Preliminary Results of a Multi-Tiered System of Support Trial in Secondary Schools

Introduction: America’s schools continue to struggle to support and retain high-quality teachers, safeguard positive learning environments, and increase the academic proficiency of their students in the wake of severe budget reductions and isolated but traumatic episodes of school violence. Although violent crime and gun possession in schools have recently decreased, daily disruptive behaviors that interfere with instruction (e.g., acts of disrespect, misbehavior, tardiness, cutting class) have increased, especially in secondary schools (Robers, Kemp, Rathbun, & Morgan, 2014). Students are especially prone to disengagement from learning when they lack expectations, structure, opportunities, and relationships that promote their involvement in instruction and good conduct. Regardless of their cause, behavior problems can absorb significant teacher time and jeopardize learning for all students. When troublesome students are referred for discipline, suspended, or expelled, they lose opportunities to learn (Rausch & Skiba, 2004), as well as the benefits of good relationships with teachers and peers, the prosocial influences of extracurricular activities, and the confidence that comes from fitting in socially at school and succeeding academically.

This crisis has prompted a call for innovative and research-based approaches for addressing barriers to learning—going beyond explicitly academic interventions and exclusionary discipline practices—to address the learning challenges posed by problematic student behaviors and the methods adults use to respond to them.

Methods: We will present evaluation methods and findings from the assessment of a large, diverse school district’s implementation of a multi-tiered system of support framework and its associated outcomes at the school, classroom, and individual student levels in 15 participating secondary schools. Outcomes consist of student and staff climate surveys, observations, and measures, including annual assessments of school-wide discipline practices, climate, behavior incidences (e.g., discipline referrals, suspensions), and academic achievement (e.g., state test results). Additionally, as a part of the study, focus groups and interviews of school administrators, staff, and students were conducted to capture a complete picture of the impact of the MTSS program.

Results: We will evaluate, using an RCT design, whether the Foundations program ultimately yields a greater reduction in student problem behaviors and a greater increase in positive school climate and academic performance in secondary schools than a services-as-usual (comparison) condition. We will assess the impact of the MTSS model using linear regression or hierarchical linear modeling (HLM).

Conclusions: Results from the study will strengthen the knowledge base regarding “what works” in ameliorating the behavioral and academic challenges of secondary school students.