Exploring the Possibilities

Thomas C. Manthey, Ph.D., VTSS Coordinator, Virginia Department of Education Sophia Farmer, VTSS Implementation Specialist, VTSS Research and Implementation Center

Virginia Tiered Systems of Supports (VTSS)

2 Adapted from the OSEP Center on PBIS, 2010

… is a data-informed decision making framework for establishing the social culture and academic and behavioral supports needed for the school to be an effective learning environment (for academics, behavior and social-emotional wellbeing) for all students.

data-informed decision making framework social culture

academic and behavioral supports effective

learning environment

all

Increase effectiveness AND efficiency A Process for Continuous Improvement

Virginia Tiered Systems of Supports

• Prevention first

• One setting: Multiple levels of support intensity – Tier I, Tier II, and Tier III

• Early intervention

• Align academic, behavioral, mental health, and social supports

• Collect and use data

• Shifts focus from the Student to the System

WHAT IS THIS WAY OF WORK IN DIVISIONS?

What is this exactly?!

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What does VTSS look like? What we you mean by ‘way of work’?

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Data Informed Decision Making Evidence Based Practices M

onitoring Student Progress

Aligned Organizational Structure and Culture Evaluation

Fam

ily, S

choo

l and

C

omm

unit

y P

artn

ersh

ips

SYSTEMS

PRACTICES

DATA

OUTCOMES

Data informed decision making

Evidence based practices

Aligned organizational structure and culture

Monitoring student progress

Family, school and community partnerships

Evaluation

Six core components

6

=

in order to meet benchmarks.

These students

+

get these tiers of support

The goal of the tiers is student success, not labeling.

Three Tiered Framework of Student Supports

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TIER I: Core, Universal GOAL: 100% of students achieve at high levels!

Implementing well researched programs and practices

demonstrated to produce good outcomes for the majority of

students

Tier 1 is effective if at least 80% are meeting benchmarks

Guiding questions for Tier 1: 1. What do we expect ALL students to

learn? 2. How will we know if and when a

student has learned core curriculum? 3. How will we respond when some

students aren’t successful? 4. How will we respond when some

students have already demonstrated success with the curriculum?

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TIER II: Supplemental, Targeted GOAL: No more than approximately 20% of students needing supplemental instruction in addition to the core instruction to achieve benchmarks.

Tier II is effective if at least 70-80% of students improve

performance (i.e. gap is closing toward benchmark

and/or progress monitoring goals)

Guiding questions for Tier II: 1. Where are students performing

now? 2. Where do we want the students to

be performing? 3. How long do we have to get the

students to meet their achievement goals?

4. How are we going to progress monitor skill attainment?

5. What resources do we need to build skills at an acceptable rate?

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TIER III: Intensive, Individualized GOAL: 0-5% of students needing intensive, individualized instruction in addition to core and supplemental instruction in order to achieve benchmarks.

Tier III: is effective if at least 70-80% of students

improve performance (i.e. gap is closing toward

benchmark and/or progress monitoring goals)

Guiding questions for Tier III 1. Where is the student performing now? 2. What is a realistic and attainable goal for

achievement for the student? 3. How long do we have to get the student to

meet that goal? 4. What supports has the student received

prior to Tier III? 5. What resources do we need to build skills

at an acceptable rate?

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Universal

Targeted

Intensive Continuum of

Support for ALL

Science

Social Studies Reading

Math

Social skills Lacrosse

Spanish

Label behavior…not people

What does this mean for special education?

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What about mental health and wellness?

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Supporting Staff

Supporting Decision Making

Supporting Students

Supporting Improvements in Behavioral Competence, Academic Achievement and Social-Emotional Wellness

SYSTEMS

PRACTICES

DATA

OUTCOMES

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VTSS - PBIS Positive Behavior Interventions and Supports as part of the VTSS Framework

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Governor’s Classrooms not Courtrooms Initiative Governor Terry McAuliffe recently announced his Classrooms not Courtrooms initiative! It is a multi-agency, administration-wide push to reduce student referrals to law enforcement, reduce suspensions and expulsions, address the disparate impact these practices have on African-Americans and students with disabilities, and address the emphasis on subjective offenses like disorderly conduct.

PBIS -VTSS

Educate Every Child: Promoting Positive Solutions to School Discipline in Virginia

• Exclusion does not improve behavior.

• Today’s suspended and expelled youth are more likely to become tomorrow’s dropouts.

• Poor school climate leads to lower student achievement and increased teacher turnover.

• Harsh penalties for minor misbehavior do not make communities safer.

A report by the Legal Aid Justice Center’s Just Children Program

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As an instructional process!

We change STUDENT behavior by changing

ADULT behavior

Interventions = changes in staff procedures & practices

VTSS helps us rethink behavior change…

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The Implementation Equation

Fixsen, Blase, Naoom, & Wallace (2007)

Effective Instruction and

Intervention The “WHAT”

Effective

Implementation with Fidelity The “HOW”

Positive Outcomes

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Enabling Contexts

The “WHO” and

“WHERE”

In summ

ary…

We organize our resources So kids get help early We do stuff that’s likely to work

We provide supports to the staff to do it right

And make sure they’re successful

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Implementation Occurs in Stages

• Exploration

• Installation

• Initial Implementation

• Full Implementation

• Innovation & Sustainability

(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005)

3-5 Years

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WHY DIVISIONS ADOPT THIS WAY OF WORK

Start with the WHY!?

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Consistency Matters

Common Vision/Expectations

Common Language

Common Practices

SCHOOL COMMUNITY

(USDOE OSEP PBIS TA Center, 2010)

Experimental Research 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 (MTSS-B) 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., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (MTSS-B) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

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.

Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.

Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156

Results are experimentally related to:

1. Reduction in problem behavior 2. Increased academic performance 3. Increased attendance 4. Improved perception of safety 5. Improved organizational efficiency 6. Reduction in staff turnover 7. Increased perception of teacher efficacy 8. Reduction in teacher reported bullying behavior and

peer rejection

We can gain minutes, hours, DAYS!

The average school estimates 20 MINUTES of administrator’s time per referral processed…

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420 office referrals x 20 minutes = 140 hours or 17.5 work days!

The average school estimates 15 MINUTES of lost instructional time per student per referral processed…

420 office referrals x 15 minutes = 105 hours or a little over 13 days of ‘found’ instructional time!

Could you benefit from more instructional time?

HOW DO WE KNOW THAT THIS WORKS IN VA?

Why would VA schools want to do this!

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Data Collected • Student Enrollment (gender, ethnicity/race, IEP/504)

• Outcome Data (gender, ethnicity/race, IEP/504) – Office Discipline Referrals (ODRs) – In-School Suspensions (ISSs) – Out-of-School Suspensions (OSSs)

• PBIS Fidelity of Implementation – School-wide Evaluation Tool (SET) – Benchmarks of Quality (BoQ) – Tiered Fidelity Inventory (TFI)

• State Accreditation Results (SOLs) – English – Mathematics

PBIS of VTSS Outcome Data Comparisons – General Education

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- 22%

- 21%

- 11%

GE – General Education Students

- 20% - 26%

- 25%

PBIS of VTSS Outcome Data Comparisons – Special Education

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- 11%

- 6%

0%

GE – General Education Students

- 3% - 17% - 10%

Administrative and Instructional Time Lost as a Function of Disciplinary Actions: General Education Students

4100

2050

1400

700

1260

630

6520

3260

1800

900

1800

900

0

1000

2000

3000

4000

5000

6000

7000

ODRs-GE Admin ODRs-GE Instruction ISSs-GE Admin ISSs-GE Instruction OSSs-GE Admin OSSs-GE Instruction

Tim

e Lo

st (m

in)

Fidelity Non-Fidelity

Administrative and Instructional Time Lost as a Function of Disciplinary Actions: Students with Special Needs

1360

680

400

200

480

240

2020

1010

620

310

760

380

0

500

1000

1500

2000

2500

ODRs-SE Admin ODRs-SE Instruction ISSs-SE Admin ISSs-SE Instruction OSSs-SE Admin OSSs-SE Instruction

TIm

e Lo

st (m

in)

Fidelity Non-Fidelity

Fidelity and Disciplinary Actions

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EOY 2015 Correlations between OSD Incident Rates and MDY 2015 BoQ Final Scores

OSD Incident Rates

BoQ Final Scores

ODRs −0.038

ODRs – SE −0.047

ISSs −0.122*

ISSs – SE −0.121*

OSSs −0.061

OSSs - SE −0.088 *statistically significant using a 5% significance level

Fidelity and SOL Scores

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MDY 2015 Correlations between BoQ Final Scores and SOLs

SOLs BoQ Final

Scores

English 0.114*

Math 0.188*

*statistically significant using a 5% significance level

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THANK YOU FOR YOUR

PARTICIPATION