Expanding the PBIS Framework to Improve Outcomes in High ...€¦ · Dr. Content Strands:...

ExpandingthePBISFrameworktoImproveOutcomesinHighSchools

JenniferFreemanPhD

ContentStrands:•School-widePBIS(Tier1)•Class-widePBIS(Tier1)•AdvancedTiers(2&3)•PBISImplementationandTraining•SpecialSettings•AcademicSystems•SpecialTopicsFeaturedKeynotes:•Dr.AnthonyBiglanOregonResearchInstitute

•Dr.DianeMyersTexasWoman’sUniversity

AttendthesixthNortheastPBISNetworkLeadershipForum,andjoinustodevelopaprofessionalPBISnetworkthat

willenhanceourcapacitytoworksmarterandmoreeffectivelyonPBISframeworkimplementationinthenortheast

states.

Additionalregistrationinformationwillbeavailableatnepbis.org.

SponsoredbytheOSEPCenteronPositiveBehavioralInterventions

SAVETHEDATE

MAY18-19,2017MysticMarriottHotel&Spa

625NorthRoad(Rte117)Groton,CT06340

Newthisyear:IGNITEsessions

Findusontheweb: nepbis.org

This two-day forum for school, state, district andregional Leadership Teams and otherprofessionals has been designed to increase theeffectiveness of PBIS implementation.

Sessions are organized by strands that supportinitial through advanced implementation inpreschool-12 and alternative education settings,and assist state level planning to improve schoolquality and student success. Featuring sessionsspecific to Juvenile Justice, Mental Health, andCommunity/Family partners.

Registration will open April 19th. For moreinformation, visit the Upcoming Eventspage at www.pbis.org in March.

Hilton Chicago720 S. Michigan Avenue

Downtown Chicago

September 28-29th NEW MONTH – NEW LOCATION!

OSEP Technical Assistance Center on PBIS | 2017 PBIS Leadership Forum | Chicago, IL

PBIS: Starting, Scaling, & Sustaining

Helping states and districts create safe and effective learning environments for all

AdvancedOrganizer1. Currentdropoutratesandinterventionsthatwork

intheHScontext2. Thesmallestchangetohavethelargesteffect3. PBISoutcomesinhighschools4. HSPBISimplementation5. StrengtheningstudentsCCRskillsandPBIS

implementationinHS6. LessonslearnedforHSresearchers7. Questions/Discussion

WhatdoweknowaboutcurrentdropoutratesandinterventionsthatdoworkintheHScontext?

HighSchoolDropout

Time

*Notactualmeasurements

Catteral,1987;McCaul,Donaldson,Coladarci,&Davis,1992;Swanson,&EditorialProjectsinEducation,2009;;Rumberger,1987;Rumberger,1983;USDepartmentofEducation;2012USDepartmentofCommerce,2011

Increasingdemandforeducatedworkforce

Increasingpressureonsocialsafetynetduetohighunemploymentratesandcutsingovernmentspending

Higherunemploymentorunderemployment

Morelikelytobeonwelfare

Sufferfromdepressionorothermentalhealthissues

Criminalorgangactivity

Servetimeinjail

Makelessmoney

Theoverallstatusdropoutrateisabout6.5%

That’s1.3millionstudents!

http://www.connectednation.org/sites/default/files/connected-nation/files/us_education_hsdropout_map_090812.pdf

https://nces.ed.gov/programs/dropout/ind_01.asp

EventDropoutRates

EventDropoutRatebyRace/Ethnicity

https://nces.ed.gov/programs/dropout/ind_01.asp

TheHighSchoolContextState/Federal

Accreditation/CreditEarning

Courses

Evaluatedbygraduationorcollegebound

rates

Zerotolerancedisciplinepolicy

Lackofassessmentsfor

progressmonitoring

School

CommunityCenter

FewerHSperdistrict

DepartmentalOrganization

Administrativeteams

Largerenrollment

Staff

Trainedascontentexperts

Mayhavelesstrainingonbehavior

management

Mayhaveperception

studentsshould"know"howto

behave

Student

Expect/needsomelevelofautonomy

Peerfocus

Reward/Risksystemsareon

alert

(BohanonFenning,Borgmeier,Flannery&Malloy,2009;Skiba&Rausch,2006;Bohanon-Edmonson,Flannery,Eber&Sugai,2004;Morrison,Robertson,Laurie,&Kelly,2002; Murphy,Beck,Crawford,Hodges,&McGaughy,2001).

Whatworksforimprovinggraduationrates?• WhatWorksClearinghouse(WWC)hasidentifiedprogramsthathelp

students:

• Graduate

• Completeschool

• Stayinschool

• Progressinschool

• 7interventionsmeetstandardsforpositiveorpotentiallypositiveeffectsoncompletingschool

• 1wholeclassand7individualorsmallgroupinterventions

• 5/6oftheseprovideGED’stostudentswhohavealreadydroppedout

• Only1ispreventative

• 3schoollevelinterventionshaveevidenceforprogressinginschoolbutonly1hasevidenceofimpactoncompletingschool

https://ies.ed.gov/ncee/wwc/FWW/Results

PracticeGuideRecommendations

• Usedatasystemstoidentifystudentsatriskearly• Provideadultadvocatestostudentsatrisk• Provideacademicsupportandenrichment• Implementprogramstoimprovestudentsclassroombehaviorandsocialskills

• Providepersonalizedlearningenvironmentsandindividualizedinstruction

• Providerigorousandrelevantinstructiontobetterengagestudentsinlearning

Dynarski,Clarke,Cobb,Finn,Rumberger,&Smink,2008;Hammond,Linton,Smink &Drew,2007;Schargel &Smink,2001

LimitationsofPracticeGuides

•Provideamenuofoptionsandsuggestasystemicapproachbutnoadviceaboutintegration

•Unclearaboutwhichrecommendationsarebasedonexpertopinionvs.researchresults

•LittleguidanceonpolicyinterventionsMacIver &MacIver,2010

PracticeGuideRecommendations

SystematicLiteratureReview

• Systematicallyexaminehighschooldropoutinterventionresearch– Policy

– Practice

• Assesstheimpactofthoseinterventionson:– Highschooldropoutrates

– Schoolcompletionrates

PolicyInterventions:affectanentirestateorregionalpopulationExamples:compulsoryattendanceage,mandatoryhighschoolexitexams

PracticeInterventions:affectanindividual,specificgroup,orschoolExamples:wraparoundservices,CICO,schoolswithinschools

Freeman&Simonsen,2014

SelectionProcess

1519uniqueabstractsreviewed

104fullarticlesscreened

32articlesincluded

11policy

21practice


Findings

• Lessthanhalfincorporatedtwoormoreinterventioncomponents

• Primarilytargetindividualsandsmallgroups

• Primarilytargethighschools

• Agapexistsbetweenexpertrecommendationsformulti-componentsystemicdropoutinterventionsandtheavailableempiricalresearch


WhatisthesmallestchangewecanmaketotheHScontexttohave

thelargestdifference?

RiskFactors

Behaviordifficultiesinschoolandincommunity

Frequentdisciplinereferrals

Frequentsuspensionsorexpulsion

Earlyadultresponsibility

Stressfullifeevents

PBISOutcomes

Reductionsinbehaviorincidents

Increasedontaskbehavior

Decreaseinnumberofstudentswithsignificantbehavior

difficulties

Reductionsinbullybehavior

Reductionsinsuspensions/expulsions

Behavior

Attendance

RiskFactors

Truancy

Frequentlytardy

Highstudentmobility

PBISOutcomes

Decreasesintardiness

Decreasesinunexcusedabsences

RiskFactors

Pooracademicachievement

Retention

Lowacademicengagement

Loweducationalexpectationsorattitudesaboutvalueof

education

PBISOutcomes

Increaseinacademicperformance

Increaseinon-taskbehavior

Increasedinstructionaltime

AcademicPerformance

RiskFactors

Negativeschoolclimate

Poorrelationshipsbetweenteachersandstudents

Punitiveschooldisciplinepolicies

Highpercentageofstudentsmisbehaving

Courseofferings

Largeschoolsorhighpovertyconcentration

PBISOutcomes

Increasedschoollevelcapacitytoaddressintensive

studentneeds

Increasedperceptionsofschoolsafetyandclimate

Increaseuseofevidencebasedclassroommanagement

Perceptionsoforganizationalhealth

SchoolLevelFactors

Citations

Allensworth,&Easton,2005,2007;Alexander,Entwisle,&Kabbani,2001Battin-Pearson,Newcomb,Abbott,Hill,Catalano,&Hawkins,2000;Ekstrom,etal.,1986;Gleason,&Dynarski,2002;Goldschmidt,&Wang,1999;Jordan,Lara,&McParland,1994;Lehr,Johnson,Bremer,Cosio,&Thompson,2004;Obasohan,&Kortering,1999;Rosenthal,1998;Rumberger,2001;Wehlage,&Rutter,1986

DropoutRiskFactors

PBISOutcomes

Algozzine,&Algozzine,2007;Barnhart,Franklin,&Alleman,2008;Bohanon,Fenning,Carney,Minnis-Kim,Anderson-Harriss,Moroz,&Pigott,2006;Bradshaw,Koth,Bevans,Ialongo,&Leaf,2008;Caldarella,Schatzer,Gray,Young,&Young,2011;Chitiyo,Makweche-Chitiyo,Park,Ametepee,&Chitiyo,2011;Horner,Sugai,Smolkowski,Eber,Nakasato,Todd,&Esperanza,2009;Johnson-Gros,Lyons,&Griffin,2008;Lassen,Stelle,&Sailor,2006;Lewis,Powers,Kelk,&Newcomber,2002;Luiselli,Putnam,Handler,&Feinberg,2005;McIntosh,Bennett,&Price,2011;Muscott,Mann,&LeBrun,2008;Nelson,Martella,&Marchand-Martella,2002;Oswald,Safran,&Johanson,2005;Ross,&Horner,2009;Scott,&Barrett,2004;Scott,White,Algozzine,&Algozzine,2009;Yeung,Mooney,Barker,&Dobia,2009

Unfortunately,Mostofthisresearchhasbeenconductedin

elementarySchools

WhatdoweknowaboutPBISoutcomesinhighschools?

HighSchoolPBISSpecificRiskFactors

DropoutRates

PurposeofthisStudy

Freeman,Simonsen,McCoach,Sugai,Lombardi,&Horner,2015,2016

DataBaseConstruction

PBISDatabase

NCESandPublicallyAvailableStateData

Sample

• 883HighSchools• 934MiddleSchools• 37States• MiddleSchoolsAverage• 644Students• 38%Minority

• HighSchoolsAverage• 1080Students• P/TRatio16.5


SampleandStudyDesign

2005 2012

SchoolLevelDatafromSWPBISImplementingSchools

SWPBIS Eachschoolisitsowncontrol

NoSWPBIS SWPBIS


IndividualGrowthModelsEventDropout,Attendance,ODR,Academics

OutcomeMeasure10-11

OutcomeMeasure06-07

OutcomeMeasure05-06

OutcomeMeasure07-08OutcomeMeasure08-09

OutcomeMeasure09-10

OverallIntercept

OverallSlope

StatusRisk

OutcomeMeasure11-12

SWPBIS05

SWPBIS06

SWPBIS07

SWPBIS08

SWPBIS09

SWPBIS10

SWPBIS11

WhensetequalacrosstimetheresultisthemaineffectofSWPBISoneachoutcome

variableFreeman,Simonsen,McCoach,Sugai,Lombardi,&Horner,2015,2016

MainEffectsofSWPBISonIndividualOutcomeAreas

OutcomeArea EffectofSWPBISFid=1 EffectofSWPBISFid=2

Academics -.129 .255

Attendance .295* .505*

Behavior -.812* -1.070*

Dropout -.116 -.074


0

0.5

1

1.5

2

2.5

3

3.5

1 2 3 4 5 6 7 8 9 10 11 12 13 14

MeanEventDropoutRate

TotalFidelityacross7yearsFid=0ifnoPIBSimplementation,1=implementationbutnotatfidelity,

2=implementationatfidelity

MeanEven

tDropo

utRate


CumulativeFidelityModel

HighSchoolSWPBIS(TotalFid)

MiddleSchoolSWPBIS

Academic

StatusRisk

Factors

Attendance

Dropout

Slope-.111Intercept.247

Slope.006Intercept.086

slope-.033*Intercept.153**


HighSchoolPBIS

SpecificRiskFactors

(AttendanceandBehavior)

Dropout

WhyPBISinHighSchools?


Yes

YesProbably-overtime

SomeTierIArticlesonHighSchoolBohanon,H.,Fenning,P.,Carney,K.L.,Minnis-Kim,M.J.,Anderson-Harriss,S.,Moroz,K.B.,...Sailor,W.(2006).Schoolwideapplicationofpositive

behaviorsupportinanurbanhighschool:Acasestudy.JournalofPositiveBehaviorInterventions,8, 131-145.doi:10.1177/10983007060080030201

Bradshaw,C.P.,Debnam,K.J.,LindstromJohnson,S.,Pas,E.T.,Hershfeldt,P.,Alexander,A.,Barrett,S.,&Leaf,P.J.(2014).Maryland'sevolvingsystemofsocial,emotional,andbehavioralinterventionsinpublicschools:TheMarylandSafeandSupportiveSchoolsProject.AdolescentPsychiatry,4,194-206.

Flannery,K.B.,Fenning,P.,Kato,M.M.,&McIntosh,K.(2013,November4).EffectsofSchool-WidePositiveBehavioralInterventionsandSupportsandFidelityofImplementationonProblemBehaviorinHighSchools.SchoolPsychologyQuarterly. Advanceonlinepublication.doi:10.1037/spq0000039

Flannery,K.B.,Frank,J.L.,McGrathKato,M.,Doren,B.,&Fenning,P.(2013).ImplementingSchoolwidePositiveBehaviorSupportinhighschoolsettings:Analysisofeighthighschools.TheHighSchoolJournal,96(4),267-282. doi:10.1353/hsj.2013.0015

Freeman,J.,Simonsen,B.,McCoach,D.B.,Sugai,G.,Lombardi,A.,Horner,R.(2016).Relationshipbetweenschool-widepositivebehaviorinterventionsandsupportsandacademic,attendance,andbehavioroutcomesinhighschools.JournalofPositiveBehaviorInterventions.DOI:10.1177/1098300715580992

Freeman,J.,Simonsen,B.,McCoach,D.B.,Sugai,G.,Lombardi,A.,Horner,R.(2015). AnAnalysisoftheRelationshipBetweenImplementationofSchool-widePositiveBehaviorInterventionsandSupportsandHighSchoolAttendanceandDropoutRates.TheHighSchoolJournal.

Morrissey,K.L.,Bohanon,H.,&Fenning,P.(2010).Teachingandacknowledgingexpectedbehaviorsinanurbanhighschool.TeachingExceptionalChildren,42, 27-35.

Muscott,H.,Mann,E.,&LeBrun,M.(2008).PositivebehavioralinterventionsandsupportsinNewHampshire:Effectsoflarge-scaleimplementationofschoolwidepositivebehaviorsupportonstudentdisciplineandacademicachievement.JournalofPositiveBehaviorInterventions, 10,190-205.doi:10.1177/1098300708316258

Swain-Bradway,J.,Pinkney,C.&Flannery,K.B.(2015)ImplementingSWPBISinHighSchools:ContextualFactorsandStagesofImplementation. TeachingExceptionalChildren.47(5),245–255

RESOURCE

Flannery,K.B.&Sugai,G.(2010)School-WidePBISImplementationinHighSchools:CurrentPracticeandFutureDirections.Eugene,OR:UniversityofOregon,EducationalandCommunitySupports.Availableonhttp://pbis.org

CheckandConnect

RENEW

CareerAcademies

TalentDevelopment

Schools

ALASFBA/BIPFreshmanAcademies

IntegratedMentalHealth

CreditRecoveryPrograms

Casemanagement

SupportingourmostatriskstudentsA

tten

danceSupp

ort

BehaviorSup

port

Acade

micSup

port

College/CareerRe

levance

Peerand

Adu

ltCon

nections

WhatdoesPBISimplementationlooklike

inHS?

CoreFeaturesof

ImplementationKeyHS

FocusAreas

SchoolEngagementandSuccess

SOCIALBEHAVIOR

ACADEMICSUCCESS

PERSONALIZATION/SCHOOLBELONGING

FRESHMENSUPPORT

HighSchoolImplementationofPBIS

HSContextual

Influences

KeyFoundational

Systems

Size

Culture

DevelopmentalLevel

Communication

Leadership

Data

Flannery & Kato, 2012

NumberofHighSchoolsImplementingPBISintheUS

2595

2987 29043138

0

500

1000

1500

2000

2500

3000

3500

2013 2014 2015* 2016

Freeman,Wilkinson,VanLone,Nov2016

PBISHighSchools,13%

OtherPBIS

Schools,87%

SchoolsImplemetingPBIS

PBISHighSchools,

7%

Non-PBISHigh

Schools,93%

USHighSchools



Asian/Pacific2.7%

Black19.0%

Hispanic16.8%

AmericanIndian2.9%

Multiracial2.8%

White55.4%

PBISHighSchoolData:Race/Ethnicity

Asian/Pacific5.2%

Black15.6%

Hispanic24.9%

AmericanIndian1.0%

Multiracial3.0%

White50.3%

NationalHighSchoolData:Race/Ethnicity


Free/Reduced51.8%

Standard48.2%

PBISHighSchoolData:PercentFree/ReducedLunch

Free/Reduced48.1%

Standard51.9%

NationalHighSchoolData:PercentFree/ReducedLunch


HowarewemeasuringimplementationfidelityinHS?

792

917

222

601

0

200

400

600

800

1000

BOQ SAS SET TIC

FidelityMeasuresReported


HighSchoolImplementationFidelityStudy

Kern,Freeman,Lombardi,Swain-Bradway,Nese,Mcintosh,Hoselton, Kittelman,inpreparation

• Largestdifferences– Studentandstaffknowledgeofrules

– Establishingandusingrewardsystems

– Useandsharingofdatafordecisionmaking

• Theseitemsrequirethemostschool-widecollaborationandstaffbuyin

• PBISispossibleinHSandwearelearningabouthowtobettersupportteams

• PBISmayhelpimproveoutcomesinHSandreduceriskfactorsfordropout

• ButthesolutiontodropoutismorethanjustaHSdiplomaitisstudentswhoarecollegeandcareerready!

CriticalSocialSkillsontheJobMarket

AcademicEngagement

TransitionKnowledge

SocialSkills

CriticalThinking

LearningProcesses

Mindsets

StudentCollegeand

CareerReadiness

From:Morningstar,ME.,Lombardi,A.,Fowler,C.H.,&Test,D.W.(2014).Readyforcollegeandcareers?Anorganizingframework forsecondarystudentswithdisabilities.SubmittedforPublication.

Howcanwestrengthenstudent’sCCRskillsandPBISimplementationinHS?

Outcomes• Considershortandlongtermoutcomes• LongTerm

– Highschoolgraduationisconsistentlyoneofthebestpredictorsof“success”forstudents

– CollegeorCareerReady• ShortTerm

– Addressriskfactorsrelatedtodropout• Behavior• Attendance• Academics

– AssessandteachCCRskills

Measureprogresstowardyourshortandlongtermoutcomes

• Shorttermmeasuresshouldbeconsideredtogether

• Behavior,attendance,academics

• Considerearlywarningsystems(http://www.earlywarningsystems.org/resources/early-warning-system-high-school-implementation-guide/)

– Usedbeforeschoolyearstarts,20-30daysin,atendofeachgradingperiodandatendofyear

• MonitorschoolclimateandCCRthroughstudent/teacherreportandobservablevariables

• USE thedatayoucollecttoguidepractices!

ExamplesofUniversalScreeningMeasures

Measure CriticalThinking

Engagement

Mindsets LearningProcesses

SocialSkills

TransitionKnowledge

VocationalSkillsSelf-Efficacy X

CareerLocusofControl X

CampusReady X X

GRITscale(12-item) X

Georgia BriefSchoolClimate X X X

Lombardi,Freeman,Rifenbark,in preparation

RuleswithinRoutinesMatrixPBIS+CCR

Cafeteria Hallway BusLEARNING

Respect

Responsibility

Be Informed

•Completeassignmentswithaprofessionalappearance•Havegoalsandaplantoachievethem

•Beattentiveandreadytolearn•Keeptrackofmissedassignmentsandhaveaplantomakethemup

•Usecourse/readingcontenttoanswerquestions•Selfmonitoryourlearningbyaskingclarifyingquestions

AcademicEngagement

• Activelyparticipateinclassandaskforassistancewhenneeded

• Arriveontimeandbereadytowork

• Bepreparedwithassignmentsandmaterials

• Askpermissiontousematerials

• Beanactivelistener/participant

• Challengeyourselftoproducequalitywork

• Completeworkontime

• Keepcellphonesandotherelectronicdevicesoffandputitawayexceptwithteacherpermission

• Takeanactive,positiveroleinclassroomactivities

55

Mindset

• Acceptresponsibilityforyouractions• Askforhelp• Contributedtoapositiveenvironment• Haveapurposeandstayontask• Supporteachotherwithpraiseandrecognition• Doyourownbestwork• Displayselfcontrol• Pushyourselftoachieveyourbest• Communicateproblemsandconcernstostaff• Talkwithyourteachersaboutimprovingyourgrade• Findresourcestopasseveryclass

56

Socialskills• Treateachotherkindly

• Useappropriatelanguage(withpeers,staff)

• Honorothers personalspace/3-secondhugs

• Handleconflictappropriately

• Becourteous

• Acceptdifferences

• Useanappropriatevoicelevel

• Followandrespondappropriatelytodirections

• Bearolemodel

• Bekindtoyourselfothersandproperty

• Bepolitetoothers

• Communicaterespectfully

• Listenwhileothersarespeaking

• Dressappropriatelyfortheactivity

• Acknowledgeadultdirectionsinapositivemanor

LearningProcesses

• Beanactivelistener

• Handinyourworkontime

• Protectusernameandpassword

• Useplannertowritedailyassignmentsandtostayorganized

• Usetimewiselyforyourownhomework

58

CriticalThinking

• Practiceacademichonesty

• Giveandreceivefeedbackrespectfully

• Createauthenticwork

• Thinkcritically,creatively,andcollaborativelytoovercomechallenges

• Knowtheresourcesavailable

• Usetheinternetresponsibly

59

TransitionKnowledge

• Monitoryourlunchaccount• Planforthefuture• Maintainpersonalhygiene• Crossatcrosswalks• Exitsafely• FlushwhenfinishedJ• HavemoneyandstudentIDready• Identifyyourselfwhenaskedtodoso• Lockyourlocker

60

Primary Prevention:Classroom-Wide Systems for

All Students and Classroom Staff

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%

Examples:CoreReading/MathCurriculum

MaximizeStructureTeachingExpectations(includingCCRSkills)

ActivelyengagestudentsAcknowledgeexpectedbehavior

ExamplesMoreofTier1

SmallGrouptargetedskillgroupstoreview/reteach

Re-teachingexpectationsIncludingCCRSkills

Moreacknowledgementsforexpectedbehavior(CheckinCheckOut)

Morehomeschoolcommunication

ExamplesIndividualizedlearningstrategies/instruction

FunctionalbehaviorassessmentIndividualizedbehaviorintervention

planWraparound(RENEW)

UsingPBISFrameworkto

DeliverCCRSkills

BehaviorAcademics

PotentialResourcesforIntensifyingSupports

PotentialResourcesforIntensifyingSupports

KeySystemsforHS

• Securingstaffbuyin

• Supportteachers– changinghabitsisHARDevenwhenyouwantto!

• Worksmarternotharder

Buy-in!

StaffBuy-In

EffectiveTeam… Staff

…poweredbyData

EffectiveMessenger(s)

EffectiveLeadership

SupportingTeachers

• Embedded(effective)ProfessionalDevelopment– Explicittraining– Coaching/Prompting– PerformanceFeedback

• StaffRecognition– Sincere– ShareImprovement

Alignment & Integration

StudentOutcomes

Evidence-basedPractices

ImplementationSystems

DataDecisions

Thinkingaboutyourschoolinitiatives…Academic

engagementMindsets Learning

processesCriticalThinking

InterpersonalEngagement

TransitionCompetencies

Tier1ALL

Tier2SOME

Tier3FEW

Conclusions• ImprovingstudentgraduationratesandtheirCCRiscritical!

• ThePBISframeworkprovidesafoundationandawaytoorganizethiswork

• WhenPBISisimplementedwithfidelitystudentoutcomesimproveinhighschools!

• Consideroutcomes,data,practices,andsystemswhenexpandingPBISimplementationtoincludeCCRskills

• MoreresearchisneededinHS!

ResearchLessonsLearned

• ExistingResearch

– LackofexperimentalresearchinHS’smakesithardtobuildfrom- butalsomakesitimportanttoconducthighqualityresearchinHS!

– HSimplementersareveryhungryforcasestudiesetc.butexperimentalresearchneededtoguideimplementation

• Interventions

– Wecan’tassumeinterventionsthatworkinelementarywillworkinHS- systemsfeaturesofHSmayimpactoutcomes

– NeedtoplanforHScontextwhendesigningandimplementing

– Mustconsiderteacherspriorexperiencesandknowledge

• Recruiting

– HS’sdon’thavemuchhistorywithwhatresearchlookslike.Recruitingtakespersonalconnectionsandschoolsandteachersneedlotsofreassurance

ResearchLessonsLearned

• Measures

– Wedon’thavepreciseoutcome/progressmonitoring/screeningmeasuresattheHSlevelthatfacilitateeasyresearch

• Logistics

– Semester/Blockscheduling(makesMBchallenging)

– Kidschangeclasses(makescomparingteacherandstudentbehaviorsacrossthedaydifficult)

• Grants

– Reviewers(andothers)maythinkHSstudentsarealostcausesorequireintensiveintervention- difficulttojustifytier1approach

Thankyou!

Questions?Discussion?

[email protected]

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Expanding the PBIS Framework to Improve Outcomes in High ...€¦ · Dr. Content Strands:...

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