Addressing the School-to-Prison
Pipeline through a Multi-tiered
Framework of Behavioral Support
Dr. Brenda K. Scheuermann
Texas State University
Dr. C. Michael Nelson
University of Kentucky
*Webinar sponsored by the Connecting School Mental Health with Juvenile
Justice and Dropout Prevention Practice Group, the IDEA Partnership, the
Center for School Mental Health, and the UNH Institute on Disability.
Connecting School Mental Health with
Juvenile Justice and Dropout Prevention Practice Group
Mission
Committed to working across stakeholders
to advance knowledge and best practice
related to effectively integrating
school mental health with
juvenile justice and dropout prevention.
Dr. Brenda K. Scheuermann
Professor, Texas State University
Dr. C. Michael Nelson
Emeritus Professor, University of Kentucky
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What is the school-to-prison pipeline?
What factors put students at risk for entry?
What is the multi-tiered framework of
behavior support (PBIS)?
How can implementation of PBIS in schools
help prevent entry and improve services and
outcomes for affected youth?
5
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
What it is: School policies and practices that
push students out of traditional school
settings into more restrictive settings,
including juvenile justice settings
Pathway:
Students
failing
academically and
behaviorally
Reactive
disciplinary
policies (zero
tolerance,
criminalization
of behavior)
Disciplinary
exclusion
(AE,
suspension,
expulsion)
Youth
disengagement from
school
Court
involvement
and juvenile
detention
M
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


Parent or caregiver of an at-risk child
Classroom teacher
School support services professional
(counselor, psychologist, social worker,
speech/language therapist, etc.)
School administrator
Community provider (mental health, social
services, juvenile court worker, etc.)
Special education classification
Mental health disorders
Drug and alcohol abuse
History of abuse, neglect, and
witnessing violence
• Average literacy 5th-9th grade
•
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•
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Nationally, black youth under age 18 represent
15% of the juvenile population, but they make up:
26% of
31% of
44% of
34% of
court;
46% of
32% of
40% of
58% of
juvenile arrests;
referrals to juvenile court;
the detained population;
youth formally processed by the juvenile
youth
youth
youth
youth
sent to adult court;
adjudicated delinquent;
in residential placement; and
in state adult prisons.
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
Why do these troubled, disabled, and
minority youth end up in the juvenile justice
system?
When do their problems first emerge?
What role do social institutions (family
services, early childhood programs, schools,
mental health & juvenile delinquency
programs) play in either addressing or adding
to these problems?
12
Citations  1, 11
Ethnic Minority
(disproportionally
African-American)
High school age,
Male
Poor Mental
Health Status
Educational
Disabilities
History of Neglect,
Abuse



Yes, with students who have been or are
currently incarcerated
Yes, with students who have some of the
characteristics that place them at risk.
No



Each additional referral to the office reduces a
student’s chances of achieving proficiency on
standardized tests at the end of the school
year, and reduces academic growth over the
year
The effect persists into the next academic
year and the year after, influencing
achievement and growth for three years
Adverse effects hold for all disciplinary
outcomes, but out-of-school suspension had
the most devastating and lasting impact
35%
 Only 35% of students identified as
emotionally disturbed graduate with a
regular high school diploma.



They have been suspended repeatedly
They have been expelled for any period of
time
They have been retained in a grade below
their age-level peers
 The
more days a student misses, the
more likely he or she is to drop out of
school

Zero Tolerance

High Stakes Academic Testing

Repeated
• Office Discipline Referrals
• Suspensions
• Expulsions
21
Citations  1, 11
Below grade level
achievement
Disruptive, actingout classroom
behavior
Repeated office
disciplinary
referrals
Loss of instructional
time
School exclusion,
alternative
educational
placements
Greater academic
deficits, delinquent
activity
School
disengagement
(truancy, dropping
out)
Juvenile court
involvement,
incarceration
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
“Quality educational interventions may
constitute the most effective and economical
protective factors against delinquency”
(Center on Crime, Communities, and Culture,
1997)
Keeping youth engaged in school is a logical
and cost-effective prevention.
Citations  1, 4, 5, 13–21
What Should We Do?

Look for alternatives to traditional school discipline practices
that are:
◦ Proactive
◦ Preventative
◦ Based on teaching, modeling, and reinforcing appropriate
expected behaviors and skill sets
◦ Fairly and equitably applied across all youth
◦ Consistent across persons and settings
◦ Economical in terms of resources, effort, and
teacher/student time spent engaged in instruction
◦ Supported by empirical evidence
23
Schools and juvenile justice
systems are the most important
factors over which we have the
greatest control.
Goal:
Design systems to enhance
protective factors
B
Appropriate
behavior
effectively
produces
desired
outcomes
Orderly,
clear,
predictable
environments
Academic
success
Protective
Factors
Related to
Positive
Outcomes
Positive
relationship
with one or
more adults
Friends,
positive peer
network
Behavioral
competence
a.
b.
c.
d.
To a great extent!
Not as much as is needed
Not at all
Not applicable
We advise designing
programs based on an
approach known as
“multi-tiered systems
of support”
U.S. Public Health:
3-Tiered Logic Model
A few
Cancer treatment;
nursing homes; dentures;
organ transplants
Some
Medication; medical
treatment; fill cavities;
vision correction
All
Check-ups; diet;
exercise; vaccinations;
fluoride; seatbelts
Walker et al., 1996
Positive Behavior Interventions
and Supports
PBIS is an evidence-based,
systems-wide, multi-tiered
framework for enhancing
protective factors and
improving student outcomes.
PBIS:
3-Tiered Logic Model
A few
Some
All
Individualized behavioral
assessment and interventions,
wrap-around services
Check-in with adults during the
day; small group instruction in
behavioral skills; academic
supports
Clear expectations; procedures for
teaching and acknowledging
expected behaviors, continuum of
procedures for responding to
unacceptable behavior
PBIS team
Relevant
data
Problemsolving
PBIS team to lead and coordinate
Data to determine needs and monitor progress
A few overarching expectations
Expectations defined for all areas and activities
Expected behavior is systematically taught and prompted
Environmental enhancements
One or more systems for acknowledging appropriate behavior
Continuum of responses for inappropriate behavior
Let’s look at a few
examples of systemslevel PBIS
Helps foster interdisciplinary
cooperation
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
PBIS team members:
◦ Juvenile correctional officers
◦ Teachers
◦ Case managers
◦ Administrators
◦ Treatment providers
“I did not know Ms. X, a Caseworker, before PBIS, but
she has not only been my right hand co worker for
PBIS but has become a good friend that I can call on
for help anytime.”
RESPECT
In the classroom
In the hallway
In the
bathroom/locker
room
OPPORTUNITY
1. Pay attention to
classroom activities.
2 . M aintain a positive
And open attitude.
3. Follow the dress
code.
4. Help each other.
5 . B e prepared to
start class.
6 . B e an active learner
– buy in.
7. T a k e advantage of
classroom
resources.
· Use appropriate
language.
· S t r i ve for positive
interactions with
others.
· Follow the dress
code.
· Honor others’
personal space.
· Keep track of time.
· A p o l o g i ze if you
bump into
somebody.
· Pay attention to the
bulletin boards.
1 . Flush!
2. Keep track of your
own belongings and
leave others’ alone.
3 . C lean up after
yourself.
4. Pro mo t e health.
5. Use before school,
between classes
and at breaks.
CITIZENSHIP
K INDNESS
8 . P u l l your weight
when doing
group work.
9. Stand quietly
during the
pledge of
allegiance.
10. Support others’
learning and
positive
behavior.
11. R ecycle.
· Help others in
need.
· Hold doors.
· Keep
surroundings
clean.
12. Listen to classmates
and teachers.
13. Work together.
14. B e patient and open.
15. Ask before you
borrow and return it.
6. Report
problems.
7. Honor privacy.
8. Keep it clean.
9. Keep it graffiti free.
· If someone drops
something, help
him/her pick it up.
· Acknowledge
everyone in a positive
manner.
SAFETY
16. Know emergency
procedures and take
practice seriously.
17. Follow teachers’
safety guidelines.
18. Have regard for
others.
19. Keep public spaces
clear.
· Use only your locker
and keep it locked.
· Pay attention to
others around you.
· Keep comments about
yourself and others
positive.
· Keep the hall floors
clear.
· M aintain orderly
behavior.
10. Report safety issues.
11. Wash your hands.
12. Keep exits clear.
Acknowledgment for Appropriate Behavior
Infraction Times, June 2011
Referrals
100
90
80
70
60
50
40
30
20
10
0
35
30
30
28
1st Period
2nd Period
3rd Period
4th Period
5th Period
6th Period
63
67
76
52
87
61
Series1
25
Time
20
19
1st 9 weeks
2nd 9 weeks
3rd 9 weeks
15
10
0
00
vi
ol
at
i
on
0
re
at
s
0
3
1
er
0
3
pu
t
0
1
ft
00
1
Th
00
4
2
l
ol
ho
0
1
4
2
C
om
ti
up
is
r
D
sc
ng
to
ct
pe
re
s
D
is
H
ar
ra
s
st
af
f
B
us
n
ti
o
ac
ve
si
gg
re
s
00
4
2
en
ap
t
H
pr
o
op
rs
ep
ri
at
la
Le
e
y
av
fa
in
m
g
ili
sc
ar
ho
it
Pe
y
ol
rs
gr
is
te
ou
nt
nd
M
s
is
be
ha
vi
or
Pr
of
an
it
y
0
0
1
6
Th
e
3
11
A
5
44
R
ef
us
a
5
4
In
5
sm
10
1
Before
School
1
Passing
Period PM
1
Reductions in:
Office discipline referrals
Disciplinary actions
Specific behavior problems
Problems in specific areas
Improvements in:
Attendance
School climate
Academic performance
Teacher, student, and parent
satisfaction
Student connectedness to school
12
10.6
10.52
10
9.49
9.22
8.36
8
6.9
Suspensions per 100
6
Students
KY Average
PBIS Districts
4
2
0
2007-08
2008-09
2009-10
M
M

Texas (state-level secure facilities)
◦ Education programs
◦ Facility-wide

Georgia, Colorado, Arizona, Illinois
◦ All state-level secure facilities

California, Iowa, Oregon, Washington
◦ PBS in at least one JJ facility
B
• School settings:
 42% decrease in major incidents with a “security”
(administrative segregation) referral but no
admission
 21% decrease in major incidents with a security
referral and admission
•
Non-school settings
• 31% decrease in major incidents with a security
referral but no admission
• 26% decrease in major incidents with a security
referral and admission
42
Citations  1, 11
1999 - present: OSEP funded National TA Center for
PBIS; PBIS implemented in >20,000 schools
1990s-present: Research documenting outcomes
2000-present: PBIS adopted by advocacy groups
(e.g., ACLU, NAACP, Southern Poverty Law Center)
2014: PBIS adopted in 5 state-wide Juvenile Justice
Systems (TX, GA, AZ, IL, CO)
2014: IMPACT (Integrating and Mobilizing
Preventive Actions for Collaborative Tiered youth
supports)
a. To a great extent!
b. Perhaps – the concepts are applicable,
but I’m not sure how this would be
accomplished.
c. Not at all
d. Not applicable
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National Technical Assistance Center for Positive
Behavioral Interventions and Supports
http://www.pbis.org
National Evaluation and Technical Assistance
Center for the Education of Children and Youth
Who are Neglected, Delinquent, or At-Risk
http://www.neglected-delinquent.org
National Center for Mental Health and Juvenile
Justice
http://www.ncmhjj.com
School to Prison.org: Challenging the School-toPrison Pipeline
http://www.schooltoprison.org

Brenda Scheuermann
◦ brenda@txstate.edu

Mike Nelson
◦ mike.nelson@uky.edu