Coming Up Next: Random Assignment Eval of Multi-Tiered Systems of Supports for Behavior

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We all know that multi-tiered systems of supports are an important ingredient in building the capacity of schools to address behavior without relying solely on excluding students from the classroom. As we work to address the achievement gap and dismantle the school–to-prison pipeline, it is important that we develop ways to keep students in school and learning. This is particularly important for schools where students have experienced high levels of trauma during their lives, as it is likely that there will come a time where the way they have learned to cope will end up getting in their way.

MDRC and American Institutes for Research are initiating a new large-scale, random assignment evaluation to look at multi-tiered systems of supports for behavior (MTSS-B), as they define it, “a system approach to teaching and reinforcing appropriate behavior for all students as well as for providing additional support to students who need it.” The evaluation is being developed for the National Center for Education Evaluation of the U.S. Department of Education’s Institute of Education Sciences. Complete information about eligibility requirements and evaluation criteria are available in the Request for Proposal.

According to the MDRC announcement:

Some studies have demonstrated the promise of MTSS-B schoolwide strategies. Other studies have shown the effectiveness of strategies that can be implemented within or alongside these schoolwide strategies, including classroom-level strategies as well as individual or small group strategies. The MTSS-B program of interest for the evaluation includes schoolwide and classroom-level strategies (universal supports or Tier I) and individual or small group strategies (targeted interventions or Tier II), with appropriate infrastructure. (See Figure 1 and Figure 2).

The goal of the evaluation is to implement an MTSS-B program with fidelity and determine whether universal supports (Tier I) with appropriate infrastructure are effective when implemented in a large number of districts and schools. The evaluation also will look separately at the incremental effectiveness of providing targeted interventions (Tier II) along with universal supports (Tier I), again with appropriate infrastructure.

As the YTFG continues to strengthen its understanding of the well-being framework, developing a better understanding of effective strategies for schools to respond to students’ behavior is important. However, I wish we were seeing approaches that also used behavior problems as a signal that something needs to be addressed in the school itself. We need to own up that stereotyping of students may also result in students erupting in anger when they feel powerless. We need to own up that some schools show signs of trauma themselves – demonstrating hyper-vigilance and over-reactiveness as in the case of Kiera Wilmot highlighted in this powerful video by the Advancement Project. Kiera was arrested and charged with two felonies after her science project went a bit awry. This wasn’t a case where a student’s behavior was the problem. We need to have systems of supports for districts, schools and classrooms when their behavior is getting in the way of learning.