high school engagement and student discipline ... school engagement and student discipline:...

HighSchoolEngagementandStudentDiscipline:ImplicationsFromaLargeScaleStudyAPBSCONFERENCE2017

NATHANA.STEVENSON,PHD

JESSICASWAIN-BRADWAY,PHD

NathanStevenson,Ph.D.AssistantProfessor,[email protected]

@nsteve15

JessicaSwain-Bradway,Ph.D.ResearchDirector,[email protected]

@midwestpbis

#APBS2017

Introductions

Behaviorchangeinchildrenandadults• Longtermbehaviorchangeisgradual andrecursive – Requiresprogressmonitoring,re-teaching,andreinforcement

• Equatechangingbehaviorpracticestochanginglifehabits(e.g.losingweight,eatinghealthy,quittingsmoking)

• Acknowledgesuccess

• Persistwhensetbacksoccur

•ALLofthisrequiresuseofaccuratedata.01020304050607080

0 2 4 6 8 10 12 14

WeeklyProgressMonitoring

OutcomesBeabletodescribetheimpactofstudentengagementonbehavioraloutcomes

Listexamplesofhowtousedataonstudentengagementtoplanandprioritizeschool-widesupport

Listspecificstrategiesforcreatingamoreengagingschoolenvironmentinhighschoolsettings

SW-PBISGoalsandHighSchoolsImproveoutcomesforstudents,staff,andfamilies• Fewerdisciplinaryincidents• Moreefficientuseoflearningtime

• Greaterequity• Reducestress/Increasejobsatisfaction• Increaselikelihoodofpositivelifeoutcomes

TheStudySTUDENTENGAGEMENTANDBEHAVIORALOUTCOMESINHIGHSCHOOLS

RiskofHighSchoolDropoutStudentswith1ormoredaysofsuspensionareatincreasedriskofdropout

Studentsthatmiss10%ormoreofschoolareatincreasedriskforacademicproblemsanddropout

Moststudentsthatdropoutofschooldosoin9th grade

QUESTION:What’stherelationshipbetweenstudentengagementandriskfactorsfordropout?

NationalHighSchoolCenter;Neild,Balfanz,&Herzog,2007

ParticipantsandSetting9MidwesternSchoolDistricts◦ 1- urban◦ 5 - suburban◦ 3– rural

12highschools

6,954studentsTotal

StudentEngagementHighSchoolSurveyofStudentEngagement(HSSSE)- Self-reportmeasure

Assesses3domainsofengagement(9subscales)

1. Cognitive/Intellectual/AcademicEngagement

2. Social/Behavioral/Participatory/Engagement

3. EmotionalEngagement

OutcomesMeasuresAttendance◦ Percentageoftotalperiodabsences◦ Allabsencecodescollapsed(e.g.excused,unexcused,school-related)

Suspension◦ Totalnumberofdaysofsuspension◦ In-schoolandout-of-schoolcombined

HSSSESampleItemsTowhatextenttoyouagreeordisagreewiththefollowingstatements?

ØOverall,Ifeelgoodaboutbeinginthishighschool

ØIcareaboutthisschool

ØIfeelsafeinthisschool

ØMyopinionsarerespectedinthisschool

ØThisschool’srulesareappliedandenforcedconsistently

Analysis- ScreeningfornormalityandTestingofAssumptions

- FactorAnalysis◦ Arewemeasuringthethingswethinkwe’remeasuringwiththesurvey?◦ Whatelementsofengagementareweactuallymeasuring?

- HierarchicalLinearRegression◦ Analyzedindependentlyforeachoutcome◦ Multi-levelanalysisforthcoming

Note:Ifyouareinterestedindiscussinganalysisingreaterdetail,pleasegetintouch.

Results

EmotionalandCognitiveDomainsarebothsignificantpredictorsofoutcomes

(weak,butsignificant*)

Hereiswhatwearetakingawayfromthis…

EmotionalDomain*

Suspensionsr=.21,p<.001Attendancer=.12,p<.001

Cognitive/AcademicDomain*

Suspensionsr=.01,p<.001

Attendancer=.01,p=.002

BehavioralDomain*

Suspensionsr=.00,p<.001

Attendancer=.00,p=.42

*Consistentwithextantresearch(e.g.Wang&Fredricks,2015;

StudentEngagementPedagogyshouldatitsbestbeaboutwhatteachersdothatnotonlyhelpstudentstolearn

butactivelystrengthenstheircapacitytolearn.- DavidHargreaves,LearningforLife,2004,p.27.

Engagementhasbeendescribed,andmeasuredinmanyways(Taylor&Parsons,2011)

•Attendance•Grades•Timeontask•TakingInitiative

• Academic• Cognitive• Intellectual• Emotional• Psychological

INSTRUCTIONMakelearningvisible

RELATIONSHIPS

Studentsfeelsafeand

supported

ACTIVITY:Howdoyouengagestudents?1. Whatstrategiesdoyouuseto:◦ Makelearningvisible?◦ BuildPositiverelationships?

2. Whatgetsinthewayof:◦ Makinglearningvisible?◦ Buildingpositiverelationships?

Pleasetalktothepersonnexttoyoufor3minutesandbepreparedtoshare.

Whenitistimetostoptalking,IwillcountdownbackwardsfromFIVE.

EngagementStrategiesRedundancyBuildsFluencyforALLskills

• AcademicandSocialBehaviorOutcomes

WeMUSTusestrategiesintentionally:• OpportunitiestoRespond• Immediate,CorrectiveFeedback• SpecificPraise

Wemustarrangetheenvironmenttodeliverthosestrategies:◦ Routines◦ Grouping◦ Studentleadership

OTRsinyourclassroom

Think-Pair-Share(Don’tneglectthe“think”part)

Choralresponse

Clozereading

Fist-to-Five

Individualwhiteboards

Learningline

ResponseCardsVotewithyourfeetHumangraphCallandresponse

ScribbleThumbsup/downASL“together”

LearningLine

1.Line-up facing your partner (one on each side of the Learning Line)

2.Provide 20-30 seconds of “think” time3.**Responses are limited to 30-60 seconds4.Both partners share5.Rotate the line 1 spot6.Repeat

Photocredit:IndianaUniversity

ClozeReading

1.During a read aloud, the teacher stops periodically, mid-sentence.

2.Students say the next word in unison3.Teacher continues reading and repeats the

procedure throughout the remaining text

Cl_ze

ResponseCards

Students indicate readiness or confidence with a topicStart is with red, green, and cards which have near universal meaningDefine signals and purposes:�“Stop, I’m lost!” or “Slow down, I’m getting confused” or “Full steam ahead!”�Variation: Thumbs up, thumbs down

Think-Pair-Share

1. Think– silentandindependent2. Pair – shareyourideaswithapartner3. Listentoyourpartner’sideas4. Share yourpartner’s ideaswiththelargergroup

Technology-basedOTRs- Socrative - socrative.com

- NearPod - NearPod.com

- Formative- GoFormative.com

- PollEverywhere - PollEveryWhere.com

- Plickers - Plickers.com

- StudentResponseSystems

- Kahoot!- GetKahoot.com

- Padlet - Padlet.com

Analogv.DigitalThe use of technology alone does not increase engagement or student achievement, rather evidence suggests that students are more likely to be off-task when using technology versus other forms of instruction and engagement

-Wood,etal.,2012

Engagement is a key variable associated with increased academic achievement

- Froiland & Worrell, 2015; Harbour, et al., 2015; Sutherland & Wehby, 2001

Teach,Practice,PraiseIfyoucreatetheopportunitytorespondyouhavetocreatetheopportunitytoprovideImmediateCorrectiveFeedback.(Thinkrelationships)◦ Dignified,matteroffact,nojudgment

YoualsohavetouseSpecific Praise followingdemonstrationoftheskills

(Thinkrelationships)◦ Moreisbest.

LinkingDataDatadriveinstructionandplanning◦Macro(school)andMicro(classroom)

LinkingDataWeshouldbeabletolinkengagementtovaluedoutcomes

Moreengagement=betteroutcomes◦ CancountOTRs,errorcorrection,praise◦ Measuregrades,accuracyofskills,attendance,◦ IncreaseDOSAGEinaPBISmodel

Sowhathappenswhenourdataareunreliable?

Funnyyoushouldask…

StruggleswithDataProblemswiththedata– Study

- HSSSEisself-reportdata– Therecanbedifferencesbw what’sreportedandwhat’sobserved

- ChronicAbsencesandSuspensionsare”rare”events(<5-10%ofstudents)

- Nostandardizedrequirementsforrecordingdataforabsencesandsuspensionsinmoststates

- Studentsthathavealreadydroppedoutarenotincludedinthesample

StruggleswithData

Ingeneral,itishardtocollectvalid,reliabledatafromhighschools…

Forexample,◦ U.S.Dept.ofEd.hasdefinedandre-definedhowitmeasuresdropout.◦ IESaggregatesattendancedataacrossstatesbutdoesnotdefineattendance/tardyuniformly.

◦ FidelitystudyonSETscoresin2015,mostschools(outof8,000)weremissingdisciplinedata,attendance,numberofstudents(Swain-Bradway&Freeman,2015).

ACTIVITY:AttendanceDefinitions1.Turntosomeoneyoudonotworkwith,andpleasediscusshowyoudefineandmeasure(doyoureportbyperiod,day,½day,etc.):

“Tardy”

“Absent”

Pleasetalktothepersonnexttoyoufor3minutesandbepreparedtoshare.

Whenitistimetostoptalking,IwillcountdownbackwardsfromFIVE.

ACTIVITY:DataValidityandReliability1.Hasdatacollectionimpactedyourschools,yourPBISimplementation?HOW?

ConsiderationsforDataCollection1. Dataanswersquestions– knowwhatquestionsyouareasking.

2. Consistentdataiskey– bettertohaveconsistentcollectionovertimethantochangeschemes,codes,orsystemseachyear

3. Knowyourlimitations– technicalandotherwise

4. Gethelp

5. Collectwhatyouneed,thewayyoucan– “Don’tletperfectbetheenemyofgood.”

DataStrategies◦QuickSlips◦FocusedORDs◦ 1-2behaviorsatatime

◦LocalDatabasetotrackingstrategies◦Usinganinstructionalcoachto“count”OTRs,errorcorrection,praise◦EstablishingAgreementson:◦ Whichstrategies◦ Whichdata

ACTIVITY:DataCollectionHowisyourteamcollecting,andorganizingdata?◦Whatareyourdata“tricks”?

Fist-to-Five

0 to 5 indicate students level of comfort with the topic or skill•0 = I have no idea what you’re talking about

•1 = I hear what you’re saying but I don’t get it

•2 = I understand but I’m going to need a lot of help

•3 = I get it by I need to practice (**and get some practice)

•4 = I am pretty sure I can do this by myself

•5 = I am such and expert, I can teach it to others

Fist-to-Five1. Beabletodescribetheimpactofstudentengagementon

behavioraloutcomes

2. Listexamplesofhowtousedataonstudentengagementtoplanandprioritizeschool-widesupport

3. Listspecificstrategiesforcreatingamoreengagingschoolenvironmentinhighschoolsettings

Behaviorchangeinchildrenandadults• Longtermbehaviorchangeisgradual andrecursive – oftenrequiresprogressmonitoringandre-teaching

• Equatechangingbehaviorpracticestochanginglifehabits(e.g.losingweight,eatinghealthy,quittingsmoking)

• Acknowledgesuccess

• Persistwhensetbacksoccur

•ALLofthisrequiresuseofaccuratedata.01020304050607080

0 2 4 6 8 10 12 14

WeeklyProgressMonitoring

ThankYou!NathanA.Stevenson,Ph.D.

KentStateUniversity

405WhiteHall

150TerraceDrive

Kent,OH44242

[email protected]

@nsteve15

JessicaSwain-Bradway,Ph.D.

MidwestPBISNetwork

www.midwestpbis.org

[email protected]

@midwestpbis

ReferencesHargreaves,D.H.(2004).LearningforLife:theFoundationsforLifelongLearning.Bristol:PolicyPress.

Harbour,K.E.,Evanovich,L.L.,Sweigart,C.A.,&Hughes,L.E.(2015).Abriefreviewofeffectiveteachingpracticesthatmaximizestudentengagement. PreventingSchoolFailure:AlternativeEducationforChildrenandYouth, 59(1),5-13.

Neild,R.C.,Balfanz,R.,&Herzog,L.(2007).Anearlywarningsystem. Educationalleadership, 65(2),28-33.

Sutherland,K.S.,Alder,N.,&Gunter,P.L.(2003).TheeffectofvaryingratesofopportunitiestorespondtoacademicrequestsontheclassroombehaviorofstudentswithEBD. JournalofEmotionalandBehavioralDisorders, 11(4),239-248.

Taylor,L.&Parsons,J.(2011).ImprovingStudentEngagement.CurrentIssuesinEducation,14(1).Retrievedfromhttp://cie.asu.edu/

Wang,M.-T.,&Fredricks,J.(2014).TheReciprocalLinksbetweenSchoolEngagement,YouthProblemBehaviors,andSchoolDropoutduringAdolescence. ChildDevelopment, 85(2),722–737.http://doi.org/10.1111/cdev.12138

References(cont.)Wang,M.T.,&Holcombe,R.(2010).Adolescents’perceptionsofschoolenvironment,engagement,andacademicachievementinmiddleschool. AmericanEducationalResearchJournal, 47(3),633-662.

Wood,E.,Zivcakova,L.,Gentile,P.,Archer,K.,DePasquale,D.,Nosko,A.(2012).Examiningtheimpactofoff-taskmulti-taskingwithtechnologyonreal-timeclassroomlearning.

ResourcesClassroomManagementandInstructionalStrategies:◦ http://www.midwestpbis.org/materials/classroom-management◦ http://pbismissouri.org/educators/effective-class-practice/◦ http://www.pbis.org/school/pbis-in-the-classroom

ReadingandSocialBehavior:https://miblsi.org/practices

Relationships:http://www.iirp.edu/what-we-do/what-is-restorative-practices

high school engagement and student discipline ... school engagement and student discipline:...

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