lewarning

Louis, Leithwood, Wahlstrom, & Anderson (2010).

School Leadership

School Conditions

Teachers

Classroom Conditions

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Applied Behavior Analysis

Biology is important

Behavior is learned

Behavior & environment are functional related Behavior is lawful,

therefore understandable &

influence-able

Adjust environmentto influence &

teach behavior

SettingConditions Antecedents Behaviors Consequences

1. Behavioral Sciences PBIS Conceptual Foundations

Behaviorism

ABA

PBS

PBIS

Laws of Behavior

Applied Behavioral Technology

Social Validity

All Students

System Change is Like “Power of Habits”

….or Challenging BehaviorCharles Duhigg, 2012

CUE HABIT REWARD

Dessert SatisfiedEat

TV remote EntertainedSit & watch

Teased Teasing stopsHit

Difficult work

Work removed

Destroy work

Carrot

Walk

Ignore

Try

Satisfied?!

Entertained?!

Teasing stops?!

Work removed?!

CHALLENGE:Replacingcurrentbehavior(stronghabit)withnewbehavior(weakhabit)

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 considered in SSI…& addressing challenging behavior

Establishing/Replacing HabitCharles Duhigg, 2014

2. Prevention

Decreasedevelopment

of new problem

behaviors

Preventworsening &

reduce intensity of

existing problem

behaviors

Eliminate triggers &

maintainers of problem behaviors

Add triggers &

maintainers of prosocial

behavior

Teach, monitor, &

acknowledge prosocialbehavior

Biglan, 1995; Mayer, 1995; Walker et al., 1996

Prevention Objectives Prevention Actions

Prevention as explicit & precise actions

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Biglan, A. (2015). The Nurture Effect: How the Science of Human Behavior Can Improve Our Lives and Our World.

3. Decision & Outcome Based Data Systems

1. Describe question, need, concern?

2. Identify measure directly related to 1.

3. Develop & use sustainable data collection, analysis, & display schedule & procedures.

4. Develop & implement action planning procedures based on 3.

Four Main Data Concerns

Student outcomes

Practice selection & alignment

Practice implementation

Systems integration

School leaders needed to turn school around

Be instructional leader & organizational CEO

Hiring & retaining quality teaching force important

5+ years to turn school around to last

Instructional leader transfers 3-4 years

????

Center for Public Education

Decision Example: Why are sustainable school reform efforts difficult to establish & sustain?

“When programs & practices effectiveness have been demonstrated by causal evidence, generally obtained through high quality outcome evaluations.”

National Institute of Justice“Causal evidence that documents a relationship between an activity, treatment, or intervention and its intended outcomes, including measuring the direction & size of change, & the extent to which a change may be attributed to the activity or intervention. Causal evidence depends on the use of scientific methods to rule out, to the extent possible, alternative explanations for the documented change”

National Institute of Justice

“EBPs are practices that are supported by multiple, high-quality studies that utilize research designs from which causality can be inferred &that demonstrate meaningful effects on student outcomes”

Cook & Cook, 2013

“EBP in psychology is the integration of the best available research with clinical expertise in the context of patient characteristics, culture, & preferences.”

American Psychological Association, 2006

“Strong evidence means that the evaluation of an intervention generates consistently positive results for the outcomes targeted under conditions that rule out competing explanations for effects achieved (e.g., population & contextual differences)”

HHS SAMHSA, 2009

Samples of Definitionsfor “Evidence-based”

“An approach in which current, high-quality research evidence is integrated with practitioner expertise & client preferences & values into the process of making clinical decisions.”

ASHA, www.asha.org

“Process in which the practitioner combines well-research interventions with clinical experience, ethics, client preferences, & culture to guide & inform the delivery of treatments & services”

Socialworkpolicy.org, 2015

“Treatment or service, has been studied, usually in an academic or community setting, & has been shown to be effective, in repeated studies of the same practice and conducted by several investigative teams.”

National Alliance on Mental Health, 2007

1. Empirical Support

• Functional Relationship

• Effect Size• Replication• Context

2. Student Fit• Need (+/-)• Priority

3. Context-Environment

Fit• Language• Developmental• Educational• Cultural

1. Empirical Support

• Functional Relationship

• Effect Size• Replication• Context

RCT & Group Design PBIS StudiesBradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 322-332.

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.

Sorlie, M., & Ogden, T. (2015). School-wide positive behavior support Norway: Impacts on problem behavior and classroom climate.International Journal of School and Educational Psychology, DOI: 10.1080/21683603.2015.1060912.

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

Oct 2015

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IMPLEMENTATION

Effective Not Effective

PRAC

TIC

E Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

5. Implementation

Logic

IES Newsflash28 Sep 2016

Key findings include…•“The PD had a positive impact on teacher knowledge.”•“The PD had a positive impact on some aspects of instruction.”•“The PD did not have a positive impact on student achievement.”

Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

Evidence-based Practice

Implementation Fidelity, Sustainability, & Scaling

ImplementationDrivers&CapacityDevelopmentwww.pbis.org

Pbis.orgNIRN.orgScalingup.org

Funding WorkforceDevelopment

SystemsAlignment&Integration

PolicyDissemination&Stakeholder

Support

LEADERSHIPTEAM(S)

Training CoachingEvaluation&PerformanceFeedback

BehavioralExpertise

LocalImplementationDemonstrations

EXECUTIVE/CABINET

IMPLEMENTATION

GSDRAFT1Mar2017

Implementation & Learning Phases

Exploration & Readiness - Acquisition

Initial Implementation - Acquisition & Fluency

Full Implementation - Fluency

Sustained Implementation - Maintenance

Scaled Implementation - Generalization & Maintenance

Fixsen et al. & Liberty et al.

• 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

Internal Coaching Support

External Coaching Support

Example: PBIS Implementation Logic & Framework

Team Support

Regional/StateLeadership

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84.0

39.7

11.3

39.3

4.7

39.7

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% Students % Effort

% of Students V. % of Contributions(Horner, 2011)

16% of students

engage in 79% of

challenging behavior

2979 ES 889 MS 390 HS

Continuum Logic & Key PBIS Working Elements

Outcomes Data Practices Systems

INCREASED EFFORT

IntensityFrequencyDuration

SpecializationDifferentiation

Teaming

Responsive-to-Treatment

Low risk

Some risk

High risk

~34% ~30%~19% ~12%

~34%~26%

~25%~21%

~32%~44%

~56%~67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall2012 Fall2013 Fall2014 Fall2015

Phonem

icAwanress&W

ordDe

coding

EarlyLiteracyAchievementinPilotSchools:Changein1stGradeRiskStatusfrom2012- 2015

~34% ~30%~19% ~12%

~34%~26%

~25%~21%

~32%~44%

~56%~67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall2012 Fall2013 Fall2014 Fall2015

Phonem

icAwanress&W

ordDe

coding

EarlyLiteracyAchievementinPilotSchools:Changein1stGradeRiskStatusfrom2012- 2015

Mike Coyne et al., April 2016

Fall 2012 2013 2014 2015

After 3 years, pilot schools have• More than doubled # students meeting grade literacy level goals. • More than halved # students at significant risk for reading failure.

34% to 12% High Risk

32% to 67% Low

On track for reading success

At significant risk for reading failure

A first grade classroom before CT’s K-3 Reading Model

A first grade classroom after 3+ years of CT’s K-3

Reading Model

CT’s K-3 Reading Model Works

Mike Coyne et al., April 2016

Integrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

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Tier 1: Practices & Systems Tier 2: Practices & Systems

Tier 3: Practices & Systems

Exploration & Readiness

(Acquisition)

Operational specification of need & identification & alignment of evidence-passed practice & systems with local need

• Establishment of need priority, agreement, alignment, &integration by local leadership units (school, district, state)

• Drafting of procedural implementation policy for practice

• Development &/or adaptation of decision system to track learner progress & implementation fidelity

Initial Implementation (Acquisition &

Fluency)

Predictable, accurate, &consistent use of practice &systems under controlled conditions & with committed implementers

• Identification & alignment of local coaching & leadership resources to prompt & reinforce practice use

• Integration of training curriculum & opportunities into local professional development plan

• Continuous progress monitoring of learner responsiveness to practice & implementation fidelity

• Provision of tier 2/3 supports for slow practice adopters

Implementation & Learning Phases, Expected Outcomes, & Capacity Development Focus

Implementation (Learning) Phase

Expected Outcome Capacity Development Focus

Exploration & Readiness - Acquisition

Initial Implementation - Acquisition & Fluency

Full Implementation - Fluency

Sustained Implementation - Maintenance

Scaled Implementation - Generalization & Maintenance

Fixsen, Blasé, et al., (2006;Liberty, White, & Haring (1980)Wolery, Baily, & Sugai (1988)

Stop

Check

Act

Check

SAMPLE QUESTIONS

STOP: TAKE 5 & STEP BACK•Am I calm?•Is student calm?

CHECK•Do I have positive relationship w/ student?•Have I considered cultural context?•Have I considered individual learning history?•Can I act by myself?•Can I do school procedure?•Is positive outcome likely?

ACT•Am I following procedure?•Am I calm & professional?•Am I implementing in contextually responsive & appropriate manner?

CHECK• Am I calm & responsive?• Is student calm & responsive?• Is outcome positive likely?

Acting Respectfully &Responsibly Upcoming Events

Northeast SWPBS Conf.

May 19-20, 2016

Mystic, CT

New England PBIS Conf.

Mar 9-10, 2016

Norwood, MA

PBIS Leadership

Forum

Sep 28-29, 2017

Chicago, IL

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Universal*

Targeted*

Intensive* Continuum of Support for ALL:

“Molcom”

Dec 7, 2007

Problem solving

Cooperative play

Adult relationships

Anger management

Attendance

Peer interactions

Independent play

Label*behavior…..not*kids*

Self-regulation

Homework

Technology

Common%

Vision/Values%

Common%

Language%

Common%

Experience%

Quality

Leadership

Effec%ve'Organiza

%ons'

Classr

oom

School

District

Stat

e