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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
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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
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
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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)
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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?
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School as a Protective Factor (Osher, Dwyer, & Jackson, 2004)
Pro
tection
• 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
Vision/Values
Common
Language
Common
Experience
MEMBERSHIP
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How do we reform an entire school community?
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The NIRN
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).
Implementation
Research:
A Synthesis of the
Literature
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
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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
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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)
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
Universal: School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3/Tertiary
RENEW and Wraparound
Simple Individual Interventions (Brief FBA/BIP, Schedule/ Curriculum Changes, etc)
Small Group Interventions (CICO, Social and Academic support groups, etc)
ODRs, Attendance, Tardies, Grades,
Credits, Progress Reports, etc.
Progress Monitoring (Behavior and
Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview,
Student Progress Tracker; Individual Futures Plan
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)
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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
School-wide
SCHOOL-WIDE 1. 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
EVIDENCE-BASED
INTERVENTIONPRACTICES
CLASSROOM 1. All school-wide
2. Maximum structure & predictability in routines & environment
3. Positively stated expectations posted, taught, reviewed, prompted, & supervised.
4. Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices
5. Continuum of strategies to acknowledge displays of appropriate behavior.
6. Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT 1. Behavioral competence at school & district
levels
2. Function-based behavior support planning
3. Team- & data-based decision making
4. Comprehensive person-centered planning & wraparound processes
5. Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
NONCLASSROOM 1. Positive expectations & routines
taught & encouraged
2. Active supervision by all staff (Scan, move, interact)
3. Precorrections & reminders
4. Positive reinforcement
FAMILY ENGAGEMENT 1. Continuum of positive behavior support for all
families
2. Frequent, regular positive contacts, communications, & acknowledgements
3. Formal & active participation & involvement as equal partner
4. Access to system of integrated school & community resources
BERLIN HIGH SCHOOL
CONDUCT ACTION GUIDE
Be Responsible Have Respect Strive for Success
In the CLASSROOM
In the HALLWAY
In the CAFETERIA
In ASSEMBLIES/ EVENTS
•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.
•Model positive behavior and
acknowledge it in others.
•Help others in need.
•Honor others’ personal space.
•Apologize if you bump into
someone.
•Use appropriate language and voice.
•Display affection appropriately.
•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.
•Walk to the right.
•Use time for intended purpose only.
•Keep the hall and floors clean.
•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.
•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.
•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
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Example: Berlin High School Timeline
• Faculty voted to adopt PBIS
• Formed Universal Team
• Attended First Universal Team Training (2 day Summit)
JAN 07
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
NOV. 07
• Analyzed Data
• Planned Roll Out
Example: Berlin High School Timeline
• Continued to Plan Roll Out
• Analyzed Data
• Began to Form Targeted Team
DEC 07
JAN. 08 • Finalized Roll Out Plans
• Formed Student Leadership Group (attended summit)
FEB.- APR. 08 • Implementing Roll Out on Disrespect
• 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 1: Universal Interventions and Supports
Level II: Targeted Interventions
Level III: Intensive, Individual interventions
Pyramid of Interventions
• CICO •Social Skills Groups •Simple FBA •Anger Management Groups •Mediation
•Adult Ed Classes •Credit Recovery •Truancy Interventions •Drug and Alcohol Counseling • Alt Study
Community Agency Referrals •Community Partners, •HUB
• 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
•GEDO •North Star/Dr. Ott’s Academy •PLP •SDA Diploma •MSP •RENEW •Complex FBA/BSP
•Community Mental Health Agencies •Vocational Rehabilitation •Job Corp
•Reduced Schedule & ALP • Alt Diploma (20 credits) •Eagle Academy • North Star •GED
* Created by Somersworth High School & NH RESPONDS Facilitator
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The 4 B’s of PBIS – Guiding Principles
• Be Responsible
• Be Respectful
• Be Cooperative
• Be Safe
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Somersworth High School & Career Technical Center
General Procedures for Problem Behavior Intervention
Observe Problem Behavior
Is the behavior a
Major-Level
Referral?
YES NO
Check Behavior Definitions
Evaluate Safety of the
Situation
If Safe
Situation
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
1st occurrence
Redirect and Re-teach
Expectations
(Track on minor
behavior form)
2nd
occurrence
Redirect Remind and
Re-teach Expectations
(Track on minor
behavior form)
Determine Consequence
-Teacher Detention
-Parent Contact
-Time out (time limit
and make-up time)
3rd
occurrence
(Track on minor behavior
form)
Teacher student dialogue
and follow through with
pre-determined
consequence
27
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 do to help you be successful?”
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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
• 5 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
3.7 2.8 2.1 1.39 0.88 0.88
0
50
100
150
200
250
300
2006-07 2007-08 2008-09 2009-2010 2010-11 2011-12
SET Scores
Dropout Rate
ODR Rate
ISS
OSS
PBIS Implementation begins
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Somersworth High School: Tier 2 Behavior Education Outcomes (n=18 - 9)
0
1
2
3
4
5
6
Pre-BEP Sem 1 Sem 2 Sem 3
Credits
ODRs
Absences
ISS
OSS
Nu
mb
ers
per
sem
este
r
Semesters in BEP
Students in RENEW: Outcome Data (n=25)
0.00
2.00
4.00
6.00
8.00
10.00
12.00
14.00
16.00
18.00
Baseline Semester 1 Semester 2
ODRs
ISS
OSS
Credits Earned
Unexcused Absences
Students in RENEW: Annual Grade Point Average
*p< .05
0.80
1.11
2.21
0.00
0.50
1.00
1.50
2.00
2.50
BaselineGPA (n=25) 1Year enrolledGPA (n=25) 2YearGPA (n=4)
GPA for Students in RENEW
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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
4.24
3.81
2.43
1.18
1.92 1.82
2.086
3.20
2.50
1.70
0.10
1.19 1.26 1.29
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
Actual 2006-07Actual 2007-08Actual 2008-09Actual 2009-10Actual 2010-11Actual 2011-12Actual 2012-13
All Schools
State Average
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NH PBIS Project APEX II: High School Dropout Rates: 2004-2012
(n=11)
0
1
2
3
4
5
6
7
8
9
10
2003-2004
Baseline Year
Actual 2004-
05
Actual 2005-
06
Actual 2006-
07
Actual 2007-
08
Actual 2008-
09
Actual 2009-
10
Actual 2010-
11
Actual 2011-
12
Woodsville
Berlin HS
Kennett
Somersworth HS
Spaulding HS (Rochester)
Raymond HS
Manchester Central
Manchester Memorial
Nashua North HS
Nashua HS South
APEXSchools Averages
Statewide average
PBIS High Schools in New Hampshire: School dropout rates over 3 years of
implementation
6.07
3.1
4.81
3.8
3.4
3
0
1
2
3
4
5
6
7
1 2
Baseline Year Annual Dropout Rate Dropout Rates at Year 3 of PBIS Implementation
Schools with PBIS Fidelity (n=7)
Schools w/o PBIS Fidelity (n=8)
State Average
Carefully Plan The Message
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NH PBIS Technical Assistance and Training
IOD at UNH:
http://iod.unh.edu/Projects/pbis/pbis_description.aspx
CEBIS at SERESC: http://www.nhcebis.seresc.net/
Contact Information
JoAnne Malloy, Ph.D. Clinical Assistant Professor Institute on Disability at UNH [email protected] Kathryn Francoeur, PBIS and RENEW Trainer [email protected]
Contact Sarah O’Rourke
Jonathon Drake
RENEW Coordinator
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