IMPROVING SCHOOL CONDITIONS FOR STUDENT LEARNING NATIONAL ASSOCIATION OF STATE TITLE I DIRECTORS MEETING JULY 2017 WASHINGTON, DC

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1 IMPROVING SCHOOL CONDITIONS FOR STUDENT LEARNING NATIONAL ASSOCIATION OF STATE TITLE I DIRECTORS MEETING JULY 2017 WASHINGTON, DC

2 OBJECTIVES Know the requirements in A.6 of the ESSA consolidated State Plan Understand the main ideas of how MTSS can assist states in improving conditions for learning Identify resources and tools for further information and assistance 2

3 AGENDA Review the ESSA consolidated State Plan requirement regarding school conditions Explore the main ideas of implementing MTSS to improve conditions for learning Provide State example Provide tools and resources 3

4 PRESENTERS Christine Pilgrim Monitoring and State Improvement Planning Division, Office of Special Education Programs Renee Bradley, Ph.D. Research to Practice Division, Office of Special Education Programs 4

5 SCHOOL CONDITIONS ESEA SECTION 1111(G)(1)(C) A.6 Describe how the SEA will support LEAs receiving assistance under Title I, Part A to improve school conditions for student learning, including through reducing: Incidences of bullying and harassment The overuse of discipline practices that remove students from the classroom The use of aversive behavioral interventions that compromise student health and safety 5

6 Implementing Multi-tiered Systems of Behavioral Support to Improve Conditions for Learning 6

7 M A I N I D E A S 1. Climate is context for success 2. Climate generally measured by stakeholder report 3. Academic & behavior success is interactive 4. Impact of evidence-based interventions affected by implementation context & fidelity 5. MTSS is systems framework logic for organizing selection & implementation of evidence-based practices 7

8 1. Climate is context for success Affects outcomes Affected by outcomes Climate is malleable Bradshaw, CASEL, La Salle, et al. 8

9 2. Climate generally measured by stakeholder report Learning history & experiences Observations Others reports Disciplinary sub-climate Verbal report & actions & experiences Bradshaw, CASEL, La Salle, et al. 9

10 3. Academic & behavior success is interactive Behavior affects academic Academic affects behavior Algozzine, Bradshaw, Cartledge, Kame enui, Nelson, Wehby, et al. 10

11 4. Impact of evidence-based interventions affected by implementation context & fidelity Climate Implementation fidelity Contextual/cultural responsiveness Fallon, Kratochwill, McIntosh, O Keeffe, Sanetti, Vincent CULTURE is extent to which group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions. 11

12 5. MTSS is systems framework logic for organizing selection & implementation of evidence-based practices Decision-based data system Team facilitated Sustained through administrator priority & policy Blase, Fixsen, Goodman, Horner, McIntosh, Walker, et al. 12

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14 Climate Change ESSA Alignment Equity Family Engagement Bullying/Hate Academic + Behavior MTSS 14

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16 Oct 2015 SAMPLE OF EVIDENCE BASE OF PBIS & ACADEMIC-BEHAVIOR STUDIES Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 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), 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, 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 schoolwide 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), 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, 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, 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, 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: / 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), Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104,

17 Improving School Conditions for Learning: 17 A State Example

18 MICHIGAN EXAMPLE: MIBLSI An intensive technical assistance system for the implementation of an integrated reading and behavior Multi-Tiered System of Support (MTSS) model that focuses on research-based practices and implementation science to ensure sustainability and scalability 18

19 KEY CONCEPTS Invest in Systems Support fidelity of effective practices Standardize key features and contextualize implementation 19

20 Alignment ALIGNMENT AND INTEGRATION Integration Correct positioning for effective/efficient performance Core features of practices and support of these practices are aligned across the system Different parts of a system are made a functional and structural whole Resources are leveraged to build upon each other Integration Cross Content Cross Department Cross Agencies 20

21 MODEL FOR ORGANIZING DISTRICT MTSS SUPPORT 21

22 OUR FOCUS We know what it takes to improve school climate and reduce behaviors that interfere with access to instruction We need to get better at supporting educators to implement and sustain effective practices 22

23 PROFICIENCY ON 4 TH GRADE READING ASSESSMENT AND PERCENT OF MAJOR DISCIPLINE REFERRALS FROM CLASSROOM: 132 ELEMENTARY SCHOOLS Percent of Students Proficient 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Schools with <50% Major Discipline Referrals from Classroom Schools with >50% Major Discipline Referrals from Classroom 23

24 FOCUS ON IMPLEMENTING WITH FIDELITY 24

25 GENESEE ISD Genesee Intermediate School District (ISD) supports PBIS implementation in 17 LEAs and 75 schools within their region, including Flint Community Schools. Genesee ISD s capacity assessment results improved from 52% last year to 71% this year. Currently, the average fidelity score for the schools in Genesee ISD is 68% on tier 1 with 46 schools achieving fidelity criteria on tier 1. Schools implementing PBIS from Spring 2016 to Spring 2017 have demonstrated a reduction of 914 days (or just over 5 years when calculated based upon 180 school days) suspensions for students with disabilities. 25

26 GENESEE ISD (CONT.) During the past year, Genesee Intermediate School District has supported 60 schools from 12 districts within their region 58% of schools have met criteria on the Tiered Fidelity Inventory For students with disabilities 188 days of instructional time recovered from previous year (previously associated with addressing problem behavior) 9% reduction in out-of-school suspension 26

27 KENWOOD ELEMENTARY Kenwood Elementary in Cadillac was a priority school (bottom 5% of Michigan Schools) and is now off the priority schools list and is in the 59th percentile of schools in Michigan. The school personnel attribute their turn around in part to improving school climate through PBIS. Nick Green (2017) Cadillac News ( 27

28 A Look at Including Chronic Absenteeism in a 28 MTSS

29 CHRONIC ABSENTEEISM RECOMMENDATION FROM ATTENDANCE WORKS Encourage schools to incorporate attention to attendance into a multi-tiered system of support (MTSS). Focus on prevention and early intervention and leverage a framework that many educators are familiar with. 29

30 CONTINUUM OF SUPPORTS Universal Prevention For all students Intensive Intervention For few students Targeted Intervention For some students 30

31 ADDRESSING CHRONIC ABSENTEEISM ATTENDANCE WORKS (ATTENDANCEWORKS.ORG) - Coordinated school and interagency response - Legal intervention (last resort) Students missing 20% or more of school (severe chronic absence) - Personalized early outreach - Action Plan address barriers and increases engagement - Caring mentors Students missing 10-19% (moderate chronic absence) - Engaging school climate - Positive relationships with students and families - Impact of absences on achievement widely understood - Chronic absence data monitored - Good and improved attendance recognized - Common barriers identified and addressed Students missing 5-9% (at risk) Students missing less than 5% (satisfactory) 31

32 A MULTI-TIERED FRAMEWORK Should incorporate Efficient allocation of limited organizational resources to address student need Intensity of supports with interventions linked directly to functional assessment of problem Structures to ensure staff implement practices with fidelity 32

33 POSSIBLE CONTRIBUTING FACTORS TO CHRONIC ABSENTEEISM Direct Focus of PBIS Not feeling connected (caring adults/friends) Not feeling safe at school (bullying behavior) Behavior issues (suspensions for problem behavior) Not feeling academically successful in school Additional Interventions Physical health issues (asthma) Mental health issues (anxiety) Lack of, or inconsistent transportation Family issues (need to watch siblings) Not feeling safe traveling to school/home 33

34 BENEFITS OF PBIS TO ADDRESS CHRONIC ABSENTEEISM Multi-tiered framework use to effectively and efficiently provide supports Problem solving based on data (for intervention planning and continuous improvement) Many contributing factors of chronic absenteeism are directly addressed by PBIS Focus on systems to ensure fidelity and sustainable implementation 34

35 RESOURCES & NEXT STEPS

36 36 Questions?

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