An Analysis of State Education Agency Responses to ESSA Title IV Part A Section 6.1.C School Conditions

Abstract

Positive behavior interventions and supports (PBIS) is a tiered framework that enhances the quality of learning conditions and delivers social–emotional–behavioral interventions. Positive behavior interventions and supports uses a cascade system delivery that includes resources from the federal, state, district, and local levels, including policy and its associated funding. A relevant law that impacts PBIS implementation is the Every Student Succeeds Act (ESSA). Every Student Succeeds Act considers school quality in required state-level plans and directly references multitier system of support (MTSS) and PBIS. This study analyzed the content of Section 6.1.C of U.S. state-level plans that address the reduction of bullying, overuse of discipline that removes students from the classroom, and the use of aversive behavioral interventions that compromise student health and safety. Of interest was how plans referenced PBIS/MTSS, or any tiered system. We implemented a text analysis using a consensual agreement coding process to reveal patterns. The analysis suggested that: (a) states had unique profiles of policy and strategies, (b) structuring the plans to address specific school conditions directly may yield a more intentional plan design, (c) the most frequently referenced strategy was state-sponsored products and resources, and (d) PBIS/MTSS was referenced in most narratives, but not always as a systemic way to organize interventions.