8/15/2014 Overview of PBIS in High Schools Presentation for the 2014 Conference on School Climate and Culture JoAnne Malloy Jonathon Drake Kathryn Francoeur August 20, 2014 Expectations Be Responsible Be Respectful Be Prepared 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 Turn cell phones, beepers, PDA’s, and pagers off or to vibrate/silent Contribute to activities and conversations where possible Bring your learning hat, and leave other hats behind Follow through on assigned tasks Acknowledgements • George Sugai, Rob Horner, OSEP Center on Positive Behavioral Interventions and Supports • Howard Muscott, Eric Mann, NH CEBIS • Lucille Eber, Midwest Center for PBIS • Steve Goodman, Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi) • Hank Bohanon, Loyola University, Chicago • Doug Cheney, U Washington 8/15/2014 Agenda • • • • What Makes High Schools Unique? Dropout, Disengagement PBIS Logic and High School APEX Projects- Case Examples and Outcomes • Discussion and Planning What Makes High Schools Unique? 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) 8/15/2014 School as a Risk Factor (Osher, Dwyer, & Jackson, 2004) Ris k • • • • • • • • 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 What are the Results of Zero Tolerance? But… What is the alternative? 8/15/2014 School as a Protective Factor Pro tec tion (Osher, Dwyer, & Jackson, 2004) • • • • • • • • Connection Academic Success Supported Transitions Positive Relationships with Adults and Peers Caring Interactions Interaction with Pro-social peers Stability Positive approaches to disciplinary infractions 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 Experience Common Vision/Values 8/15/2014 How we reform an entire school community? The NIRN Implementation Research: A Synthesis of the Literature Fixsen, D L., Naoom, S F., Blase, K A., Friedman, R M & Wallace, F (2005) Implementation Research: A Synthesis of the Literature Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231) © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 14 NH APEX Projects • First APEX Project funded by US DOE as a Dropout Prevention project using PBIS and RENEW – high schools- 2002-2006 • APEX II funded by US DOE as a Dropout Prevention project- using PBIS and RENEW 10 high schools- 20062009 • APEX III funded by NH DOE, Bureau of Special Education Services- high school demonstration sites to build a problem-solving capacity at Tiers and • NH RESPONDS- funded by the Office of Special education Services at the UD DOE to implement RtI- high schools • Total of 15 High Schools between 2002 and 2013 15 8/15/2014 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) 16 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 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) Student Progress Tracker; Individual Futures Plan Tier 3/Tertiary Competing Behavior Pathway, Functional Assessment Interview, Simple Individual Interventions (Brief FBA/BIP, Schedule/ Curriculum Changes, etc) Progress Monitoring (Behavior and Academic Goals) ODRs, Attendance, Tardies, Grades, Credits, Progress Reports, etc RENEW and Wraparound Tier Small Group Interventions (CICO, Social and Academic support groups, etc) Universal: School-Wide Assessment School-Wide Prevention Systems 8/15/2014 School-wide Leadership team Behavior purpose statement Set of positive expectations & behaviors Procedures for teaching SW & classroom-wide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for on-going data-based monitoring & evaluation SCHOOL-WIDE CLASSROOM 1 Leadership team Behavior purpose statement Set of positive expectations & behaviors Procedures for teaching SW & classroomwide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for on-going data-based monitoring & evaluation All school-wide EVIDENCEBASED INTERVENTION PRACTICES Maximum structure & predictability in routines & environment Positively stated expectations posted, taught, reviewed, prompted, & supervised Maximum engagement through high rates of opportunities to respond, delivery of evidencebased instructional curriculum & practices Continuum of strategies to acknowledge displays of appropriate behavior Continuum of strategies for responding to inappropriate behavior INDIVIDUAL STUDENT Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction FAMILY ENGAGEMENT NONCLASSROOM 1 Continuum of positive behavior support for all families Frequent, regular positive contacts, communications, & acknowledgements Formal & active participation & involvement as equal partner Access to system of integrated school & community resources Positive expectations & routines taught & encouraged Active supervision by all staff (Scan, move, interact) Precorrections & reminders Positive reinforcement Individualized instructional & curricular accommodations BERLIN HIGH SCHOOL CONDUCT ACTION GUIDE Be Responsible Have Respect Strive for Success In the CLASSROOM •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 •Be silent during announcements •Dress appropriately (see Dress Code) •Allow others’ expressions and ideas •Use appropriate language and voice •Honor others’ property •Honor others’ property •Engage in learning •Maintain a positive outlook towards school •Model positive behavior and acknowledge it in others In the HALLWAY •Walk to the right •Use time for intended purpose only •Keep the hall and floors clean •Honor others’ personal space •Apologize if you bump into someone •Use appropriate language and voice •Display affection appropriately •Model positive behavior and acknowledge it in others •Help others in need In the CAFETERIA •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 •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 In ASSEMBLIES/ EVENTS •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 8/15/2014 Example: Berlin High School Timeline • Faculty voted to adopt PBIS JAN 07 • Formed Universal Team • Attended First Universal Team Training (2 day Summit) FEB – MARCH 07 • Attended Coach and Universal Team Training • Began to Develop Behavioral Matrix APRIL 07 • Continued to Develop Behavioral Matrix and Other Universal Documents JUNE - JULY 07 • Attended PBIS Summer Institute • Continued to Develop Universal Documents AUG – OCT 07 • Attended APEX II Summer Institute (2 Day Summit) • Attended UT and Targeted Team Trainings • PBIS Kick Off with Staff and Students • Analyzed Data NOV 07 • Planned Roll Out Example: Berlin High School Timeline • Continued to Plan Roll Out DEC 07 • Analyzed Data • Began to Form Targeted Team JAN 08 • Finalized Roll Out Plans • Formed Student Leadership Group (attended summit) • Implementing Roll Out on Disrespect FEB.- APR 08 • Targeted Team Implementing FBA’s on identified students • Continue to Analyze Data APR – JUNE 08 • Analyze Data, Possibly Plan a Second Roll Out • Continue to Attend Trainings and Plan for the Next School Year Level III: Intensive, Individual interventions Pyramid of Interventions •GEDO •North Star/Dr Ott’s Academy •PLP •SDA Diploma •MSP •RENEW •Complex FBA/BSP Level II: Targeted Interventions • CICO •Social Skills Groups •Simple FBA •Anger Management Groups •Mediation Community Agency Referrals •Community Partners, •Adult Ed Classes •HUB •Credit Recovery •Truancy Interventions •Drug and Alcohol Counseling • Alt Study •Community Mental Health Agencies •Vocational Rehabilitation •Job Corp •Reduced Schedule & ALP • Alt Diploma (20 credits) •Eagle Academy • North Star •GED Level 1: Universal Interventions and Supports • 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 * Created by Somersworth High School & NH RESPONDS Facilitator 8/15/2014 The B’s of PBIS – Guiding Principles • • • • Be Responsible Be Respectful Be Cooperative Be Safe Somersworth High School & Career Technical Center General Procedures for Problem Behavior Intervention Observe Problem Behavior NO YES Check Behavior Definitions Evaluate Safety of the Situation Is the behavior a Major-Level Referral? If Safe Situation 1st occurrence Redirect and Re-teach Expectations (Track on minor behavior form) Determine Consequence -Teacher Detention -Parent Contact -Time out (time limit and make-up time) 2nd occurrence Redirect Remind and Re-teach Expectations (Track on minor behavior form) Teacher student dialogue and follow through with pre-determined consequence 3rd occurrence (Track on minor behavior form) If Unsafe Situation Call Office Send or request escort for student to the office Complete Referral Form Send form to office as soon as possible Administration Intervention -Assess Safety -Gather information -Problem Solve -Determine Consequences -Due Process Follow Up with Concerned Parties File Documentation 26 Universal Team Vision- 2009 Developing a “Community of Caring” • Community of caring – – – – – Care about yourself Care about others Care about your learning Care about your success Care about your community • RQQP – Respectfully, Quietly, Quickly and Privately • Staff mind set – ”What can we to help you be successful?” 27 8/15/2014 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 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 • school staff became RENEW facilitators and served 21 students between 2007 and 2012 • University staff provided training, mentoring, and coaching Case Study: Somersworth High School Outcomes 300 PBIS Implementation begins 250 200 SET Scores Dropout Rate 150 ODR Rate ISS OSS 100 50 3.7 2.8 2.1 1.39 0.88 0.88 2006-07 2007-08 2008-09 2009-2010 2010-11 2011-12 10 8/15/2014 Somersworth High School: Tier Behavior Education Outcomes (n=18 - 9) Numbers per semester Credits ODRs Absences ISS OSS Pre-BEP Sem Sem Sem Semesters in BEP Students in RENEW: Outcome Data (n=25) 18.00 16.00 14.00 12.00 ODRs 10.00 ISS OSS 8.00 Credits Earned Unexcused Absences 6.00 4.00 2.00 0.00 Baseline Semester Semester Students in RENEW: Annual Grade Point Average GPA for Students in RENEW 2.50 2.21 2.00 1.50 1.11 1.00 0.80 0.50 0.00 BaselineGPA (n=25) 1Year enrolledGPA (n=25) 2YearGPA (n=4) *p< 05 11 8/15/2014 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 Education Revolution Dropout Rates- APEX Schools and State Averages 4.50 4.24 4.00 3.50 3.81 3.20 3.00 2.50 2.50 2.43 2.086 2.00 1.50 1.92 1.70 1.18 1.19 1.26 All Schools State Average 1.82 1.29 1.00 0.50 0.10 0.00 Actual 2006-07Actual 2007-08Actual 2008-09Actual 2009-10Actual 2010-11Actual 2011-12Actual 2012-13 12 8/15/2014 NH PBIS Project APEX II: High School Dropout Rates: 2004-2012 (n=11) Woodsville 10 Berlin HS Kennett Somersworth HS Spaulding HS (Rochester) Raymond HS Manchester Central Manchester Memorial Nashua North HS Nashua HS South APEXSchools Averages Statewide average 2003-2004 Actual 2004- Actual 2005- Actual 2006- Actual 2007- Actual 2008- Actual 2009- Actual 2010- Actual 2011Baseline Year 05 06 07 08 09 10 11 12 PBIS High Schools in New Hampshire: School dropout rates over years of implementation 6.07 4.81 3.8 3.4 Schools with PBIS Fidelity (n=7) 3.1 Schools w/o PBIS Fidelity (n=8) State Average 1 Baseline Year Annual Dropout Rate Dropout Rates at Year of PBIS Implementation Carefully Plan The Message 13 8/15/2014 Avoid Misunderstandings 14 8/15/2014 NH PBIS Technical Assistance and Training IOD at UNH: http://iod.unh.edu/Projects/pbis/pbis_descripti on.aspx CEBIS at SERESC: http://www.nhcebis.seresc.net/ Contact Information JoAnne Malloy, Ph.D Clinical Assistant Professor Institute on Disability at UNH Joanne.malloy@unh.edu Jonathon Drake RENEW Coordinator Jonathon.drake@unh.edu Kathryn Francoeur, PBIS and RENEW Trainer Kathryn.fracoeur@unh.edu Contact Sarah O’Rourke Sarah.orourke@unh.edu 8/15/2014 44 15