This study evaluated the predictive and concurrent validity of the Tiered Fidelity Inventory (TFI). Structural equation modeling was applied to test the associations between the TFI and student outcomes. First, a total of 1,691 schools with TFI Tier 1 in 2016-17 and school-wide discipline outcomes in 2015-16 and 2016-17 were targeted, finding a negative association between TFI Tier 1 and differences between African American and non-African American students in major office discipline referrals (ODR) per 100 students per day in elementary schools. A sensitivity test with schools with TFI Tier 1, 2, and 3 was conducted, showing a negative association between TFI Tier 1 and the square root of major ODR rates in elementary schools. Second, TFI Tier 1 was positively related to the proportions of students meeting or exceeding state-wide standards in reading from 1,361 schools with TFI Tier 1 and academic outcomes in 2014-15 and 2015-16. Also, the association between TFI Tier 1 and academic outcomes was found to be stronger when schools implemented SWPBIS for 6 or more years. A sensitivity test with schools with TFI Tier 1, 2, and 3 indicated positive associations between TFI Tier 1 and the proportions of students meeting or exceeding state-wide standards in both subjects. Third, TFI Tier2 was positively associated with the logit of proportions of students with CICO daily points from 570 schools with TFI Tier 2 in 2016-17 and CICO outcomes in 2015-16 and 2016-17. Fourth, correlations between the Evaluation subscale of TFI Tier 1 or 2 and relevant measures in 2016-17 were tested from 2,379 schools. TFI Tier 1 Evaluation was positively correlated with counts of TFI administrations, number of fidelity measures, and counts of viewing SWIS Reports. These correlations were significant except for ODRs by staff. Also, TFI Tier 2 Evaluation was significantly positively correlated with years of SWPBIS implementation, years of CICO-SWIS implementation, and counts of viewing CICO Reports except student period, and negatively with counts of viewing student single period. These findings were discussed by comparing them with previous research findings, suggesting implications for future research and practice, and addressing research limitations.

This study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of three children who are typically developing with behavioral challenges in a high-need elementary school setting. Specifically, this study evaluated the use of the PTR model as an intensive individualized Tier 3 intervention within a multi-tiered intervention system. In addition, the study examined the validity and usability of the Individualized Behavior Rating Scale Tool (IBRST), which was developed as a feasible daily progress monitoring tool in conjunction with the PTR model. Social validity and fidelity of intervention implementation were also assessed. A multiple baseline across participants was employed to evaluate the impact of implementation of the model on the children's behaviors. The results of the study indicated that the PTR model was effective in reducing problem behaviors and increasing the use of replacement behaviors for all three participants. In addition, the IBRST completed by the teachers was found to have a substantial correlation to data collected during direct observations.

xiv, 183 p. : ill. (some col.) / Educators are responsible for helping students develop academic and behavior skills and for creating safe environments that promote these outcomes. Achieving these outcomes has become increasingly difficult due to disruptive, anti-social student behavior. Researchers identified Positive Behavioral Interventions and Supports (PBIS) as an evidence-based approach, integrating primary, secondary, and tertiary interventions that provide benefit for students, schools, and educational communities. However, an extensive PBIS literature and research review identified a limited application of PBIS in secondary school settings. The purpose of this dissertation was to broaden the scope of research by examining the impact of PBIS on school-wide discipline outcomes and student academic performance in a secondary school setting using case study methodology. The case study was conducted in a large, urban Pacific Northwest high school that expressed interest in improving the general school expectations and positive interactions between students and staff members. Study participants were members of a student cohort from grade 9 to grade 12. The case study provided a descriptive analysis of students’ social behavior outcomes (as measured by Office Discipline Referrals, Suspensions/ Expulsions, and Attendance Rate) and their academic performance (as measured by students’ Grade Point Averages and Course Credits). An ordered time-series display was applied to analyze behavior and achievement outcome trends. Results showed an increase in students’ Grade Point Average, Course Credits, and Attendance Rate and a decrease in students’ Office Discipline Referrals and Suspensions/ Expulsions. This study’s findings are discussed in the context of its impact on students’ social engagement and academic achievement. Evidence of students’ academic and behavior outcomes has the potential to assist in the development of material and approaches to guide, replicate, and extend current PBIS practices to secondary school settings. / Committee in charge: Dr. Gerald Tindal, Chairperson; Dr. Keith Hollenbeck, Member; Dr. Scott Baker, Member; Dr. K. Brigid Flannery, Member; Dr. Nathaniel Teich, Outside Member

No description available.

No description available.

Tiered intervention models have evolved in the last two decades as growing research emphasizes shifting from single-focused tiered systems such as Positive Behavioral Interventions and Support (PBIS) and Response to Intervention (RtI) to the integrated Multi-Tiered Systems of Support (MTSS) framework. In 2015, federal leaders included the general term multi-tiered systems of support in the reauthorization of the Every Student Succeeds Act. However, little is known about how states interpreted this inclusion into their plans or selected the integrated MTSS framework as a highly effective practice. The purpose of this quantitative, descriptive case study was to conduct a comprehensive review of all 52 state departments of education's ESSA Consolidated State Plans to determine the level of inclusion of MTSS in state policy. Specifically, the study identified the inclusion of MTSS as an evidence-based intervention that state educational agencies use to support school divisions in implementing to improve school conditions for learning, improve educators' skills, and provide effective transitions for students. The study examined the degree to which state leaders included technical assistance in implementing MTSS for schools identified for comprehensive or targeted support and improvement. Data collection consisted of downloading approved ESSA plans from state departments of education websites and reviewing each plan using an identical process. Data were categorized and analyzed using descriptive statistics. The analysis found inconsistency and variability in the tiered systems states selected to include in their state ESSA plan. Most states have not fully shifted from using single-focus tiered systems to the integrated MTSS framework. / Doctor of Education / Tiered intervention models have evolved in the last two decades as growing research emphasizes shifting from tiered systems focused on behavior or academics to an integrated framework called Multi-Tiered Systems of Support (MTSS). In 2015, federal leaders included the general term multi-tiered systems of support in the reauthorization of the Every Student Succeeds Act. However, little is known about how states interpreted this inclusion into their plans or included the integrated MTSS framework as an effective practice supported by state leaders. The purpose of this quantitative, descriptive case study was to conduct a comprehensive review of all 52 state departments of education's ESSA Consolidated State Plans to determine the level of inclusion of MTSS in state policy. Specifically, the study identified the inclusion of MTSS as an effective practice that state educational agencies use to support divisions in implementing to improve school conditions for learning, improve educators' skills, and provide effective transitions for students. The study examined the degree to which state leaders included targeted support in implementing MTSS for consistently underperforming schools as defined by the state. Data collection consisted of downloading approved ESSA plans from state departments of education websites and reviewing each plan using an identical process. Data were categorized and analyzed using descriptive statistics. The analysis found inconsistency and variability in the tiered systems states selected to include in their state ESSA plan. Most states have not fully shifted from using single-focus tiered systems to the integrated MTSS framework.

Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school; however, few researchers have investigated what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at-risk for E/BD is self-regulated strategy development (SRSD). SRSD is a six-stage, explicit strategy instruction model that includes procedures for goal setting, self-monitoring, self-instruction, and self-reinforcement and can be generalized to a variety of writing tasks. The purpose of this study was to determine the effects of an SRSD persuasive writing intervention on the writing achievement of 44 students in a residential school. Results of a piecewise hierarchical linear modeling growth curve analysis suggest statistically significant gains were made over the course of the intervention in writing (quality, correct word sequences, and essay elements) and academic engagement. Effects also generalized to writing achievement measures. In addition, teachers implemented the intervention with high fidelity, and both students and teachers rated the intervention as socially acceptable, with higher ratings postintervention.

Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school; however, few researchers have investigated what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at-risk for E/BD is self-regulated strategy development (SRSD). SRSD is a six-stage, explicit strategy instruction model that includes procedures for goal setting, self-monitoring, self-instruction, and self-reinforcement and can be generalized to a variety of writing tasks. The purpose of this study was to determine the effects of an SRSD persuasive writing intervention on the writing achievement of 44 students in a residential school. Results of a piecewise hierarchical linear modeling growth curve analysis suggest statistically significant gains were made over the course of the intervention in writing (quality, correct word sequences, and essay elements) and academic engagement. Effects also generalized to writing achievement measures. In addition, teachers implemented the intervention with high fidelity, and both students and teachers rated the intervention as socially acceptable, with higher ratings postintervention.

No description available.

Educators are under increasing pressure to improve the climate and safety in urban schools. Unfortunately, schools have addressed school safety concerns by increasing exclusionary measures such as suspensions and expulsions. Knowing that exclusionary measures can have detrimental effects, state legislatures have called for more proactive strategies for positive student behavior and increased school climates. Positive Behavioral Interventions and Supports is a proactive, school-wide approach to discipline that shifts the focuses from punitive measure to teaching, promoting, and supporting positive behavior to all students (Suagai & Horner, 2006). As a result, PBIS has been linked to positive school climates and reductions in exclusionary measures. This mixed methods study examined the implementation efforts and barriers to sustained implementation of PBIS in three urban school districts in Northern California. A modified version of the School-Wide Evaluation Tool (SET) was sent to the school site administrators in the three urban school districts in Northern California that had participated in a four day PBIS training. A small return rate was yielded (n=17), therefore only summary data could be reported. School site administrators indicated that the following practices were in place: three to five positively stated rules, rules were posted throughout the campus, a PBIS team has been established, the administrator was an active participant on the team, and an acknowledgment system had been implemented. Discipline data was analyzed from pre-implementation in 2010-2011 and after implementation in 2014-2015 using Paired t-Tests. Results indicated that there was statistical significance for overall suspension, expulsion and truancy data of the three school districts. Wilcoxon signed ranks tests were also conducted on pre-implementation and implementation discipline data by ethnicity and types of discipline. No statistical significance was noted for ethnicity and discipline type, but reductions in the number of suspensions and expulsions for various ethnic groups (i.e. African-Americans, Hispanics, and Whites) and discipline types (i.e. violence, disruptive/defiance, and physical injury) were indicated pre-implementation and after implementation. Additionally, six school site administrators were interviewed to understand various barriers to sustained implementation of PBIS. Three themes emerged regarding sustained implementation which included staff buy-in, additional training, and competing priorities and initiatives.