Purpose of this presentation Demonstrate materials which will assist - PDF document

12/4/2014 The Student Engagement Project I mproving behavior & reducing exclusionary discipline I mproving graduation & reducing student dropout Kansas Transition Coalition Ask the Experts Webinar December 11, 2014 Building & Sustaining Student Engagement Re Reece L. L. Pe Peters rson, Univ Univer ersity sity of of Ne Nebrask aska ‐ Lin Lincoln Purpose of this presentation • Demonstrate materials which will assist schools to ‐ • Create individual interventions for students • To reduce dropout and improve graduation rates • To reduce exclusionary discipline and improve student behavior • Develop “school improvement plans” which improve outcomes in these same areas 1

12/4/2014 Who needs materials, and how would they be used? • I ndividual student planning • School based teams (SAT; behavior teams; child study…) • Employ materials to brainstorm and plan individual student interventions • To assess research support for interventions • School improvement plan • Assessing current interventions and supports • Using data to identify needs • Brainstorming possible supports to implement • Examining the evidence base for existing and proposed supports. • Technical assistance for State Department of Education • Support schools which need assistance related to poor student outcomes. I mpetus for the Project • State identified the need B-4 B-4 B-2 B-2 • Turned to the University Suspensi ension/ on/ Dr Dropou opout Expulsio Expul ion of Nebraska for support • Technical assistance The Focus is on- from the National Dropout Prevention I mproved Student Behavior Center for Students with & Graduation Disabilities available. • Collaborative effort 2

12/4/2014 Guiding Principles • School ‐ centered – school is focus • Team ‐ based decision making • Identification of the evidence ‐ base for strategies • Translating strategies into specific Three interventions and programs Tiers • Integration with state and local Of systems Intervention • School improvement planning process • Individual student planning (SAT, PBIS, MTSS, etc.) • Based on a three ‐ tiered system of support Tier 3 Prevention Tier 2 Prevention • Tier 1 Prevention • (sometimes called tertiary prevention) Interventions designed to prevent a Interventions aimed to begin early once signs or is intended to attenuate the problems symptoms have occurred in order to prevent problem from ever occurring or effect of the problem while it is (sometimes called primary prevention). the problem from becoming bigger or occurring even after the problem is unmanageable (sometimes called secondary chronic or severe. prevention) . School Process & Decision Making Reviewing School Data- Existing and New Sources • School Based Teams, or • Administrative Decisions Assessing Current & Priorities Strengths and Weaknesses • State & Federal Need for Data Identifying School Needs and Priorities 3

12/4/2014 School Process Identify evidence-based strategies which address school needs • School Improvement Planning • School Based Teams • Administrative Decisions & Priorities Identify specific evidence-based • Assessing Indicators Based on Interventions, programs or actions Data related to strategies at each Tier of intervention Process is compatible with the National Dropout Prevention Center for Students with Disabilities’ Prevention Implement and assess impact- Intervention Framework Continuous improvement process Guiding Principles– Tiered I ntervention Tier 1 Whole school interventions More labor Targeted intensive Tier 2 interventions More I ntensive interventions specialized Tier 3 More costly 4

12/4/2014 Two Frameworks for Action: • Positive Behavior Interventions and Supports (PBIS) & • Restorative Justice Practices Then, Building specific strategies and practices onto these frameworks… What is included? Building & Sustaining Student Engagement We Website fo for fr free ee statewi statewide & na nati tional onal access: access: ht http://k //k12eng 12engag agemen ement.unl unl.edu du  Screening/Early Warning Briefs  Strategy Briefs  Program Briefs  Resource Briefs 5

12/4/2014 What is included? Building & Sustaining Student Engagement We Website fo for fr free ee statewi statewide & na nati tional onal access: access: ht http://k //k12eng 12engag agemen ement.unl unl.edu du • Data Tools for each strategy brief (not yet available) • Policy related Q & A • News, Videos, and Policy information… added continuously Creating a Positive Climate Tier 1 Examples of Strategies  Data systems in place  Early warning screening for dropout and behavior  Bullying prevention & Intervention  Climate & Environment Univer Univ ersa sal Supports Supports ‐ fo for al all  Conflict de ‐ escalation  Parent & family involvement in school Tier Tier 1  Reinforcing positive behavior/ Positive In Interv rventio tions office referrals  School values statements/expectations (for (f or be behavior & sch school com comple letion tion)  Staff ‐ student relationships  Mediation programs  School wide behavior programs  And more… 6

12/4/2014 Early I dentification and I ntervention Tier 2 Examples of Strategies  Academic supports & tutoring  Anger management training Tier 2 Tier  Behavior contracting In Interv rventio tions  Bullying intervention programs for bullies  Check and Connect program for beha fo behavior vior and and sc school hool  Check in/check out program co compl mpletion (an (and ac acade ademics ics)  Social skill instruction  Middle to High School Transition  Mentoring  Restitution Effective responses for troubled students Tier 3 Examples of Strategies  Alternative schooling  Anger management programs  School community collaboration  Family group conferencing  Functional assessment & behavior plans Tier Tier 3  Program ‐ Check and Connect In Interv rventio tions  Program ‐ RENEW  Discipline recovery programs fo for beha behavior vior and and sc school hool  Dropout recovery programs compl co mpletion (an (and ac acade ademics ics)  Wraparound 7

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12/4/2014 Materials from Dr. Beth Doll’s federally funded project to assist educators to gather, analyze and interpret student behavior to choose and monitor interventions. 10

12/4/2014 List of all available briefs… new ones 11

12/4/2014 Website: http://k12engagement.unl.edu Example: Attendance… ndance… (layered interventions) Whole School Create a culture of “Attending Every Day Matters!” Every absence brings a response Positive social incentives for good attendance Ongoing attendance tracking at teacher team meetings 2+ unexcused absences/ month= Big Deal. Daily check in by an adult. Teacher team invites parent, Targeted counselor in to investigate causes. Close monitoring Daily one-on-one attention and problem solving; Check in-Check out; Reinforcement; I ntensive Academic support; Social service or community support engaged; etc. 12

12/4/2014 Example: Beha Behavior vior … (layered interventions) Whole School- examples I dentify school values / behavioral expectations Teach appropriate behavior in accord with expectations I ncrease reinforcement for appropriate behavior I ncrease parent involvement, etc. 3 office referrals= I ntervention; Assign a mentor Targeted Daily report cards for behavior- Check-in/ Check-out Behavioral contracts I ntensive Functional assessment & behavior intervention plan Anger management training; service coordination, etc. Example: Dr Dropout opout … (layered interventions) Whole School Create an engaging and caring school environment Focus on building motivation I ncrease parent & community involvement Create curriculum choices Truancy prevention and intervention Targeted Specific academic supports; assign a mentor Counseling; work study alternatives I ntensive Develop alternative school programs Dropout recovery/ re-entry programs 13

12/4/2014 Nebraska Department of Education re-engagement/dropout recovery projects currently operating in Ogallala, Kearney and Papillion-LaVista, Nebraska. http://k12engagement.unl.edu An example … I dentifying Students at Risk  Step 1-Implement proactive school-wide Tier 1 prevention strategies  Step 2-Implement an early-warning system to identify student-level risk related to dropout  Which students are at the Medium, High or Ultra risk level?  What interventions are currently in place for these students? Which are/aren’t working?  What additional strategies or interventions might help? 14