multi-tiered systems of support (hi csss): alignment & integration george sugai center for...
TRANSCRIPT
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Multi-Tiered Systems of Support
(HI CSSS): Alignment &
Integration
George Sugai
Center for Behavioral Education & ResearchCenter on Positive Behavioral Interventions & Supports
Neag School of EducationUniversity of Connecticut
13 July 2015
www.pbis.org www.neswpbs.org www.cber.org
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PURPOSE
To discuss how (a) MTSS, PBIS, RtI &
MTBF relate to one another; (b)
DoE, DoJ, & DHHS relate to one
another….& (c) what they all have
to do with HI CSSS
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www.pbis.org
www.neswpbs.org
Presentations
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HAWAI’I
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“Well, the truth is, there are simple answers; they just are not easy ones.”
Ronald Reagan in Coach John Wooden’s Greatest Secret Pat Williams, 2014.
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“Coach Wooden’s goal: learn the
fundamentals, master the
fundamentals, teach the
fundamentals to others, & apply the
fundamentals in every area of our
lives. Mastering the fundamentals is
one of a lot of little things done well that
make a big difference in our pursuit of
success.”
Coach John Wooden’s Greatest Secret Pat
Williams, 2014.
“Success is the natural consequence of consistently applying the basic fundamentals.”
Jim Rohn
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Stick w/ fundamentals
Organize by function
Do less better & longer
Invest smallest most effective
Decide w/ data
Reinforce success
BIG IDEAS
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SWPBS Feature Action1. What is 1 thing you learned that you did not know before?
2. What 3 “big ideas” will you take back to your colleagues?
3. What is 1 practice you will do tomorrow that you have not done before?
4. What is 1 practice you will consider not doing tomorrow?
5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above?
Action Steps - Homework
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Why?
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Getting Tough
Teaching to Corner
Nov 1985 KappanSchool Discipline
Challenge:Academic & behavior success (failure) are
linked!
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School Climate & Discipline
School Violence & Mental Health
Disproportionality & School-Prison Pipeline
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School Climate Transformation
Grant (SCTG)
• 12 SEA sites• 71 LEA sites
(23 states)
National Youth Forum
• 10 large cities
Project Prevent
• 22 dist.
AWARE Grant
• 20 SEA sites • 100 LEA
sites• 9 also
SCTG sites
US Depart. of Educ.
OSEP & OSHS
US Depart. of Just.
OJP & OJJDP
US Depart of Health &
Human Serv.
SAMHSA
Multi-Agency Effort
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CSSS
MTSS
RtI
MTBF
RtI-B
PBIS
SWPBS
MTSS-B
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CSSS
MTSS
RtI
MTBF
RtI-B
PBIS
SWPBS
MTSS-B
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School Reform
Problem Context
School violence Under-
achievement
Suspension & expulsions
Disability
Disproportionality & Equity
Restraint & seclusion
BullyingSchool
completion & dropping out
Delinquency
Substance use
School Climate
& MORE!
NOT Equal
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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
•
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Positive School
Climate
Did you feel that!
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Understanding mechanism (Function) matters!
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KID(-) School Climate
• Non-compliance & non-cooperation
• Disrespect• Teasing, harassment, &
intimidation• Disengagement & withdrawal• Nonattendance, tardy, &
truancy• Academic failure• Violent/aggressive behavior• Littering, graffiti, & vandalism• Substance use
SCHOOL(-) 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
Coercive Cycle
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Why is negative school
climate undesirable?Creates environments
of control
Triggers & reinforces antisocial behavior
Shifts accountability away from school
Devalues child-adult relationship
Weakens academic & social behavior
development
Biglan, Dishion, Mayer, Patterson,
Reid, Severson, Walker
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SCHOOL(+) 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(+) 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
Positive Reinforcement Cycle
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Negative SchoolBehavior
Negative StudentBehavior
What’s It Take to Shift from Negative to Positive School Climate???
Positive StudentBehavior
Positive SchoolBehavior
Coercive Cycle
Positive Reinforcement
Cycle
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HOW?
Establish positive school
climate Maximizing academic success
Teaching important social
skills
Recognizing good behavior
Modeling good behavior
Supervising actively
Communicating positively
Biglan, Colvin, Hoagwood, Mayer, Patterson,
Reid, Walker
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Decision SWPBS Feature Action
Yes ? No 1. Do >80% of students engage in socially appropriate interactions w/ peers daily?
Yes ? No 2. Do >80% of staff have more positive than negative social interactions with their students daily?
Yes ? No 3. Do >80% of staff model positive expected social behavior daily?
Yes ? No 4. Do >80% of students experience high levels of successful academic engagement every hour?
Yes ? No 5. Are we using data to monitor the above?
Yes ? No 6. Is our team monitoring & coordinating implementation of above?
School Climate Self-Assessment - homework
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Multi-Tiered
Systems of Support
Arranging environment to be
conducive to teaching & learning (N. Haring, 2012)
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Common Vision/Values
Common Language
Common Experience
QualityLeadership
Effective Organizations
GOAL: “Big Outcome”
“Organizations are groups of individuals whose collective behaviors are directed toward a common goal & maintained
by a common outcome” Skinner, 1953, Science of Human Behavior
Classroom School
Complex -DistrictState
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MTSS aka PBIS, 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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SYST
EMS
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
MTSS Emphasis
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IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
CORE FEATURESMTSS/MTBF
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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
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Universal
Targeted
Intensive
All
Some
Few
Dec 7, 2007
Continuum of Support
for All
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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
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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
Label behavior…..not kids
Self-assess
Homework
TechnologyBehav
ior S
uppo
rt
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Universal
Targeted
IntensiveContinuum of
Support for ALL:“________”
Dec 7, 2007
__________
_________
________
__________
_______
_________
_________
________
___________
_________
__________
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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
Prec
isio
n
Enga
gem
ent
Feed
back
Prac
tice
Team
wor
k
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ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills
instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
HOMEWORK
GUIDELINES
• Next month’s salary.
• What can do with fidelity.
• What you want to achieve.
• Avoid people or services.
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MTSS/CSSS: Core Features
Outcomes Practices Systems Data
TEAMAdministration
CounselingGeneral Education
Instruction & CurriculumNursing
Occupational TherapyPhysical Therapy
PsychologyResource Officers
Social WorkSpecial Education
Mental Health
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MTSS/CSSS: Core Features
Outcomes Practices Systems Data
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Teaching social
skills explicitly
Establishing stimulus
control….like academic skills
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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
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“Power of Habits”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: Replacing current behavior (strong habit) with new behavior (weak habit)
Subtitle: “Why We Do What We Do in Life & Business”
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Establishing/Replacing HabitCharles Duhigg (2014)
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 addressed in SSI
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Teaching/learning mis-rule!!
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DEFINESimply
MODEL
PRACTICEIn Setting
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
Teaching calculating hypotenuse of triangle
“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….”
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“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!”
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DEFINESimply
MODEL
PRACTICEIn Setting
ADJUST forEfficiency
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.”
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Emphasizing & Teaching Positive
Expectations
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Teaching Matrix
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
Exp
ecta
tions
1. SOCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
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Exp
ecta
tions
Expectations & behavioral skills are taught & recognized in natural context
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Decision SWPBS Feature Action
Yes ? No 1. Do most (80%) of our staff agree that social skill expectations can be taught?
Yes ? No 2. Do we have plan for teaching school-wide social skill expectations?
Yes ? No 3. Do we teach school-wide social skill expectations in our classrooms?
Yes ? No 4. Do we teach school-wide social skill expectations throughout the day?
Yes ? No 5. Are we using data to monitor the above?
Yes ? No 6. Is our team monitoring & coordinating implementation of above?
Social Skills Self-assessment - 7 minutes
AttentionPlease
1 Minute
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Concluding comments
Now what?
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Implementation DriversPBIS Implementation Blueprint (2015 rev, pbis.org)
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• 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
Basic MTBF Implementation Framework
Team Support
Regional/State Leadership
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Basic “Logic”
SYST
EMS
PRACTICES
DATATraining
+Coaching
+Evaluation
Cultural/Context Considerations
Improve “Fit”
Start w/ effective,
efficient, & relevant, doable
Prepare & support
implementation
ImplementationFidelity
MaximumStudent
Outcomes
MaximumStudent
Outcomes
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Stick w/ fundamentals
Organize by function
Do less better & longer
Invest smallest most effective
Decide w/ data
Reinforce success
BIG IDEAS
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MTSS/CSSS: Core Features
Outcomes Practices Systems Data
TEAMAdministration
CounselingGeneral Education
Instruction & CurriculumNursing
Occupational TherapyPhysical Therapy
PsychologyResource Officers
Social WorkSpecial Education
Mental Health
Take advantage of opportunities to develop & implement lean,
efficient, durable, effective CSSS.
Integration & alignment of outcomes, practices, systems &
data.
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SWPBS Feature Action1. What is 1 thing you learned that you did not know before?
2. What 3 “big ideas” will you take back to your colleagues?
3. What is 1 practice you will do tomorrow that you have not done before?
4. What is 1 practice you will consider not doing tomorrow?
5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above?
Action Steps - Homework
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“The way to achieve dauntingly high goals is through a relentless focus on achieving optimal performance in a lot of seemingly little things. Those little things accumulate over time & make a big difference.”Coach John Wooden’s Greatest Secret Pat Williams, 2014.
Smallest, most
effective, durable,
efficient, &
relevant
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Upcoming Events
PBIS Forum
Oct 22-23, 2015
Rosemont IL
SMH Conference
Nov 5-7, 2015
New Orleans,
LA
New England
PBIS
Nov 19-20, 2015
Norwood, MA
APBS Conf.
Mar 23-26, 2016
San Francisco,
CA
Northeast SWPBS Conf.
May 19-20, 2016
Mystic, CT