1 pbis in high school: an organizational structure for reform and redesign 4 th annual apex ii...

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PBIS In High School: An PBIS In High School: An Organizational Structure for Reform Organizational Structure for Reform

and Redesign and Redesign

4th Annual APEX II Summer Leadership Institute

JoAnne Malloy, MSW, Institute on Disability at the University of New Hampshire

Hank Bohanon, Ph.D., Loyola UniversityHoward S. Muscott, Ed.D., Director, NH CEBIS

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AgendaAgenda

1.1. Sustaining PBIS-NH and Responsiveness Sustaining PBIS-NH and Responsiveness to Intervention (RtI) in New Hampshire: to Intervention (RtI) in New Hampshire: Lessons LearnedLessons Learned

2.2. Implementation and Professional Implementation and Professional Development: Lessons Learned from Development: Lessons Learned from IllinoisIllinois

3.3. Lessons from APEX II? How does PBIS fit Lessons from APEX II? How does PBIS fit with high school reform and redesign?with high school reform and redesign?

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Outcomes for This Outcomes for This PresentationPresentation

To learn about PBIS implementation and To learn about PBIS implementation and sustainability in high schools:sustainability in high schools:

1.1. To learn how PBIS is adapted in high To learn how PBIS is adapted in high schoolsschools

2.2. To learn about features that support To learn about features that support the adults in teams, with professional the adults in teams, with professional developmentdevelopment

3.3. To look ahead: How can PBIS and RtI To look ahead: How can PBIS and RtI relate to and enable high school relate to and enable high school reform and redesign?reform and redesign?

Sustaining the Sustaining the Implementation of Implementation of Positive Behavior Positive Behavior

Support: Lessons Learned Support: Lessons Learned from from

PBIS-NHPBIS-NH

Howard S. Muscott, Ed.D., Director Howard S. Muscott, Ed.D., Director [email protected]; 603-206-6891 ; 603-206-6891

www.nhcebis.seresc.netwww.nhcebis.seresc.net

mailto:[email protected]

Funding for the Positive Behavioral Funding for the Positive Behavioral Interventions and Supports-New Interventions and Supports-New Hampshire and APEX Initiatives Hampshire and APEX Initiatives

are provided by are provided by The NH Bureau of Special Education, The NH Bureau of Special Education,

NH Department of EducationNH Department of Educationunder the leadership of under the leadership of

Santina Thibedeau, DirectorSantina Thibedeau, Director

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New Hampshire’s Response—PBIS-New Hampshire’s Response—PBIS-NHNH

A Statewide System of SupportA Statewide System of Support

The overall outcome of the statewide The overall outcome of the statewide system of support is to build the culture system of support is to build the culture and capacity of early childhood and capacity of early childhood education programs and K-12 schools to education programs and K-12 schools to effectively and efficiently respond to the effectively and efficiently respond to the behavioral complexity of an increasingly behavioral complexity of an increasingly diverse student population by creating diverse student population by creating positive, safe and respectful climates positive, safe and respectful climates through collaboration and authentic through collaboration and authentic engagement between faculty, families, engagement between faculty, families, and community partners. and community partners.

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PBIS-NHPBIS-NH► Funding provided, in part, by NH Department of Funding provided, in part, by NH Department of

Education, Bureau of Special EducationEducation, Bureau of Special Education► NH CEBIS founded as a project of SERESC in 2002 NH CEBIS founded as a project of SERESC in 2002 ► 11stst of 5 cohorts established in 2003; 141 with 7 HS of 5 cohorts established in 2003; 141 with 7 HS► 3-year cycle of training and TA, covering all three 3-year cycle of training and TA, covering all three

tierstiers► Now working with UNH IOD to implement an RtI Now working with UNH IOD to implement an RtI

model for literacy and behavior with funding from model for literacy and behavior with funding from US DOE, OSEP US DOE, OSEP

► Tier 2, Tier 3 behavior support features being Tier 2, Tier 3 behavior support features being enhanced through Mental Health and Schools enhanced through Mental Health and Schools Together – NH funded by US DOE & implemented in Together – NH funded by US DOE & implemented in Rochester NHRochester NH

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Essential Beliefs of PBISEssential Beliefs of PBIS

1.1. Belief that schools matter and that it Belief that schools matter and that it is never too late to support behavior is never too late to support behavior changechange

2.2. Belief that academics and behavior Belief that academics and behavior are interconnected and that behavior are interconnected and that behavior should be taught – even in high should be taught – even in high schoolsschools

3.3. Belief in shared leadership and site-Belief in shared leadership and site-based leadershipbased leadership

4.4. Belief in science to support practicesBelief in science to support practices5.5. Belief in youth engagement and voiceBelief in youth engagement and voice8

Essential Components of PBISEssential Components of PBIS

►Alignment with strategic outcomes and Alignment with strategic outcomes and initiativesinitiatives

►Use of multi-tier approach and evidence-Use of multi-tier approach and evidence-based practices to support adultsbased practices to support adults

►Use of systems thinking to support adultsUse of systems thinking to support adults►Use of site-based management and Use of site-based management and

leadership through collaborative teamingleadership through collaborative teaming►Use of data to support strategic decision Use of data to support strategic decision

making and maintain staff motivationmaking and maintain staff motivation

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““I’ve been in PBIS schools and I’ve seen I’ve been in PBIS schools and I’ve seen the results. PBIS is aligned with my ‘Follow the results. PBIS is aligned with my ‘Follow the Child’ initiative, which aims to enhance the Child’ initiative, which aims to enhance the social, emotional, physical and the social, emotional, physical and academic needs of every student in NH. If academic needs of every student in NH. If we focus solely on the academic side of we focus solely on the academic side of learning, our best efforts may fail if the learning, our best efforts may fail if the child is not socially, emotionally and child is not socially, emotionally and

physically ready to learn.”physically ready to learn.” Dr. Lyonel Tracy, Commissioner of the NH DOE Dr. Lyonel Tracy, Commissioner of the NH DOE at the 2006 PBIS-NH Summit at the 2006 PBIS-NH Summit

PBIS-NH Works!PBIS-NH Works!► A sustained pattern of reductions in office A sustained pattern of reductions in office

discipline referrals & suspensions with discipline referrals & suspensions with increases in time spent learning and teaching. increases in time spent learning and teaching.

► Cohort 1 resulted in a 28% reduction ODR, 31% Cohort 1 resulted in a 28% reduction ODR, 31% reduction in ISS,19% reduction in OSS.reduction in ISS,19% reduction in OSS.

► Cohort 2 resulted in an 11% reduction in ODR, a Cohort 2 resulted in an 11% reduction in ODR, a 45% reduction in out-of-school suspensions.45% reduction in out-of-school suspensions.

► Cohort 3 resulted in a 32% ODR and a 23% Cohort 3 resulted in a 32% ODR and a 23% reduction in OSS.reduction in OSS.

► These reductions recovered 1,235 days of These reductions recovered 1,235 days of teaching and 3,014 days of learning time.teaching and 3,014 days of learning time.

PBIS: How High Schools DifferPBIS: How High Schools Differ

► School size variesSchool size varies► Teachers see role as Teachers see role as

teaching behavior and teaching behavior and academicsacademics

► Targeted behaviors are Targeted behaviors are reflected in office referralsreflected in office referrals

► Teacher-student Teacher-student relationships are easily relationships are easily formedformed

► Easier to shape student Easier to shape student behaviorbehavior

► Outcome is educational Outcome is educational gradual progressgradual progress

► Larger numbers of students Larger numbers of students and staffand staff

► Teachers see role as teaching Teachers see role as teaching academicsacademics

► Targeted behaviors are Targeted behaviors are reflected in attendance, reflected in attendance, performance, and office performance, and office referrals referrals

► Impersonal atmosphereImpersonal atmosphere► Expectation of adult behaviorExpectation of adult behavior► Outcome is educational Outcome is educational

mastery and competitive mastery and competitive achievementachievement

In General In High School

Dropout Rates: NH High Schools Implementing PBIS- APEX II

0123456789 2003-2004

Baseline Year %ACTUAL 2004-05%ACTUAL 2005-06%ACTUAL 2006-07%Actual 2007-8 %

A Tale of TardinessConVal High School (1,200 students)

Peterborough, NH

Total Tardies Total Tardies

For 2005-2006 For 2005-2006

7,9827,982Averaged nearly 800 per monthAveraged nearly 800 per month

Averaged approx. 44 per dayAveraged approx. 44 per day

Addressing Tardies ThroughAddressing Tardies Through2 Feet in the Door2 Feet in the DoorConVal High SchoolConVal High School

SCHOOL-WIDE EXPECTATIONSSCHOOL-WIDE EXPECTATIONS

Respect, Responsibility, and Respect, Responsibility, and IntegrityIntegrity

Being on Time to ClassBeing on Time to Class

By the time the bell stops ringing, By the time the bell stops ringing, your entire body must be across your entire body must be across the classroom door’s threshold.the classroom door’s threshold.

A Tale of TardinessConVal High School (1,200)

Peterborough, NH


For 2006-2007 For 2006-2007 253253

Averaged about 25 per monthAveraged about 25 per month

Averaged about 1.5 per dayAveraged about 1.5 per day


Peterborough, NH


For 2007-2008 For 2007-2008 257257


Averaged about 1.5 per dayAveraged about 1.5 per day


Peterborough, NH


For 2008-2009 For 2008-2009 127127


Averaged less than 1 per dayAveraged less than 1 per day

From Tardiness to From Tardiness to Dropping Out of SchoolDropping Out of School

1.1. If a HS student is late to class… then he will receive If a HS student is late to class… then he will receive negative consequencesnegative consequences

2.2. If he receives negative consequences…. then he will If he receives negative consequences…. then he will perceive HS as negativeperceive HS as negative

3.3. If he perceives HS as negative…. then he will skip classes If he perceives HS as negative…. then he will skip classes (escape aversive environment)(escape aversive environment)

4.4. If he skips too many classes….then he will fail coursesIf he skips too many classes….then he will fail courses5.5. If he fails courses… then he will fall behind in creditsIf he fails courses… then he will fall behind in credits6.6. If he falls behind in credits… then he will likely fall behind If he falls behind in credits… then he will likely fall behind

grade-level not be promotedgrade-level not be promoted7.7. If he falls his grade level and is not promoted….then he will If he falls his grade level and is not promoted….then he will

be far more likely to drop outbe far more likely to drop out8.8. Therefore, we need to intervene when he is tardy or Therefore, we need to intervene when he is tardy or

skipping classes as early as possibleskipping classes as early as possible

New Hampshire’s System of Care and Education Continuum of Behavior Supports

Linkages to Wrap-NH Facilitation

School-basedIntensive Supports

Coordinator

Linkages to Community-based

Supports

School-wide and General Education Classroom Systems for PreventativeInstructional and Behavior Management Practices

Systematic ScreeningPromote Positive Parent Contact

Array of Evidence-Based Group Interventions Addressing Function of Behavior

Function-Based Support Planning


Linkages to Case Centered Collaboratives

Mann & Muscott (2007)

Efficient Systematic Intervention for Students Who Do Not Respond to SW and Classroom Prevention and Response Systems

IntensiveBehavior Support Plans

Including Crisis Intervention

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Primary Prevention: UniversalUniversal

Approaches

9. Data-Based Decision Making

4. Schoolwide Expectations for

All Locations

3. Communication with Staff and

Families

8. Responding to Problem Behavior

6. Teach Expectations in Locations

7. Recognize Students for

Exhibiting Expected Behaviors

1. Universal Team and Processes

DATA

SYSTEMS

PRACTICES

5. Classroom Management

9. Systematic Screening

2. Youth Leadership

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SecondaryPrevention: TargetedTargeted

Approaches

8. Data-Based Decision Making

2. Early Identificationand Referral

Processes3. Communication

with Staff and Families

5. Targeted Group Interventions

6. Functional Assessment

7. BehaviorSupport Plans

1. Targeted Team And Processes

DATA

SYSTEMS

PRACTICES

4. Teacher CheckConnect, Expect

Universal Primary Prevention

SAU/District-wideAdministrative Team

PBIS-NHSchool-Based

TertiaryTertiary Practices

7. Person-Centered Planning

5. Communicating with

Families

2. Escalating Behavior Cycle

1. Conflict Cycle

4. Life Space Crisis Intervention

3. Intensive FBA & Behavior

Support Plans

8. Wraparound

6. Referrals to Community Services

Building Relationships

9. RENEW

PBIS-NH and NH RESPONDS PBIS-NH and NH RESPONDS Stages and Structures of ImplementationStages and Structures of Implementation

RecruitmentRecruitment1.1. Awareness Awareness – Administrator meetings and staff – Administrator meetings and staff

presentationspresentations2.2. Interest Interest –– Gathering information to make informed Gathering information to make informed

decisiondecision3.3. Obtaining commitments – Obtaining commitments – Obtain buy-in from Obtain buy-in from

administration and staffadministration and staff

PBIS-NHPBIS-NHStages and Structures of ImplementationStages and Structures of Implementation

ReadinessReadiness4.4. Build the Universal Leadership Team – Build the Universal Leadership Team –

Representative, Credible, InfluentialRepresentative, Credible, Influential5.5. Conduct site assessment -- Conduct site assessment -- Gather data on Gather data on

implementation and outcomesimplementation and outcomes6.6. Training and/or technical assistance – Training and/or technical assistance – Train team; Train team;

use train the trainer approachuse train the trainer approach7.7. Design systems, data and practices – Design systems, data and practices – Develop and Develop and

vet features with staffvet features with staff

Initial Implementation PeriodInitial Implementation Period8.8. Formal Introduction to Students and Families – Formal Introduction to Students and Families –

Roll out programRoll out program

Sustaining ImplementationSustaining Implementation9.9. On-going Teaming, Training and Technical On-going Teaming, Training and Technical

Assistance – Assistance – 3 year cycle3 year cycle

PBIS-NHPBIS-NHStages and Structures of ImplementationStages and Structures of Implementation

Think Sustainability Think Sustainability During Recruitment PeriodDuring Recruitment Period

► Integrate and Align InitiativesIntegrate and Align Initiatives State, national and local mandatesState, national and local mandates Addressing local outcomesAddressing local outcomes

► Obtain School and School District CommitmentsObtain School and School District Commitments Require school administrator commitmentRequire school administrator commitment Require 70% favorable staff vote for implementationRequire 70% favorable staff vote for implementation Require detailed signoff from principal and Require detailed signoff from principal and

superintendent of expectations for implementationsuperintendent of expectations for implementation Require school district commitmentRequire school district commitment Require 3 year commitmentRequire 3 year commitment

► Address Philosophical ConundrumsAddress Philosophical Conundrums

How Full is Your Plate?How Full is Your Plate?

►We know that schools can only We know that schools can only address a few priorities at a timeaddress a few priorities at a time

►We understand that some schools We understand that some schools pile on many initiatives, while pile on many initiatives, while others limit prioritiesothers limit priorities

►We believe PBIS implementation We believe PBIS implementation requires schools to be thoughtful requires schools to be thoughtful in prioritizing or aligning effortsin prioritizing or aligning efforts

An Ounce of Prevention An Ounce of Prevention or a Pound of Detention? or a Pound of Detention?

► We know teaching behavior is an effective form We know teaching behavior is an effective form of prevention even if we feel the students of prevention even if we feel the students should already know how to behaveshould already know how to behave

► We understand that most discipline systems in We understand that most discipline systems in school are reactive and that some people in school are reactive and that some people in your program or school see little need for your program or school see little need for teaching behaviors while others understand teaching behaviors while others understand that regardless of whether students should that regardless of whether students should know how to behave, teaching the expectations know how to behave, teaching the expectations to all students in the school or program is to all students in the school or program is requiredrequired

► We believe in a preventive instructional We believe in a preventive instructional approach where teaching the expectations to all approach where teaching the expectations to all students is the cornerstone of the programstudents is the cornerstone of the program

Consistent = Identical or Consistent = Identical or EffectiveEffective??

► We know that effective programs are We know that effective programs are predictable and consistentpredictable and consistent

► We understand that some see consistency We understand that some see consistency as using identical strategies for everyone, as using identical strategies for everyone, while others understand the need for a while others understand the need for a consistent approach with flexible strategies consistent approach with flexible strategies

► We believe in a consistent approach where We believe in a consistent approach where the goal is to find effective strategies to the goal is to find effective strategies to change behaviorchange behavior

Think Sustainability Think Sustainability During ReadinessDuring Readiness

►Build Effective District and School-Build Effective District and School-based Teams and Coachesbased Teams and Coaches People with credibility and People with credibility and

influenceinfluence Mavens, Connectors and Mavens, Connectors and

Salespeople Salespeople Training and coaching in teamingTraining and coaching in teaming


►Allow Adequate Time for Training Allow Adequate Time for Training and Development Prior to and Development Prior to Implementation Implementation Training begins January before Training begins January before

September start-upSeptember start-up Vetting and gaining staff Vetting and gaining staff

commitments of featurescommitments of features

Jan Feb Mar Apr May Jun Jul Aug Sep

Universal Implementation

checklist

Collaborative Team

checklist

Finalize expectations and matrix

Conduct EBS survey with faculty

Draft behavioral

matrix

Draft behavioral

expectations

Assemble Univ. Team

Define problem behavior referral

process

Define major and minor

problem behaviors

Complete and action plan the Working Smarter Inventory as necessary to eliminate duplication of effort

Have you determined how you will keep the team and the faculty on the same page?

Develop or revise the office

referral form

Involve faculty in self-assessments of classroom and non-classroom

management features

Determine sources, and use, of data for decision-making

At each stage, ask “Is it appropriate for families to be involved?” If the answer is yes, what is your plan?

Plan the initial kickoff and teaching series

Apply for a SWIS license

Determine the recognition plan to be used and

how to encourage its consistent use

Develop specific strategies for teaching specific behaviors

in specific locations

Determineactionplans

Generic Schedule for Universal PBIS Planning, Cohort 5

Are your team processes effective? If not, go back to ground rules and the Collaborative Team checklist.

Map the plans for rolling out PBIS to

students, faculty and families

Rollout!


►Address Communication Address Communication SystemsSystemsStaffStaffFamiliesFamiliesBoardBoardCommunityCommunity

Think Sustainability Think Sustainability During ImplementationDuring Implementation

► Increase Visibility Increase Visibility Stickiness of the messageStickiness of the message Multiple forms of data and storiesMultiple forms of data and stories

► Find HS Demonstration SitesFind HS Demonstration Sites Exemplars with strong leadership and Exemplars with strong leadership and

credibilitycredibility► Address Hiring PracticesAddress Hiring Practices

Effective plan to hire PBIS-compatible staff Effective plan to hire PBIS-compatible staff and orient new staffand orient new staff

Hiring practices must emphasize Hiring practices must emphasize knowledge of, or at least support for, basic knowledge of, or at least support for, basic PBIS principles in candidatesPBIS principles in candidates

Superintendents, coaches, principalsSuperintendents, coaches, principals

Think Sustainability Think Sustainability During ImplementationDuring Implementation

► Emphasize and Re-emphasize DataEmphasize and Re-emphasize Data FidelityFidelity HabitsHabits OrganizationOrganization AnalysisAnalysis

► Provide On-going Training and Technical AssistanceProvide On-going Training and Technical Assistance Coaches and principals continue attending Coaches and principals continue attending

trainings and workshops at no charge after trainings and workshops at no charge after cohort graduationcohort graduation

Coaches’ trainings explicitly address Coaches’ trainings explicitly address understanding and managing resistanceunderstanding and managing resistance

Address systems integration at all three tiersAddress systems integration at all three tiers

Thank you!Thank you!

► IL-PBISIL-PBIS►University of OregonUniversity of Oregon►Loyola University of ChicagoLoyola University of Chicago

Current Loyola Research Current Loyola Research TeamTeam

► Alissa BriggsAlissa Briggs► Sara GolombSara Golomb► Agnes KielianAgnes Kielian

► Pamela FenningPamela Fenning► Lisa LewisLisa Lewis

► Lauren McArdleLauren McArdle► Diane MorrisonDiane Morrison► Audrey ShulruffAudrey Shulruff► Kimberly ThierKimberly Thier► Stacey WeberStacey Weber

► ““Systematic Analysis and Model Development for Systematic Analysis and Model Development for High School Positive Behavior Support” Institute High School Positive Behavior Support” Institute for Education Science, U.S. Department of for Education Science, U.S. Department of Education, Submitted with the University of Education, Submitted with the University of Oregon. Awarded 2007. (Q215S07001)Oregon. Awarded 2007. (Q215S07001)

► ““Character Education: Application of Positive Character Education: Application of Positive Behavior Supports” to U.S. Department of Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded Education, Safe and Drug Free Schools. Awarded 2007. (R324A070157)2007. (R324A070157)

Thank you!

ReadinessReadiness

How do you prepare your How do you prepare your school for implementation? school for implementation?

BackgroundBackground►Components needed for Components needed for

successful systems change successful systems change (Kotter, 1995)(Kotter, 1995) Created sense of urgencyCreated sense of urgency Core group of leadersCore group of leaders Long-term vision for changeLong-term vision for change Clear communication of goalsClear communication of goals Celebration of small victoriesCelebration of small victories Continuous work toward a Continuous work toward a

goal/vision for changegoal/vision for change

Big Ideas from AssessmentsBig Ideas from Assessments

►60 % said discipline needed to be 60 % said discipline needed to be addressedaddressed

►Communication in generalCommunication in general

Referral DataReferral Data

► Writing a referral is not a bad thing, it is Writing a referral is not a bad thing, it is necessary!necessary!

► We hope you have fewer reasonsWe hope you have fewer reasons► Instructional time given to referralsInstructional time given to referrals

(20 Minutes per referral)(20 Minutes per referral)

77,400 Minutes77,400 Minutes = = 1,290 Instructional 1,290 Instructional HoursHours

0%

20%

40%

60%

80%

100%

Mea

n %

Stu

dent

s w

ith O

DR

s

1

Percentage of students with referrals, adjusted per day, per month, per average daily enrollment 2002-

2003

% 6+

% 2-5

% 0-1

0%

20%

40%

60%

80%

100%

Mea

n %

Stu

dent

s w

ith O

DR

s

1

Percentage of students with referrals, adjusted per day, per month, per average daily enrollment 2003-

2004

% 6+

% 2-5

% 0-1

What can we do…What can we do…

► Form a representative teamForm a representative team► Summer planningSummer planning► Teaching, acknowledging, and Teaching, acknowledging, and

tracking school-wide expectations tracking school-wide expectations in the fallin the fall

► Respond on the evaluationRespond on the evaluation

Healthy TeamingHealthy Teaming

How do you support adults How do you support adults working in team?working in team?

Will and Capacity within Will and Capacity within OrganizationsOrganizations

Positive Will + Positive Positive Will + Positive Capacity = Active UseCapacity = Active Use

Only if the following three Only if the following three components are met:components are met:

Personnel MobilizationPersonnel Mobilization

Necessary FunctionsNecessary Functions

LinkagesLinkagesResistance Resistance toto

InertiaInertia

Creativity Creativity toto

DemoralizaDemoraliza--tiontion

Negative Negative CapacityCapacity

Passive Passive resistance resistance toto

Actual Actual sabotagesabotage

Active UseActive UsePositive Positive

CapacityCapacity

Negative Negative WillWill

Positive Positive WillWill

Bolman & Deal, 2009; Israel, 2004

Effective MeetingsEffective Meetings

► Scheduling and Scheduling and communication communication

► Creation and use Creation and use of an agenda of an agenda

► Meeting begins Meeting begins and ends on-time and ends on-time

► Keeping the Keeping the meeting on track meeting on track

► Action Action plan/delegating plan/delegating tasks tasks

► Meeting Meeting Participation Participation

► Dissemination of Dissemination of meeting notesmeeting notes

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions/Tier 3:*Young Leaders

*National Honor Society; Eyes on the WorldSecondary/Tertiary-SLC teams

Tertiary Intervention/Tier 3:- Assessment based…Wraparound,

Secondary Interventions/Tier 2:Secondary/Tertiary-SLC teams

AVID; Mentor MomsCredit Recovery

After School MattersELL

Summer School/(Freshman Connection) Gear-Up

Secondary Interventions/Tier 2:- AVID, After School Matters

- ELL;Gear-up;Summer School(freshman Connection)

- In HouseTutoring- Mentor Moms

Universal InterventionTier 1:

In-House Tutoring; Summer School (freshman Connection),ASPIRA;_

Service Learning;Attendance and Tardies_

SLC; PARR; Freshman Seminar

Universal Intervention/Tier 1:-PARR

-Attendance and Tardy-- Small Learning Communities (SLC)

Designing School-Wide Systems for Student Designing School-Wide Systems for Student SuccessSuccess

A Response to Intervention ModelA Response to Intervention Model

Academic Systems Behavioral Systems

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter (Sugai, 2008)

DataData

How can you prepare your How can you prepare your data for decision making?data for decision making?

Data System CriterionData System Criterion

►Allow easy data entry;Allow easy data entry;►Permit access to graphic displays of Permit access to graphic displays of

schoolwide (as well as individual schoolwide (as well as individual student) data; and student) data; and

►Provide administration, teams, and Provide administration, teams, and faculty with information that is faculty with information that is accurate and recent (e.g., within 48 accurate and recent (e.g., within 48 hours)hours)

(Horner, Sugai, Todd, & Lewis-palmer, 2005)

See also http://www.pbismaryland.org/schoolexamples.htm#High

Student ID

Location

Teacher-ManagedTeacher-Managed

► Excessive talkingExcessive talking► Tardy: Inform ParentsTardy: Inform Parents► Off TaskOff Task► Drinks/Food/Headphones Drinks/Food/Headphones

(as(as posted)posted)► Missing HomeworkMissing Homework► Not Prepared for ClassNot Prepared for Class► Inappropriate LanguageInappropriate Language► DishonestyDishonesty► PDAPDA► Hallway DisruptionHallway Disruption► Passing NotesPassing Notes► Cheating/PlagiarismCheating/Plagiarism

Office-ManagedOffice-Managed

► Attendance & TardyAttendance & Tardy► InsubordinationInsubordination► FightingFighting► VandalismVandalism► Verbal/Physical IntimidationVerbal/Physical Intimidation► WeaponsWeapons► Gang RepresentationGang Representation► Cutting Class/School/Teacher DetentionCutting Class/School/Teacher Detention► TheftTheft► Drug ViolationsDrug Violations► Directed ProfanityDirected Profanity► ArsonArson► Harassment (including sexual)Harassment (including sexual)► Controlled SubstancesControlled Substances► ThreatsThreats► Security Threat/BreachSecurity Threat/Breach► Repeated/Severe OffensesRepeated/Severe Offenses► Dress Code ViolationsDress Code Violations► Hallway Disruption – Non ComplianceHallway Disruption – Non Compliance

IL Public SchoolIL Public School

See http://www.pbismaryland.org/schoolexamples.htm#High

Is the behavior office-

managed?

See http://www.pbismaryland.org/schoolexamples.htm#High

Comparision of Average Implmentation for SET by Phase

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

2006-2007 2007-2008 2008-2009

Year

% o

f S

ET

Co

mp

on

ents

in P

lace

Phase I Avg (N=4)

Phase II Avg (N=3)

Note. One phase I school has missing data for 2006-2007

Share with the groupShare with the group

► Great article on professional developmentGreat article on professional development http://www.ku-crl.org/archives/pd/partnership.html http://www.ku-crl.org/archives/pd/partnership.html

► High Schools and PBSHigh Schools and PBS http://www.pbis.org/school/high_school_pbs.aspx http://www.pbis.org/school/high_school_pbs.aspx

► Tennessee Examples Tennessee Examples http://web.utk.edu/~swpbs/ http://web.utk.edu/~swpbs/

► CSEIT WebsiteCSEIT Website http://www.luc.edu/cseit http://www.luc.edu/cseit

► New Hampshire APEXIINew Hampshire APEXII http://www.iod.unh.edu/apex.htmlhttp://www.iod.unh.edu/apex.html

► Maryland PBISMaryland PBIS http://www.pbismaryland.org/ http://www.pbismaryland.org/

ResourcesResources

““Identifying Students At-Risk for Identifying Students At-Risk for Dropping Out of High School: Dropping Out of High School:

Overview of a Tool for Developing Overview of a Tool for Developing Early Warning Systems” Early Warning Systems”

January 28, 2009January 28, 2009 http://www.betterhighschools.org/webinar/http://www.betterhighschools.org/webinar/

default.aspxdefault.aspx

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APEX Model Relates Directly to What APEX Model Relates Directly to What the Research Tells Usthe Research Tells Us

► The quality of a school’s organizational and The quality of a school’s organizational and systems features are related to dropout rates systems features are related to dropout rates (school-wide issues) (Gottfredson, Gottfredson & (school-wide issues) (Gottfredson, Gottfredson & Hybl, 1993; Bryk & Thum, 1989; Lee & Burkham, Hybl, 1993; Bryk & Thum, 1989; Lee & Burkham, 2001; Nelson, 1996; Rumberger, 2001; Rutter, 2001; Nelson, 1996; Rumberger, 2001; Rutter, 1979)1979)

► Behavioral problems in school are associated with Behavioral problems in school are associated with a likelihood of dropping out – indicator of riska likelihood of dropping out – indicator of risk

► Students with significant emotional or behavioral Students with significant emotional or behavioral challenges require individualized, community-challenges require individualized, community-based transition services in order to successfully based transition services in order to successfully complete high school (Wagner & Davis, 2006)complete high school (Wagner & Davis, 2006)

APEX II GOALSAPEX II GOALS

1.1. Implement School-wide Positive Behavioral Implement School-wide Positive Behavioral Interventions and Supports (SW-PBIS) in participating Interventions and Supports (SW-PBIS) in participating high schools, high schools,

2.2. Provide leadership in the school-wide systems change Provide leadership in the school-wide systems change process and support the dedication of staff time to process and support the dedication of staff time to participate in project activities,participate in project activities,

3.3. Develop a systematic transition process for the Develop a systematic transition process for the transition from the 8transition from the 8thth to 9 to 9thth grade for at-risk students, grade for at-risk students,

4.4. Develop individualized school-to-career services for Develop individualized school-to-career services for the most at-risk students using the RENEW model the most at-risk students using the RENEW model (Malloy & Cormier, 2004), and,(Malloy & Cormier, 2004), and,

5.5. Develop and implement a high school student Develop and implement a high school student leadership initiative to focus on school climate issues. leadership initiative to focus on school climate issues.

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APEX High School Example: Who is APEX High School Example: Who is Falling BehindFalling Behind??

Number of Years in High School by Grade

0

10

20

30

5 4 3 2

Years

Grade 11

10

9

64

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Potential Data SourcesPotential Data Sources

Problem Behavior Incident ReportsProblem Behavior Incident Reports Office Discipline ReferralsOffice Discipline Referrals Credits EarnedCredits Earned Attendance, Tardies, Skipping ClassAttendance, Tardies, Skipping Class Course completion/failuresCourse completion/failures In and Out of School SuspensionsIn and Out of School Suspensions Surveys on Bullying, HarassmentSurveys on Bullying, Harassment School Safety Surveys, Climate School Safety Surveys, Climate

Surveys, etc.Surveys, etc.

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What we have learned from high What we have learned from high schools: Data-based decision-schools: Data-based decision-

makingmaking► Need “real time” data to improve our Need “real time” data to improve our

practicepractice► Choose the benchmarks based upon a Choose the benchmarks based upon a

“string” of logic:“string” of logic: Who are likely to be our dropouts?: Who are likely to be our dropouts?:

►African American, Hispanic, and poor studentsAfrican American, Hispanic, and poor students►Skip too many classes, are truantSkip too many classes, are truant►Have a high number of behavior problemsHave a high number of behavior problems►Have stressors outside of schoolHave stressors outside of school►Have learning challengesHave learning challenges

APEX II Model Continuum of SupportsAPEX II Model Continuum of SupportsMalloy, Agorastou, & Drake, 2009 (Adapted from Muscott & Mann, 2007)Malloy, Agorastou, & Drake, 2009 (Adapted from Muscott & Mann, 2007)

Linkages to Wrap-NH Facilitation


Coordinator

Employment, Work-based Learning,

AlternativeLearning

School-wide and General Education Classroom Systems for Preventative

Instructional and Behavior Management PracticesSystematic Universal Screening- Promote Student and Parent Involvement

ANDUniversal Academic Expectations:-Typical Diploma Track or Options

-Universal Academic Supports-College and other post HS Planning and Supports

Attendance Policies

Function-Based Support Planning:1) Targeted Group and Individual Behavior Support(Functional Assessment and Intervention Planning)

2) Check and Connect, AND-Academic supports such as tutoring, guided study halls,

credit recovery, individualized course planning,Work-based learning;

PROGRESS MONITORING

School-basedIntensive Supports,

RENEW Individualized PlanningIndividualized Graduation

and Support PlanningPROGRESS

MONITORING

Linkages to Community-based and

Transition Services

Intensive Behavior Support Plans

and Crisis Intervention

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Example: Personal Learning Plans Flow Chart

APEX II, RtI and High School APEX II, RtI and High School ReformReform

ITEM 1: Alternative pathwaysITEM 1: Alternative pathways► High School reform: multiple pathways to High School reform: multiple pathways to

graduationgraduation► APEX II: Multiple levels of intervention APEX II: Multiple levels of intervention

dependent upon need, RENEW self-dependent upon need, RENEW self-determination modeldetermination model

ITEM 2: Data based decision-makingITEM 2: Data based decision-making► High School reform: “On track” for graduationHigh School reform: “On track” for graduation► APEX II: Tracking “real time” behavioral needs, APEX II: Tracking “real time” behavioral needs,

“On track” for graduation, credit tracking“On track” for graduation, credit tracking69


ITEM 3: Evidence-based practicesITEM 3: Evidence-based practices► High School reform: supports use of High School reform: supports use of

alternative programs alternative programs ► APEX II: Efficiency-drive: promote evidence-APEX II: Efficiency-drive: promote evidence-

based practicesbased practicesITEM 4: Personalization of LearningITEM 4: Personalization of Learning► High School Reform: Priority on advisories, High School Reform: Priority on advisories,

mentoring, outcome-based (career) mentoring, outcome-based (career) programsprograms

► APEX II: PBIS concentrates on relationships, APEX II: PBIS concentrates on relationships, behavior shaping, RENEW focuses on behavior shaping, RENEW focuses on career/secondary transitioncareer/secondary transition

70


ITEM 5: Systems featuresITEM 5: Systems features►High School reform: Policies (NH) and High School reform: Policies (NH) and

systems promoted for referral to and systems promoted for referral to and participation in alternatives; creation participation in alternatives; creation of common IDof common ID

►APEX II: Tracking “real time” APEX II: Tracking “real time” behavioral needs, “On track” for behavioral needs, “On track” for graduation, credit tracking, decision graduation, credit tracking, decision rules for referral, benchmarkingrules for referral, benchmarking

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QuestionsQuestions

Is it possible to use the PBIS and RtI tools to Is it possible to use the PBIS and RtI tools to implement high school reform and redesign implement high school reform and redesign practices and programs in the typical high practices and programs in the typical high school environment?school environment?

Is it possible to include students with all Is it possible to include students with all levels of need in the typical high school levels of need in the typical high school environment, using high standards and environment, using high standards and expectations…. Or…. Are there some expectations…. Or…. Are there some students who MUST have a different students who MUST have a different environment?environment?

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Contact InformationContact Information

Hank Bohanon, Ph.D., Loyola UniversityHank Bohanon, Ph.D., Loyola University

http://www.luc.edu/cseit; [email protected]://www.luc.edu/cseit; [email protected]

Howard S. Muscott, Ed.D., Director, NH CEBISHoward S. Muscott, Ed.D., Director, NH CEBIS

[email protected]; [email protected]; www.nhcebis.seresc.netwww.nhcebis.seresc.net

JoAnne M. Malloy, MSW:JoAnne M. Malloy, MSW:

www.iod.unh.edu; [email protected]; [email protected]

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1 pbis in high school: an organizational structure for reform and redesign 4 th annual apex ii...

Documents

pbis schools

pbisnh funding

pbisnh howard

sustaining pbisnh

nh cebis slide

pbis implementation

director slide

high schools