Justin Tilbe SUPPORT FORUM November 21, 2014 1 Acknowledgements - - PowerPoint PPT Presentation

JoAnne Malloy Kathy Francoeur Justin Tilbe

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A Focal Point for Dropout Prevention: PBIS Implementation at the Advanced Tiers in High Schools

10TH ANNUAL NEW ENGLAND POSITIVE BEHAVIOR SUPPORT FORUM

November 21, 2014

Acknowledgements

• George Sugai, Rob Horner, OSEP Center on

Positive Behavioral Interventions and Supports

• Lucille Eber, Midwest Center for PBIS
• Steve Goodman, Michigan's Integrated Behavior

and Learning Support Initiative (MiBLSi)

• Howard Muscott, Eric Mann, NH CEBIS
• Hank Bohanon, Loyola University, Chicago
• Doug Cheney, U. Washington

Expectations

Be Responsible

 Make sure you are comfortable & that your personal needs are

met

Address question/activity in group time before discussing “other”

topics

Ask questions and listen to understand

Be Respectful

 Turn cell phones, beepers, PDA’s, and pagers off or to

vibrate/silent

 Contribute to activities and conversations where possible

Be Prepared

 Bring your learning hat, and leave other hats behind  Follow through on assigned tasks

Agenda

• Exclusionary Discipline
• Dropout, Disengagement
• PBIS Logic and Dropout Prevention
• NH High School Model Projects- Case

Examples and Outcomes

• Discussion

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“One thing that has become very clear through our work at the Civil Rights Project is that it is critically important to keep students, especially those facing inequality in other parts of their lives, enrolled in school. This relates directly to the common and often highly inappropriate policy of punishing students who are already at risk of dropping out by suspending them from school. Because suspension increases a young person’s probability of both dropping out and becoming involved with the criminal justice system, it is difficult to justify, except in extreme situations where safety or the educational process of the school is directly and seriously threatened. For the vast majority of cases, however, the challenge is to find a way to address the situation with better practices, more alternatives, and more effective training of school personnel” (Losen & Gillespie, 2012, Forward)

Dropout Risk Factors

• Learning challenges/disabilities
• Behavior problems,
• Repeated suspensions from school,
• Poor school attendance,
• Poor self-determination skills

(Balfanz, Herzog, & Mac Iver, 2007; Cullinan & Sabornie, 2004; Lane, Carter, Pierson, & Glaeser, 2006)

AND

• Exclusionary or harsh school discipline policies (aka

Zero Tolerance)

(Brownstein, 2009; Losen and Gilespie, 2012; Losen & Skiba, 2010)

Ecological Model of Exposure to Violence

Exposure to violence-home and community Anxiety: Impacts child’s development: Social Emotional Learning Self-view Aggressive behavior, disturbed relationships Depression, withdrawal Negative responses from parents, schools- increased punishment Increased isolation,

anger, behavior problems, isolation

The Rush to Punish

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School as a Risk Factor

(Osher, Dwyer, & Jackson, 2004)

Risk

• Alienation
• Academic Frustration
• Chaotic Transitions
• Negative Relationships with Adults

and Peers

• Teasing, Bullying, Gangs
• Segregation with Antisocial Peers
• School-driven Mobility
• Harsh Discipline; Suspension,

Expulsion, Push Out/Drop Out

Increasingly “aversive” reactive discipline continuum

• Warning,
• ODR & warning,
• ODR & in-school suspension,
• ODR & out-school suspension,
• Expulsion hearing

School as a Protective Factor

(Osher, Dwyer, & Jackson, 2004)

P r

• t

e c t i

• n
• Connection
• Academic Success
• Supported Transitions
• Positive Relationships with Adults

and Peers

• Caring Interactions
• Interaction with Pro-social peers
• Stability
• Positive approaches to disciplinary

infractions

All human behavior is an attempt to…

• Meet one or more basic needs (Mastery, Belonging,

Independence, & Generosity)

• Regulate stress & Deal with uncomfortable

emotions

• Draw attention to self
• Avoid unpleasant, uninteresting, too difficult, or too

easy activities

• Gain control over ones environment
• Gain access to enjoyable activities
• Obtain justice/revenge

What WORKS to Reduce Dropouts (IES)

• A Multi-tiered system of support
• Data systems to identify individual students at high risk of dropping out

(diagnostic).

• Assign adult advocates to students at risk of dropping out (targeted

intervention).

• Provide academic support and enrichment to improve academic

performance (targeted intervention).

• Implement programs to improve students’ classroom behavior and social

skills (targeted intervention).

• Personalize the learning environment and instructional process

(schoolwide intervention).

• Provide rigorous and relevant instruction to better engage students in

learning and provide the skills needed to graduate and to serve them after they leave school (schoolwide intervention).

Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., and Smink, J. (2008).

SW-PBS Logic!

Successful individual student behavior support

is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students (Zins & Ponti, 1990)

Establishing a Social Culture

Common Vision/Values Common Language Common Experience MEMBERSHIP

NH APEX Projects

• First APEX Project funded by US DOE as a Dropout

Prevention project using PBIS and RENEW – 2 high schools- 2002-2006

• APEX II funded by US DOE as a Dropout Prevention

project- using PBIS and RENEW 10 high schools- 2006- 2009

• APEX III funded by NH DOE, Bureau of Special Education

Services- 6 high school demonstration sites to build a problem-solving capacity at Tiers 2 and 3.

• NH RESPONDS- funded by the Office of Special education

Services at the UD DOE to implement RtI- 2 high schools

• Total of 15 High Schools between 2002 and 2013

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The NH PBIS High School Approach Relates Directly to What the Research Tells Us

►The quality of a school’s organizational and systems features is related to dropout rates (school-wide issues)

(Gottfredson, Gottfredson & Hybl, 1993; Bryk & Thum, 1989; Lee & Burkham, 2001; Nelson, 1996; Rumberger, 2001; Rutter, 1979)

►Behavioral problems in school are associated with a likelihood of dropping out – indicator of risk ►Students with significant emotional or behavioral challenges require individualized, community-based transition services in order to successfully complete high school (Wagner & Davis, 2006)

NH APEX Model (2002-2012)

• To address school-based systems/climate issues:

– Positive Behavioral Interventions and Supports (PBIS)

(Bohanon, et. al., 2004; Sugai & Horner, 1999)

– Student Leadership Development

• To address issues for students most at-risk:

– Rehabilitation for Empowerment, Natural supports, Education and Work (RENEW) (Eber, Nelson & Miles, 1997;

Cheney, Malloy & Hagner, 1998; Malloy & Cormier, 2004; Bullis & Cheney, 1999)

– 8th to 9th grade transition system and practices

Universal:

School-Wide Assessment School-Wide Prevention Systems

Tier 2

Tier 3/Tertiary

RENEW and Wraparound Simple Individual Interventions

(Brief FBA/BIP, Schedule/ Curriculum Changes, etc)

Small Group Interventions (CICO, Social and Academic support groups, etc) ODRs, Attendance, Tardies, Grades, Credits, Progress Reports, etc. Progress Monitoring (Behavior and

Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Student Progress Tracker; Individual Futures Plan

The APEX High School Model: Positive Behavior Interventions & Supports & RENEW

Malloy, Agorastou & Drake, 2009 (Adapted from Illinois PBIS Network, Revised Sept., 2008 & T. Scott, 2004)

• 1. Leadership team
• 2. Behavior purpose statement
• 3. Set of positive expectations & behaviors
• 4. Procedures for teaching SW & classroom-wide expected

behavior

• 5. Continuum of procedures for encouraging expected

behavior

• 6. Continuum of procedures for discouraging rule violations
• 7. Procedures for on-going data-based monitoring &

evaluation

School-wide

SCHOOL-WIDE

1.

• 1. Leadership team

2. Behavior purpose statement 3. Set of positive expectations & behaviors 4. Procedures for teaching SW & classroom- wide expected behavior 5. Continuum of procedures for encouraging expected behavior 6. Continuum of procedures for discouraging rule violations 7. Procedures for on-going data-based monitoring & evaluation

EVIDENCE- BASED INTERVENTION PRACTICES

CLASSROOM

• 1. All school-wide
• 2. Maximum structure & predictability in routines

& environment

• 3. Positively stated expectations posted, taught,

reviewed, prompted, & supervised.

• 4. Maximum engagement through high rates of
• pportunities to respond, delivery of evidence-

based instructional curriculum & practices

• 5. Continuum of strategies to acknowledge

displays of appropriate behavior.

• 6. Continuum of strategies for responding to

inappropriate behavior.

INDIVIDUAL STUDENT

1. Behavioral competence at school & district levels 2. Function-based behavior support planning 3. Team- & data-based decision making 4. Comprehensive person-centered planning & wraparound processes 5. Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations

NONCLASSROOM

1. Positive expectations & routines taught & encouraged 2. Active supervision by all staff (Scan, move, interact) 3. Precorrections & reminders 4. Positive reinforcement

FAMILY ENGAGEMENT

1. Continuum of positive behavior support for all families 2. Frequent, regular positive contacts, communications, & acknowledgements 3. Formal & active participation & involvement as equal partner 4. Access to system of integrated school & community resources

Somersworth High School and Career Technical Center

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The 4 B’s of PBIS – Guiding Principles

• Be Responsible
• Be Respectful
• Be Cooperative
• Be Safe

Level 1: Universal Interventions and Supports

Level II: Targeted Interventions

Level III: Intensive, Individual interventions Pyramid of Interventions

• CICO
• Social Skills Groups
• Simple FBA
• Anger Management

Groups

• Mediation
• Adult Ed Classes
• Credit Recovery
• Truancy Interventions
• Drug and Alcohol

Counseling

• Alt Study

Community Agency Referrals

• Community Partners,
• HUB
• Differentiated Instruction
• Parent Contact
• Student /Teacher Conference
• Parent/teacher Conference
• Guidance Support
• ELO’s
• Extracurricular Activities
• Behavior matrix
• RQQP
• VLACs
• After School Support
• Freshman Experience/Academic

Skills

• GEDO
• North Star/Dr. Ott’s

Academy

• PLP
• SDA Diploma
• MSP
• RENEW
• Complex FBA/BSP
• Community Mental

Health Agencies

• Vocational Rehabilitation
• Job Corp
• Reduced Schedule

& ALP

• Alt Diploma (20 credits)
• Eagle Academy
• North Star
• GED

* Created by Somersworth High School & NH RESPONDS Facilitator

Somersworth Tier 2: Targeted Group Interventions and Functions of Behavior

• Access Adult Attention Examples:

– Check in/Check Out (CICO)

• Access Peer Attention Examples:

– Interest groups with peers with like interests – Homework Club

• Address academic task avoidance /social avoidance

using Academic or Social Skills teaching:

– Homework club – Alt Study – Anger Management Skills Groups

• Continued use of Individualized Interventions:

– Brief FBA – Comprehensive FBA

Mission Statement: SHS Targeted Team

A clear mission statement articulates the team’s purpose to others:

• The mission of the SHS &

CTC Targeted Team is to increase the likelihood of positive behavior and academic achievement of students who are not responding to the school wide expectations

• The objectives include:
• To work with students at risk

for development of chronic behavioral concerns.

• To identify reliable predictors
• f students behavior.
• To determine likely function
• f behavior and recommend

function based behavior support plans.

• To assist and support

teachers, students, and parents in achieving efficient and effective interventions.

Non-Response Criteria for Secondary Systems (Tier 2)

• Tier 2 (or secondary systems) supports may be activated

through different channels

Office Discipline Referral system Criteria: a minimum

• f 3 ODR’s in a

month Academic Data Criteria: Student has 2 or more F’s in a quarter Other Indicators

Criteria: 5-10 nurse visits in 2 weeks; Increase parent/teacher concerns in low grades and homework completion

Secondary Systems (Tier 2) Activation Attendance Data Criteria: 5 absences in a quarter

Targeted Team Goals for 2011-2012

• Ensure that 80% of students referred for Tier 2

behavior support are successful by increase support to students and faculty.

• Progress monitoring will increases for students in

Tier 2.

• Increase the level of participation in targeted

group interventions.

• Continue to develop a system to access and refer

to RENEW and other Tier III interventions.

Somersworth’s Examples: Targeted Group Interventions and Functions of Behavior

• Access Adult Attention Examples:

– Check in/Check Out (CICO)

• Access Peer Attention Examples:

– Interest groups with peers with like interests – Homework Club

• Address academic task avoidance /social avoidance

using Academic or Social Skills teaching:

– Homework club – Alt Study – Anger Management Skills Groups

• Continued use of Individualized Interventions:

– Brief FBA – Comprehensive FBA

Why SHS implemented CICO?

• An effective and efficient way of supporting MORE students at

the Tier 2 level

– Students can enter in a few days from referral point – Can accommodate a number of students – Efficient system for monitoring student’s progress – Provide transition to a self-managed program

• Designed for students who are not responding to Tier 1

practices and systems

• Increase positive adult attention
• Does not require more individualized interventions
• Can be observed across a multiple of setting
• Looking to be more preventative
• Desired an efficient system to support Freshman
• Built in data collection system with SWIS

How SHS got started in implementing CICO

• Identified CICO Coordinator

– Respected as a positive adult by students and faculty – Effective communication skills – Consistent and dependable – Effective in understanding and using data to make decisions

• Identified students through specific criteria:

– Freshman Experience Teacher – attendance data – homework completion – Office discipline data – and parent requests

• Developed a roll out for the faculty
• Introduced to students and parents

The Score Card

Name________________ Date ___________

2= zero or 1 reminder 1 = two or more reminders 0= major referral

Teacher Feedback: Parent Signature:

Block 1 2 3 4 TOTAL Be Cooperative /8 Be Responsible /8 Be Respectful /8 Be Safe /8 Total for the Day /32

Tertiary Implementation: RENEW

• RENEW introduced to school and first youth

enrolled in Spring 2007

• University staff served first cohort of students
• 25 school staff trained in Fall 2007
• 5 school staff became RENEW facilitators and

served 21 students between 2007 and 2012

• University staff provided training, mentoring,

and coaching.

Universal

School-Wide Assessment School-Wide Prevention Systems

Tier 2

Tier 3

RENEW and Wraparound

Simple Individual Interventions

(Brief FBA/BIP, Schedule/ Curriculum Changes, etc)

Small Group Interventions (CICO, Social and Academic support groups, etc) ODRs, Attendance, Tardies, Grades, Credits, Progress Reports, etc. Weekly Progress Report

(Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Student Progress Tracker; Individual Futures Plan

The APEX High School Model: Positive Behavior Interventions & Supports & RENEW

Malloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept., 2008 & T. Scott, 2004

2 Shorter-Term Improvements In: Facilitators Provide:

• 1. Personal

futures planning including choice- making and problem-solving.

• 2. Individualized

team development and facilitation

• 3. Personally

relevant school- to-career development, support, and progress monitoring.

Self-Determination Capacity & Opportunity Student Engagement and Self-efficacy Behavioral, Cognitive, & Affective More effective formal and natural supports Source & Type

Longer-Term Improvements in:

• Emotional &

behavioral functioning

• Educational
• utcomes
• Employment

RENEW Theory of Change

Context: Youth with who are:

• Disengaged

from home, school community

• Youth who

are involved in jj system

• Experiencin

g failure in school, home or community

RENEW Strategies

• Personal Futures Planning
• Individualized Team Development and Wraparound
• Braided (individualized) Resource Development
• Flexible, or Alternative Education Programming
• Individualized School-to-Career Planning
• Naturally Supported Employment
• Mentoring
• Sustainable Community Connections

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Personal Futures Planning

• History-Where I have been.
• Who I am now, strengths,

weaknesses.

• The people in my life
• My goals and dreams
• My fears, what could get in

my way

• Short-term goals (3-6

months)

• Next Steps: Who does what
• Schedule follow up

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Engaged: Being Heard, Manny

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Self-knowledge Manny: What Works/Doesn’t Work

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Manny’s Dreams

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Manny’s Data

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Somersworth High School: Annual Event Dropout Rates

0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 Somerworth State Average

PBIS Initiated

Somersworth High School Implementation

36 83 91 89 86 93 3.70 2.8 2.1 1.39 0.88 0.88 10 20 30 40 50 60 70 80 90 100 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

SET Scores

SET scores School Dropout Rate

Somersworth High School Behavior Outcomes

0.5 1 1.5 2 2.5 3 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 # ODRS # ISS # OSS

Initiation of PBIS

Rates per student per year

Somersworth High School: Tier 2 Behavior Education Outcomes (n=18 - 9)

Numbers per semester/student Semesters or Quarters in BEP * Significant change in ODRs and ISS: p<.05 1 2 3 4 5 6 Baseline Time 1 Time 2 Time 3

BEP

Credits earned ODRs* Unexcused Absences ISS* OSS

Somersworth High School: Tier 2 Check In Check Out (n=12)

1 2 3 4 5 6 Baseline Time 1 Time 2 Time 3 Credits Earned ODRs Unexcused Absences* ISS OSS Numbers per semester/student * Significant change in Unexcused Absences: p<.05

Semesters or Quarters in CI/CO

Students in RENEW: Outcome Data (n=25)

5 10 15 20 25 Baseline Semester 1 Semester 2 ODRs/Semester ISS/Semester OSS/Semester Credits Earned/Semester All Absences/Semester Unexcused Absences/Semester

Numbers per semester/student

Students in RENEW: Annual Grade Point Average

Significant change in GPA *p< .05

0.84 1.14 0.2 0.4 0.6 0.8 1 1.2 Baseline Year 1

Annual GPA

RENEW Student Outcomes: High School Completion (n=25)

4% 68% 16% 8% 4%

Dropped Out Graduated: Diploma

• r GED

On Track Moved Placed

Other Outcomes of PBIS Implementation

• Improved input and utilization of data
• Improved organization (and reorganization) of

and implementation of interventions

• Increased use of evidence-based practices
• Increased collaboration across and within

content and specialist groups

Dropout Rates: APEX Schools and State Averages

0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 Average- APEX Schools State Average

PBIS High Schools in New Hampshire: School dropout rates over 3 years of implementation

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6.07 3.1 4.81 3.8 3.4 3 1 2 3 4 5 6 7 1 2 Baseline Year Annual Dropout Rate Dropout Rates at Year 3 of PBIS Implementation Schools with PBIS Fidelity (n=7) Schools w/o PBIS Fidelity (n=8) State Average

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http://csgjusticecenter.org/youth/school-discipline-consensus-report/

Discussion: How does the experience at Somersworth relate to High School reform and dropout prevention?

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Contact Information

JoAnne Malloy, Ph.D. Clinical Assistant Professor Institute on Disability at UNH Joanne.malloy@unh.edu IOD RENEW Webpages: http://iod.unh.edu/Projects/ renew/renew_main.aspx

PBIS and RENEW Specialist Kathryn.fracoeur@unh.edu Contact and Information: Sarah.orourke@unh.edu IOD PBIS Webpages: http://iod.unh.edu/Projects/p bis/PBIS_detail/pbis_descripti

• n.aspx

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