4/23/17

1

9:30-11:00

Classroom & School Climate

Multi-tiered Systems Support

Reported, observed, experienced

directly/indirectly by students & members

of staff, family & community

Continuum of outcomes, data, practices, & systems.

Climate affectsteaching & learning

affects climate

AcademicSuccess

BehaviorSuccess

✓

Schools = excellent PREVENTION opportunity (6 hrs/day, 180 days/yr) that can be safe, predictable, positive for ALL students

BEHAVIORAL SCIENCES serve as useful theory of action/change

Positive, doable, effective PRACTICES exist to maximize academic/behavioral success

Implementation SYSTEMS needed for students to experience & benefit from effective practices

BIG IDEAS ✓

4/23/17

2

Teach association of sounds w/ meaning?

Decrease out-of-school suspensions of kids of

color?

Increase attendance in disadvantaged schools?

Teach main idea of paragraph?

Prevent occurrences of bullying behavior?

Help parents learn to defuse escalations?

Support children who cry easily?

Educate students who experience traumatic

events?

Encourage value & use of scientific facts?

Reduce incidence & prevalence of HIV/AIDS

in S. African schools/

Teach school-wide social skills?

______________?

Defendable Theory of

ActionParsimonious

Comprehensive

Confirmable

Repeatable

Actionable

Alberto & Troutman; Carnine & Engelman,Cooper, Heward, & Heron;

Evans; Johnston & Pennypacker;Kame’enui; Sidman

W/ defendable theory of action, we can…

Describe, understand, & hypothesize conditions under which behavior occurs.

Use that understanding to develop strategyto affect likelihood of occurrence.

Explain results that we achieve & make adjustments as indicated.

School violence

Achievement Gap

Autism SD

Suspension & expulsions

Disability

Disproportionality & Equity

Restraint & seclusion

Bullying

Anxiety

School completion & dropping out

Delinquency

Substance use

Trauma

School Climate

. . . . . . .

NOT Equal

Biology is important

Behavior is learned

Behavior & environmentare functional

related Behavior is lawful, therefore

understandable & influence-able

Adjust environmentto influence &

teach behavior

Alberto & Troutman; Cooper, Heward, &Heron; Horner; Skinner; Vargas;

Wolery, Baily, & Sugai

PBIS Conceptual Foundations

Behaviorism

ABA

PBS

PBIS

Laws of Behavior

Applied Behavioral Technology

Social Validity

All Students

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3

STUDENT BEHAVIOR

ADULT BEHAVIOR OUTCOMES

• Aggression

• Bullying behavior

• Non-compliance

• Insubordination

• Social w/drawal

• Truancy

• Law/norm violations

• Substance use

• Weapon possession

• Harassment

• Self-injury

•

• Office referral

• In school detention

• Out of school suspension

• Probation & parole

• Arrests & incarceration

• Restraint & seclusion

• Mental health referral

•

• Disproportionality

• Dropping out

• School failure

• Mental illness

• School-to-prison pipeline

• Achievement gap

• Unemployment

• Delinquency

• SCHOOL CLIMATE

•

Apply Behavior Analytic Logic

Prevention Logic for AllRedesign of teaching environments…not students

Decreasedevelopment

of new problem

behaviors

Preventworsening &

reduce intensity of

existing problem

behaviors

Eliminate triggers &

maintainers of problem behaviors

Addtriggers &

maintainers of prosocial

behavior

Teach, monitor, &

acknowledge prosocialbehavior

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

Prevention Objectives Prevention Actions

2015

✓

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

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

Hate group increase

since 2015

# of anti-government

“patriot” groups in

2015

# of KKK groups in

2015

Anti-Muslim hate group increase

since 2015

SPLC, 12 Jan 2017https://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

TX (84)CA (68)FL (59)SC (22)

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

Nation Climate Change

School Climate

Implementation Fidelity

Equity, Discipline, & Culture

Family Engagement

Bullying & Hate

ESSA & School Climate Alignment & Integration

✓

Effective Classroom Behavior

Management1. Positive Reinforcement

2. Active Supervision

3. Precorrect

4. Maximize Academic Success

5. Teach Academic Routines & Social

Skills

✓Positive, respectful,

responsible, & safe

classroom & school

climates for ALL

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Student

Teacher

AdministratorFamily

Community

Potential for cultural exchange & conflict

Culture = Group of individuals

Overt/verbal behavior

Shared learning history

Differentiates 1 group from others

Predicting future behavior

Flexible,dynamic,&changed/shapedovertime&acrossgenerations &setting.

Collectionoflearnedbehaviors,maintainedby similarsocial&environmentalcontingencies

Sugai, O’Keeffe, & Fallon 2012

✓

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“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

• Meaningful Effect Size• Replication• Context

2. Student Fit• Need (+/-)• Priority

3. Context-Environment

Fit• Language• Developmental• Educational• Cultural

1. Empirical Support

• Functional Relationship

• Meaningful Effect Size

• Replication• Context

✓

PBIS aka MTSS, PBIS, 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

✓

Implement w/ Fidelity Develop Continuum

of Evidence-based Practices & Systems

Develop Local Expertise &

Implementation Fluency

Use Team to Coordinate Implementation

Monitor Progress Continuously

Screen Universally

Decide with Data

PBIS & MTSS Share

FunctionsPRACTICES

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

Doing Business

✓

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PBIS (SWPBS) is about

Improving classroom &

school climate

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

Labelbehaviors&practices…notpeople

Universal

Targeted

IntensiveContinuum of

Support“Theora”

Dec 7, 2007

Science

Soc Studies

Comprehension

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Decoding

Writing

Technology

Dec7,2007

Universal

Targeted

IntensiveContinuum of Support for

ALL:“Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Supportsforallstudentsw/disabilitiesaremulti-tiered

Self-assess

Homework

Technology

Universal

Targeted

IntensiveContinuumofSupportforALL:

“George”

Dec7,2007

Statistics

Teaching

Tennis

“Taiwanese”

Cooking

Bicycle Touring

Lawn Mowing

Labelbehavior…notpeople

ReadingComprehension

Billiards

Technology

ExpressingEmotions

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Universal

Targeted

IntensiveContinuumofSupportforALL:“________”

Dec7,2007

__________

_________

________

__________

_______

_________

_________

________

___________

_________

__________

✓

Continuum Logic & Key PBIS Working Elements

Outcomes Data Practices Systems

INCREASED EFFORT

IntensityFrequencyDuration

SpecializationDifferentiation

Teaming

Responsive-to-Treatment

✓

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

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

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Integrated MTSSAcademic Systems Behavioral Systems

Circa 1996

4/23/17

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Integrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

ACADEMIC-BEHAVIOR ASSOCIATIONAlgozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship

between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.

Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.

McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147.

Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.

Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104,100-109.

Schools Using PBISAugust 2016

> Tier 1 23,363 schools

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

SpainWales

UK

IcelandNetherlands

NorwayDenmarkCanada

USVirgin IsCaymanJamaicaBermuda

Puerto Rico

AustraliaNew Zealand

LesothoSouth Africa

JapanTaiwan

S. KoreaHong Kong

Turkey

Guam

Saudi ArabiaQatar

4/23/17

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School Climate

INDIVIDUAL & GROUP level

construct

SHARED beliefs, values, & attitudes

SHAPED INTERACTIONS

between & among students,

teachers, & administrators

Sets NORMS of (un)acceptable school behavior

KID: Negative School Climate

• Non-compliance & non-cooperation

• Disrespect• Teasing, harassment, &

intimidation• Disengagement & withdrawal• Nonattendance, tardy, &

truancy• Violent/aggressive behavior• Littering, graffiti, & vandalism• Substance use

SCHOOL:Negative School climate

• Reactive management• Exclusionary disciplinary

practices• Informal social skills instruction• Poor implementation fidelity of

effective practices• Inefficient organization support• Poor leadership preparation• Non-data-based decision

making• Inefficient, ineffective

instruction• Negative adult role models

CoerciveCycle

Creates environments of

control

Triggers & reinforces antisocial behavior

Shifts accountability away from school

Devalues child-adult relationship

Weakens academic &

social behavior development

SCHOOL: Positive School Climate

• Positive > negative contacts

• Predictable, consistent, & equitable treatment

• Challenging academic success

• Adults modeling expected behavior

• Recognition & acknowledgement

• Opportunity to learn• Safe learning environment• Academic & social

engagement

KID:Positive School Climate

• Compliance & cooperation• Respect & responsibility• Positive peer & adult

interactions• Engagement & participation• Attendance & punctuality• Anger & conflict

management• Safe & clean environment• Healthy food & substance

use• Self-management behavior

PositiveReinforcementCycle

NegativeSchoolBehavior

NegativeStudentBehavior

What’sItTaketoShiftfromNegativetoPositiveSchoolClimate?

Easytosay….requiressustainedprioritytodo.

Positive StudentBehavior

PositiveSchoolBehavior

Coercive Cycle

Positive Reinforcement

Cycle

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NegativeClimate 0 1 2 3 4 5 6 7 8 9 10 Positive

Climate

• Academic success• Positive engagements• Active supervision• Reteaching• Many response opportunities• Welcoming environment• Positive reinforcement• Teaching social skills• Positive expectations• Model expected behavior•

• Academic failure• Reactive management• Exclusion• Reprimands• Non-compliance• Social withdrawal• Low rates praise• Negative engagements• Bullying • Negative expectations••

PBIS goal to establish & maintain positiveteaching & learning environment

Where is your classroom & school on the climate scale?

CoerciveCycle

ReinforcingCycle

62

0

2

4

6

8

10

12

14

16

18

20

1 2 3 4 5 6 7 8 9 10

Num

ber o

f sta

ff

#staffscoringschoolclimate

1(negative)to10(positive)JGHS – 2016 HS

0

2

4

6

8

10

12

14

16

18

20

1 2 3 4 5 6 7 8 9 10

Num

ber o

f sta

ff

#staffscoringschoolclimate

1(negative)to10(positive)

JGHS – 2016 HS

0

2

4

6

8

10

12

14

1 2 3 4 5 6 7 8 9 10

#staffscoringschoolclimate

1(negative)to10(positive)

CHHS – 2016 HS

0

2

4

6

8

10

12

14

1 2 3 4 5 6 7 8 9 10

#staffscoringschoolclimate

1(negative)to10(positive)

CHHS – 2016 HS

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Student Behavior Student Behavior

Staff Behavior Staff Behavior

NegativeClimate 0 1 2 3 4 5 6 7 8 9 10 Positive

Climate

Quick Climate Scale for ____________ (setting)

✓

Inappropriate language/gesturesRough physical play Academic failureTeasing, intimidation, harassmentTardyUnexcused absentIn appropriate seeking assistance

Appropriate languageRespectful language

Appropriate playAcademic success

Appropriate problem solvingPunctual

AttendanceAppropriate seeking assistance

Verbal reprimandsBehavior correctionsDetentionLow rates student contactReactive managementLow opportunities to respondLow academic engagement

Specific verbal praisePositive initiations

Positive active supervisionHigh student engagement

Many opportunities to respondPrecorrections

High academic engagement

NegativeClimate 0 1 2 3 4 5 6 7 8 9 10 Positive

Climate

Quick Climate Scale for ______________

HOW?

Establish positive school

climate Maximizing academic success

Teaching important

social skills

Recognizing good behaviorModeling good

behavior

Supervising actively

Communicating positively

Biglan, Colvin, Mayer,Patterson,

Reid, Walker

✓

4/23/17

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Teaching/learning mis-rule!!

Teaching how to determine hypotenuse of triangle

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

“C2 = A2 + B2 where C is side opposite right

angle….”

“Watch me,…If A = 3 & B = 4, then C2 = 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___ingschool & 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!”

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.

Social Skills Misrules “Power of Habits”….or Challenging Behavior

Charles 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)

✓

4/23/17

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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

✓

“Don’t Throw Stones!”

IMPLEMENTATION

Effective Not Effective

PRAC

TIC

E Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

Funding' Personnel'Readiness'

Policy'&'Systems'Alignment'

Poli7cal'Support'

Visibility'&'Dissemina7on'

LEADERSHIP'TEAM'

Professional'Development'

Coaching'&'Technical'Assistance'

Evalua7on'&'Performance'Feedback'

Content'Exper7se'

Local'Implementa7on'Demonstra7ons'

ImplementationDrivers&CapacityDevelopent

www.pbis.org

NIRN.orgScalingup.org

Fixsen & Blase

Capacity Development

“Process through which individuals, organizations, & societies obtain, strengthen & maintain the capabilities to set &

achieve their own development objectives over time” (United Nations Development Programme, 2009)

“Ability of individuals, institutions & societies to perform functions, solve

problems, & set & achieve objectives in a sustainable manner.”

(UNDP, 2009 p. 53)

“Process through which individuals, organizations & societies obtain,

strengthen & maintain the capabilities to set & achieve their own development objectives over time.” Center for Disaster Reduction Initiative,

Cadri.net download 12 Sep 2015

OUTCOME

Student benefit

PRACTICES

Evidence-based practices

DATA

Practice implementation

fidelity

SYSTEMS

Data-aligned, integrated, &

tiered implementation

continuum

DRAFT

4/23/17

15

1. Describe NEED & expected

OUTCOME in measurable terms & w/

data

2.ALIGN

existing & new practices w/

need & expected outcome

3.SELECT

defendable & implementable

practices & ELIMINATE or

pause irrelevant

4.INTEGRATE

practices around

expected outcome

5.Organize

SUPPORTING SYSTEMS to

implement integrated

practices with fidelity

Development of Continuum of Practices & Systems

(MTSS)

Classroom Teaching Matrix

ClassroomContinuum

Continuous ActiveSupervision Frequent Positive Active

Engagement

Small Group Skills Practice

PeerMentoring

Check-InCheck-Out

Behavioral Contracting

FBA-BIP

Effective Instruction

Good Behavior Game

Contingent &Specific Positive Reinforcement

School-wide Teaching Matrix

School-wideContinuum

Continuous ActiveSupervision Frequent Positive Active

Engagement

Social SkillsClub

Check In Check Out

TargetedSecond Steps

FBA-BIP

ISFWraparound

Contingent &Specific Positive Reinforcement

Adult-StudentLunch-Bunch Family Resource

Center

3

Chapter 8 Policy, Practice and People: Building Shared Support for School Behavioral Health Joanne Cashman, Mariola Rosser, and Patrice Linehan, with the Stakeholder Advisory to the ISF

Chapter 9 Understanding the Complexity of the Children and Families We Serve Krista Kutash and Al Duchnowski

Commentary on the ISF

Ecological Principles for Interconnecting School Mental Health and PBIS: Focusing on What Matters Most Marc Atkins

Appendices

Appendix A Survey on School Readiness for Interconnecting Positive Behavior Interventions and Supports and School Mental Health Vittoria Anello and Mark Weist

Appendix B Building an Inclusive Community of Practice: Four Simple Questions

Appendix C Implementation Guide: Funding

Appendix D Implementation Guide: Evaluation Tools Appendix E Implementation Guide: District and Community Leadership Teams

Appendix F Selecting Mental Health Interventions with a PBIS Approach Robert Putnam, Susan Barrett, Lucille Eber, Tim Lewis, and George Sugai

179-209

210-229

230-237

238-242

243-244

245-246

247-248

249-250

251-265

2TABLE OF CONTENTSContributing Authors Advisory to the ISF Meeting/Monograph Preface Overview Advancing Education Effectiveness: Interconnecting School Mental Health and School-wide Positive Behavior Support Susan Barrett, Lucille Eber, and Mark Weist, Editors

Chapter 1 An Introduction to the Interconnected Systems Framework Lucille Eber, Mark Weist, and Susan Barrett Chapter 2 Considerations for a School Mental Health Implementation Framework George Sugai and Sharon Stephan

Chapter 3 The Role of School Level Systems in the Interconnecting School Mental health and School-wide Positive Behavior Support Nancy A. Lever and Robert Putnam

Chapter 4 School Level Practices Steven W. Evans, Brandi Simonsen, and Ginny Dolan

Chapter 5 Interconnecting School and Mental Health Data to Improve Student Outcomes Dan Maggin and Carrie Mills

Chapter 6 The District/Community role in Advancing the Interconnected Systems Framework Mark Sander, Kathy Lane, Mark Vinciquerra, Jeanne Davis, Kelly Perales, and Rob Horner Chapter 7 Advancing the ISF in States Carl E. Paternite and Erin Butts

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v-vi

vii-viii

1-2

3-28

29-60

61-85

86-107

108-135

136-154

155-178

ADVANCING EDUCATION

EFFECTIVENESS:

INTERCONNECTING SCHOOL MENTAL HEALTH

AND SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

EDITORS: SUSAN BARRETT, LUCILLE EBER

& MARK WEIST

www.pbis.org/school/school-mental-health/interconnected-systems

Effective Classroom Behavior

Management1. Positive Reinforcement

2. Active Supervision

3. Precorrect

4. Maximize Academic Success

5. Actively Supervise

✓

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1. Positively reinforce

Developmental,Cultural, Contextual

2. Actively supervise

Model

3. Precorrect4. Maximize academic success

5. Teach academic routines & social skills

Practices evidence-base is well developed ✓

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Classroom & School Climate

Multi-tiered Systems Support

Reported, observed, experienced

directly/indirectly by students & members

of staff, family & community

Continuum of outcomes, data, practices, & systems.

Climate affectsteaching & learning

affects climate

AcademicSuccess

BehaviorSuccess

✓

Schools = excellent PREVENTION opportunity (6 hrs/day, 180 days/yr) that can be safe, predictable, positive for ALL students

BEHAVIORAL SCIENCES serve as useful theory of action/change

Positive, doable, effective PRACTICES exist to maximize academic/behavioral success

Implementation SYSTEMS needed for students to experience & benefit from effective practices

BIG IDEAS ✓

Upcoming Events

Northeast PBIS

May 18-19

Mystic, CT

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Sep 27-29

Chicago, IL

New England

PBIS

Nov 14-15

Norwood, MA

Association of PBS

Mar 28-30

San Diego,

CA

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