A Focal Point for Dropout Prevention: PBIS Implementation at the Advanced Tiers in High Schools JoAnne Malloy Kathy Francoeur 10TH ANNUAL NEW ENGLAND POSITIVE BEHAVIOR Justin Tilbe SUPPORT FORUM November 21, 2014 1
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
“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) 5
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 Increased isolation, child’s development: anger, behavior Social problems, isolation Emotional Learning Self-view Negative responses from Aggressive behavior, parents, schools- disturbed relationships increased punishment Depression, withdrawal
The Rush to Punish 8
School as a Risk Factor (Osher, Dwyer, & Jackson, 2004) • Alienation • Academic Frustration • Chaotic Transitions • Negative Relationships with Adults and Peers Risk • 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) • Connection • Academic Success • Supported Transitions • Positive Relationships with Adults n o and Peers i t c e • Caring Interactions t o r • Interaction with Pro-social peers P • 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 Language MEMBERSHIP Common Common Experience Vision/Values
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 16
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) 17
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) – 8 th to 9 th grade transition system and practices
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) Tier Student Progress Tracker; RENEW and Individual Futures Plan Wraparound 3/Tertiary Competing Behavior Pathway, Simple Individual Functional Assessment Interview, Interventions (Brief FBA/BIP, Schedule/ Progress Monitoring (Behavior and Curriculum Changes, etc) Academic Goals) Tier 2 Small Group ODRs, Attendance, Interventions Tardies, Grades, (CICO, Social and Credits, Progress Academic support Reports, etc. groups, etc) Universal: School-Wide Assessment School-Wide Prevention Systems
School-wide 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
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