1 Achievement in Dropout Prevention and Excellence (APEX II): PBIS Implementation in High Schools in New Hampshire 2008 National Forum for Implementers of SWPBS Chicago, Illinois October 30, 2008 JoAnne M. Malloy, MSW Institute on Disability, UNH

2 Agenda 1.PBIS as a Dropout Prevention Strategy and the APEX II model 2.Key Features of PBIS-NH – How High Schools are Different 3.Case Example from a New Hampshire high school: 1.Universal Tier 2.Secondary Tier 3.Tertiary Tier

3 Thanks to Our Colleagues! Hank Bohanon, Ph.D., Assistant Professor of Special Education, Loyola University of Chicago Kathleen Abate and Linda Thomas, Alliance for Community Supports Robert Wells, Ph.D., Educational Consultant, New Hampshire Department of Education Howard S. Muscott, Ed.D., Director, and Eric Mann, LCSW, NH New Hampshire Center for Effective Behavior Interventions and Supports William Preble, Ed.D., Associate Professor of Special Education, New England College

4 High school dropouts: Why should we care? Is there an American Dream? There are “two worlds” in education: –Nearly 50% of all African-American and Hispanic students do not graduate in 4 years –Children in low-SES households are 3 times more likely to dropout –Children/youth with emotional handicaps dropout at rates of 50-60%

5 Why should we care? Dropouts earn $9,200 less per year than high school graduates and about $1 million less over a lifetime than college graduates Dropouts were more than three times more likely than college graduates to be unemployed in 2004 and twice as likely as high school graduates to slip into poverty Dropouts are more than eight times as likely to be in jail or prison as a high school graduate (Bridgeland and Scheppach, )

6 PBIS-NH and APEX Summer 2002 –New Hampshire Department of Education awards contract to create the New Hampshire Center for Effective Behavioral Interventions and Supports (NH CEBIS) with the express purpose of implementing positive behavioral support in K-12 schools –NH DOE and UNH Institute on Disability is awarded APEX dropout prevention grant (funded by the US Department of Education, Office of Elementary and Secondary Education) to address dropout prevention in 2 NH High Schools

7 APEX II Summer New Hampshire APEX II partners submit a second grant to OESE at the US Department of Education- awarded October 2005 APEX II includes work with 10 of NH’s “lowest performing” high schools

8 Youth with EBD…. Disengaged from school/family/community Most likely disability group to be in a segregated academic setting Highest rates of disciplinary infractions Perceived by teachers as having significantly lower levels of social competence and school adjustment (Lane, Carter, Pierson, & Glaeser, 2006)

9 Key: Student engagement has emerged as the bottom line in preventing dropout Dropping out is the culmination of a long process of disengagement Keys to engaging students early on –Enter school ready to learn/early intervention Contextual keys to engaging students –Providing effective instruction – evidence based, best practice –Creating cultural match/relevance – extend to include strategies that are appropriate to student background and culture (Alexander, Entwisle & Kabbani, 2001; Christenson, Sinclair, Lehr & Hurley, 2000; Cotton & Conklin, 2001; Cleary & Peacock, 1998; Finn, 1993; Payne, 2005)

10 APEX- Model Assumptions School organization and systems are 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)

11 APEX II Model Work with 10 high schools in New Hampshire, 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; Bullis & Cheney, 1999) –8 th to 9 th grade transition system and practices

12 APEX II GOALS* 1.Work toward implementing Positive Behavioral Interventions and Supports (PBIS), 2.Provide leadership in the school-wide systems change process and support the dedication of staff time to participate in project activities, 3.Collaborate with project staff to develop a systematic transition from the 8 th to 9 th grade for at-risk students, 4.Collaborate with project staff to develop individualized school-to-career services for the most at-risk students using the RENEW model, and, 5.Develop and implement a high school student leadership initiative to focus on school climate issues. *From 2005 MOU between districts and NH DOE

13 APEX II Model Outcomes 1.Decrease dropout rates in participating schools by 50% during project period 2.Decrease rate of negative behavioral incidents in schools. 3.Increase numbers of at risk students or dropouts who graduate 4.Increase state test scores (10 th grade) by improving the 8 th to 9 th grade transition for at risk students.

14 APEX II PBIS Implementation

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16 PBIS is a comprehensive 3-tiered evidence-based systems approach to schoolwide discipline that can efficiently and effectively improve social, behavioral, and academic outcomes through the use positive, preventative, and function-based behavior support practices within the context of collaborative teaming and data-based decision- making. Positive Behavioral Interventions and Supports Defined Muscott & Mann (2006)

17 Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: RENEW Intervention ~80% of Students ~15% ~5% APEX PBIS MODEL

18 RENEW: The “Red Zone” Component of the APEX II Project –For the most “at risk” students (60 per high school): –Model components: Person-centered planning Individualized academic programming (creative solutions and “Real World Learning” opportunities). Naturally supported employment Interagency collaboration and braided funding School to Career transition articulation, including post-secondary education Mentoring

19 SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior PBIS Support Systems

20 PBIS: How High Schools Differ School size varies Teachers see role as teaching behavior and academics Targeted behaviors are reflected in office referrals Teacher-student relationships are easily formed Easier to shape student behavior Outcome is educational gradual progress Larger numbers of students and staff Teachers see role as teaching academics Targeted behaviors are reflected in attendance, performance, and office referrals Impersonal atmosphere Expectation of adult behavior Outcome is educational mastery and competitive achievement In GeneralIn High School

21 BERLIN HIGH SCHOOL CONDUCT ACTION GUIDE B e Responsible H ave Respect S trive for Success In the CLASSROOM In the HALLWAY In the CAFETERIA In ASSEMBLIES/ EVENTS Come prepared. Be on-time—both feet must be through the classroom door by the time the bell stops ringing. Pick up after yourself. Respond to reasonable requests. Complete your ‘own’ assignments and tasks as required. Model positive behavior and acknowledge it in others. Help others in need. Honor others’ personal space. Apologize if you bump into someone. Use appropriate language and voice. Display affection appropriately. Be on-time. Practice polite table manners. Leave the floor and table clean for the next group using the facility. Consume only your own food and drink. Walk to the right. Use time for intended purpose only. Keep the hall and floors clean. Be silent during announcements. Dress appropriately (see Dress Code). Allow others’ expressions and ideas. Use appropriate language and voice. Honor others’ property. Engage in learning. Maintain a positive outlook towards school. Model positive behavior and acknowledge it in others. Wait your turn in line. Keep your hands, feet and food to yourself. Use “please” and “thank you”. Use appropriate language and voice. Eat lunch with someone who is eating alone. Model positive behavior and acknowledge it in others. Compliment the kitchen staff. Participate appropriately. Come and go in an orderly fashion. Pick up after yourself. Sit with your class during school assemblies. Help create an environment where everyone can enjoy the activity. Treat visitors kindly. Use appropriate language and voice. Encourage others to enjoy the presentation or event. Model positive behavior and acknowledge it in others. revised: 9/27/07

22 Recognizing Students for Exhibiting Behavioral Expectations Prepare your staff- “comfort level” Focus on ratio Developmentally- appropriate responses Actively Involve students Can include social and academic outcomes In High School Provide specific, verbal acknowledgement using words from the teaching matrix Provide acknowledgement at a 4:1 ratio or better of positive to corrective contacts Provide acknowledgement as quickly after the expected behavior as possible Provide additional acknowledgement based on your schoolwide plan In General

23 Responding to Problem Behavior Office vs. Class vs. Dean vs. Security must be clear Consensus is difficult Do not forget tardies- attendance Prepare your staff to redirect students In High School Define problem behaviors Differentiate majors and minors Determine procedures for responding to minors and majors Create an efficient ODR form In General

24 Universal Leadership Teams Facilitate buy-in Identify appropriate data Distribute leadership Utilize departmental structures Account for diverse philosophies of education In High School Strategically formed representative and credible group of stakeholders including administration, staff and family representation Generally 8-10 people depending on school size Generally

25 Classroom Management Prepare staff Discipline with Dignity Pre-teach, Teach and Re-teach Stay out of content Effective use of humor In High School Instructional/ Curricular Management Environmental Management Proactive Behavior Management In General

26 Teaching Expectations Include students Use variety of teaching methods Do not rely on role play alone Incoprated into instruction Can include self- determination components Prepare your staff In High School Develop a plan to teach the most important subsets of behavioral expectations in the context of the locations they occur. Determine priorities for teaching plans based on data In General

27 Teaching Expectations Examples Staff orientation meetings Assemblies Lesson plans for homerooms Posters Booster weeks Key Elements Rationale Negative examples Positive examples Practice Center for School Evaluation, Intervention, & Training, Loyola University of Chicago

28 Schoolwide Expectations Identify expectations of the setting Develop team/plan/support Directly teach expectations Consistent Consequences, Acknowledge/Reinforce (Tall, Vente’, Grande) Collect Data Communicate with staff On-going evaluation

29 Data-based Decision Making 1.Set Goals: “If you don’t know where you’re going, you’ll end up somewhere else” 2.I D the Problem (scope and context) through the use of Data (Where we are now?) 3.Set objectives that you can measure 4.Develop a plan to get the work done (who, what, when where, how) 5.Monitor and Evaluate progress – Use Data to assess your progress (Did it work?) (Adapted from Horner, 2002)

30 Outcome Data We use outcome data to measure how we did “after the fact” –DROPOUT RATES- Graduation Rates – COLLEGE ENTRANCE RATES –GRADES- REPORT CARDS –CREDITS EARNED –TEST SCORES

31 Data Sources Problem Behavior Incident Reports Office Discipline Referrals (SWIS) In and Out of School Suspensions Surveys on Bullying, Harassment, School Safety Tardies, Absenteeism, Staff Surveys, Climate Surveys, etc.

32 If…..then Logic If a freshman is skipping too many classes….then he/she will fail…. If she fails… then she will fall behind in credits….if she falls behind in credits… then she will likely fall behind grade-level not be promoted….if she fall behind….then she will be far more likely to dropout Therefore, we need to intervene when she is skipping classes as a freshman

33 Case Study: One High School in New Hampshire Low SES community – high poverty rate Enrollments – = 573; = 569 –96% Caucasian Began implementing PBIS and APEX in school year

34 Universal Level: High School Example There were 429 office discipline referrals for major problem behavior or.75 per student on average in , increasing to 1.2 % in % received 6 or more in , increasing to 6% in Top problem behaviors were –Disrespect/defiance, –Disruption, –Inappropriate language, and –Skipping class

35 Universal Team: Beginning Stages of Implementation Representative team Ground rules and Member Roles Team process –Team checklists –Data present at all meetings –Communication with Staff and Community –Action Plan / Decision Log

36 The Data- Fall of 2007

37 Roll Out on Disrespect: February Introduce the expectation and the skill or behavior Be Respectful in the Classroom –Dress for learning –Use appropriate language –Listen, speak and respond politely –Keep surfaces graffiti free –Keep hands off the property of others –Keep classroom materials in the classroom

38 2. Share with classroom why respect is important “We need to recognize that everybody, including you, has worth and brings value to the classroom.” (Nick Guadagnoli) FYI: Seasoned teacher buy in

39 Further Discussion Creation of T-chart Create a T-chart either on newsprint or the whiteboard. Ask students for further examples of what respect looks like and sounds like in the classroom Record suggestions on the T-chart.

40 Review Review the expectations for “Be Respectful’ that are recorded on your classroom poster

41 3. Identify the learning strategy Teacher will need 4 teams of 2 or 3 students willing to perform a skit. Hand out the skit cards Ask students to get their props. Students may need to improvise Student will not get in trouble for skit behaviors

42 4. Have students perform skits Each block throughout the day received different skits to perform as exemplars and non-exemplars of expected behavior.

43 Have students perform skits Block 1(AB) performs skits labeled A1, A2, B1 and B2 (in that order) Block 2(CD) performs skits labeled C1, C2, D1, and D2 (in that order) Block 3(EFG) performs skits labeled E1, E2, G1 and G2 (in that order) Block 4(HI) performs skits labeled H1, H2, I1 and I2 (in that order)

44 5. Observation: Following each skit, ask the class the following questions 1.Did the skit demonstrate respect or disrespect? 2.If the skit demonstrates respect, what did it look/sound like? 3.If the skit demonstrates disrespect, what did it look/sound like?

45 Reinforcement and Recognition : Praise and give “I got caught...” ticket Students will turn in tickets for a daily raffle drawing. Each classroom elects a “respect student of the week” and post these in classroom. Each “respect student of the week” is eligible to be picked as the high school respect student week. High school “respect student of the week” will be given the opportunity for “lunch with the principal”

46 Did we make a difference? 277 reported incidents of disrespect during semester 1. –An average of 3 per day or 15.4 per week 16 reported incidence of disrespect so far for semester 2 –An average of 0.8 per day or 4 per week This is a 74% reduction in disrespect referrals!!

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49 Primary Prevention: Roll Out on Attendance: Data Sells! attendance 91% which was down from of 94% a month after the rollout, attendance was 95% end of year attendance was 92.7% staff reported data collection was inconsistent at approx. 70%-75% current staff reporting on average 85% and above 17.5% reduction in unexcused absences 5 % reduction in skips 5.5% reduction in tardies

50 Analysis The Universal Team determined that: Office discipline referrals had increased from to because discipline problems that were previously ignored were being reported and recorded! The Universal Team learned about the importance of teaching, reinforcing, and follow-up. Teachers and students report a much more orderly and organized environment.

51 High School Data: APEX II

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53 What We Have Learned about Universal Implementation at the High School Level High schools students (and faculty) DO like “hoakey” reinforcers such as stickers, tickets, and praise… High school data must include an analysis of attendance and tardies because… if the student isn’t present he or she may not be able to keep up or catch up… and because of automatic failure policies, A predictable, positive environment reduces failure rates.

54 High School Case Study: Forming the Targeted Team APEX II and school staff began to discuss the status of the systems & practices at the Targeted “YELLOW” level of PBIS. Does a problem solving team exist? Is one needed? Who is on the team currently? Who could be added/taken off the team? How do kids come to the team? Is there an efficient, predictable referral system? What is the role of the current team? Does the team systematically develop and monitor interventions for each referred child?

55 Evolution of Targeted Team Identified a team that already focused on at- risk students (Student Intervention Team) Consensus to re-structure the team (membership and procedures)- Winter 2006 Training: received formal training and weekly technical support Began using SWIS data to ID students Began using Functional Behavioral Assessment

56 Team mission and Objectives The mission of the Targeted Team is to increase the likelihood of positive behavior and academic achievement of students. –The objectives include: To work with students at risk for development of chronic behavioral concerns. To identify reliable predictors of students behavior. To determine likely function of behavior and recommend function based behavior support plans. To assist and support teachers, students, and parents in achieving efficient and effective interventions.

57 School Targeted Team Process Functional Assessment Defined: Functional assessment is a process for identifying the events that reliably predict and maintain problem behavior. The Targeted Team uses the context of Functional Behavioral Assessment to drive problem solving

58 Targeted Team Student Assistance Form Student Name:_____________________ Grade:________________ Date:___________ Teacher Name: _____________________Rm___________________ What are your behavioral goals and /or expectations for this student? What are the student’s academic and social strengths? Situations prompting the problem behaviorDescribe the problem behaviorWhy do these behaviors keep happening? What have you tried to change in the environment in which the problem behaviors occur? __ Modified assignments to match student’s needs __ Changed seating assignments__ Arranged tutoring to improve student’s academic skills __ Other__Changed schedule of activities__ Provided extra assistance__ Changed curriculum What have you tried to teach the student about expected behaviors? __ Reminders about expected behavior when problem behavior occurs__Practiced expected behavior in class__ Systematic feedback about behavior __ Other__ Clarified rules for the whole class__ Individual school-home contract__ Self management program__ Reinforcement program for expected behaviors__Written agreement with student__ Oral contract with student What responses to the problem behavior have you tried? __ Note or phone call__ Referral to school counselor__ Individual meeting with student__ Other__ Reprimand__ Time out__ Detention __ Conference with parent__ Loss of privilege__ Home-school communication Additional Comments:

59 Behavioral Flowchart to Targeted Team

60 Targeted Team students were referred as of June Students have active behavior plans and are being monitored by the TT 6 students were referred by teachers for Academic Failure/ Withdraw/ Lack of engagement 5 students were referred by teachers for specific Behavior incidents 8 students were identified through the School-Wide Information System with 2-5 office discipline referrals 6 students were candidates for RENEW services 8 students were on IEP’s and were referred to special education for additional assessments.

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63 Targeted Data 33 referrals for the school year 19 FBA’s conducted for the year Of the 19 students with completed FBA’s we found:  9 students received 6 out of 8 credits  11 students increased attendance  All 19 had a reduction in office referrals

64 Interventions used Check and Connect Mentoring Credit recovery Social skills Homework lab Home setting involvement Counseling Pass system RENEW Student Leadership Referral.

65 RENEW- The Intensive Intervention at the High School Level A process that utilizes the strengths of the individual, fosters his/her self determination and builds a system of care around the individual in order to ameliorate his/her life so that s/he will more likely be successful in school and other life domains.

66 RENEW Process in a Nutshell 1.Student Identified 2.RENEW school facilitator Identified 3.Initial conversation between facilitator and the student 4.Future’s Plan (aka Person Centered Plan) 5.Formation of a team according to the plan 6.Routine check-ins to determine success of the plan 7.New plans/teams formed as new goals are developed

67 RENEW Process Engage and Orient Person- centered plan, specific needs and next steps are completed Build resources and take action Assess results, revisit plan

68 Identification & Referral Targeted Team Key school individuals Referral SWIS Data Parents

69 The Initial Conversation Purpose: –Build rapport –Describe the purpose of RENEW –Go over the process of RENEW –Invite the student to participate in the process –House keeping tasks (i.e. consents/paperwork)

70 Purpose of RENEW Process that: –Is all about the student –Places the student in charge –Creates plans for the student’s future –Identifies dreams and goals that are important to the student –Allows the student to decide how they want to achieve their dreams and goals, and who is going to help him/her along the way –Is dedicated to the student no matter what happens. The process follows the student as long as the student wants to be involved and needs the support.

71 Going over the Process If you decide to participate we will: Go through a person mapping process –A process that helps us understand who you are and what is important to you –Use of maps instead VS taking notes From there decide who we want to join us Have group get-togethers regularly to discuss what we can do to start working toward goals You will be in charge along the way and make all the decisions as to where we go and what we do

72 Person-Centered Planning Models Personal Futures Planning (Beth Mount) MAPS [McGill Action Planning (Vandercook, York & Forrest)] Methods, Models and Tools, (Cotton, 2004) Essential Lifestyle Planning (Michael Smull) Group Action Planning, known as GAP (Turnbull & Turnbull); and PATH [Planning Alternative Tomorrows with Hope (Pearpoint, O'Brien, & Forest)]

73 Steps of the Futures Plan History “You Today” People in Life Dreams Fears Goals Next Steps

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82 NEEDS LIST From Goals to Action Steps: –Goals: 1-2 years, post-high school –Objectives: What needs to happen to meet goals? (education, money, skill needs) –Barriers: What stands in the way? (money, housing, health care, long term care, vocational training, education, etc.) –What are the NEEDS? NEEDS ARE NOT PROGRAMS

83 Next Steps/Building a Team What are the first things that need to get done to help get you toward the student’s goals? Who should we need to invite to the student’s group to help? Who should we show the student’s plans to? When will we hope to get the first steps done? What can we do before your first group meeting?

84 The Phases of Team Implementation Team performance model: –Orientation –Trust building –Planning/Goal Clarification –Commitment –Implementation/Analysis –High Functioning –Review/Renew/End Drexler & Sibbet, 1999

85 PROGRAM and AGENCY RESOURCES In-School: –Regular Education Services –Special Education Services –“504” Services –Guidance –Friends, tutors –Sports, teachers, clubs, etc. Out of School: –Social Service Agencies –Vocational Rehabilitation –Family Service Agencies –Community Resources and Organizations

86 Pre RENEWPost RENEW

87 Student Examples

88 Pre RENEWPost RENEW

90 What we have learned Students don’t move from one tier to the next; the interventions are cumulative….. All students receive universal supports, a subset of all students receive Universal and Secondary Level supports, and a subset of those students receive Universal, Secondary and Tertiary level supports…

91 APEX II Contact Information Dr. Robert Wells, Consultant, NH Department of Education and Director, APEX II Kathleen Abate, Program Director Alliance for Community Supports Jonathan Drake, MSW JoAnne M. Malloy, MSW Project Director Institute on Disability, UCED University of New Hampshire Maria Agorastou, MSW UNH Institute on Disability