Transcript APEX INTRODUCTION - Education Commission of the States

Achievement in Dropout Prevention
and Excellence I and II (APEX II): A
Comprehensive Approach to Dropout
Prevention and Recovery
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PBIS-NH and APEX
• Summer 2002
– New Hampshire Department of Education
awards contract to create the New Hampshire
Center for Effective Behavioral Interventions and
Supports (NH CEBIS) with the express purpose
of implementing positive behavioral support in K12 schools
– NH DOE and UNH Institute on Disability is
awarded APEX dropout prevention grant (funded
by the US Department of Education, Office of
Elementary and Secondary Education) to
address dropout prevention in 2 NH High
Schools
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APEX II
• Summer 2005- New Hampshire APEX II
partners submit a second grant to
OESE at the US Department of
Education- awarded October 2005
• APEX II includes work with 10 of NH’s
“lowest performing” high schools
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APEX- Model Assumptions
• School organization and systems are 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)
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Youth with EBD….
• Disengaged from school/family/community
• Most likely disability group to be in a
segregated academic setting
• Highest rates of disciplinary infractions
• Perceived by teachers as having significantly
lower levels of social competence and school
adjustment
(Lane, Carter, Pierson, & Glaeser, 2006)
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Key: Student engagement has emerged as the
bottom line in preventing dropout
• Dropping out is a process of disengagement
• Keys to engaging students early on
– Enter school ready to learn/early intervention
• Contextual keys to engaging students
– Providing effective instruction – evidence based, best
practice
– Creating cultural match/relevance – extend to include
strategies that are appropriate to student background and
culture
(Alexander, Entwisle & Kabbani, 2001; Christenson, Sinclair, Lehr & Hurley,
2000; Cotton & Conklin, 2001; Cleary & Peacock, 1998; Finn, 1993; Payne,
2005)
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APEX II Model
• 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;
Bullis & Cheney, 1999)
– 8th to 9th grade transition system and practices
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APEX II GOALS*
1. Work toward implementing Positive Behavioral
Interventions and Supports (PBIS),
2. Provide leadership in the school-wide systems change
process and support the dedication of staff time to
participate in project activities,
3. Collaborate with project staff to develop a systematic
transition from the 8th to 9th grade for at-risk students,
4. Collaborate with project staff to develop individualized
school-to-career services for the most at-risk students
using the RENEW model, and,
5. Develop and implement a high school student leadership
initiative to focus on school climate issues.
*From 2005 MOU between districts and NH DOE
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APEX II Model Outcomes
1. Decrease dropout rates in participating
schools by 50% during project period
2. Decrease rate of negative behavioral
incidents in schools.
3. Increase numbers of at risk students or
dropouts who graduate
4. Increase state test scores (10th grade) by
improving the 8th to 9th grade transition for
at risk students.
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Positive Behavioral Interventions
and Supports Defined
Muscott & Mann (2006)
PBIS is a comprehensive 3-tiered evidence-based
systems approach to schoolwide discipline that can
efficiently and effectively improve social,
behavioral, and academic outcomes through the
use positive, preventative, and function-based
behavior support practices within the context of
collaborative teaming and data-based decisionmaking.
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APEX PBIS MODEL
Tertiary Prevention:
RENEW Intervention
~5%
~15%
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings

~80% of Students
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RENEW: The “Red Zone” Component of
the APEX II Project
– For the most “at risk” students (60 per high
school):
– Model components:
• Person-centered planning
• Individualized academic programming (creative
solutions and “Real World Learning”
opportunities).
• Naturally supported employment
• Interagency collaboration and braided funding
• School to Career transition articulation,
including post-secondary education
• Mentoring
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Data Sources
Problem Behavior Incident Reports
Office Discipline Referrals
In and Out of School Suspensions
Surveys on Bullying, Harassment, School
Safety Tardies, Absenteeism, Staff
Surveys, Climate Surveys, etc.
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Franklin High School’s Results:
A 56% Reduction in ODRs
NUMBER OF OFFICE REFERRALS BY
GRADE AT FRANKLIN HIGH
2003-04
2004-05
Number of Referrals
2500
2009
2000
1508
1500
1000
832
614
647
574
500
363
269
0
Nine
Ten
Eleven
Grade Level
Twelve
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NUMBER OF REFERRALS PER 100 STUDENTS
FOR TOP PROBLEM BEHAVIORS AT FRANKLIN
HIGH
600
2004/05
494
500
400
300
204
166
200
129
99
44
100
42
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Referrals Per 100 Students
2003/04
Problem Behavior
•The top problem behaviors this school year are:
skipping, disrespect/defiance, disruption, and inappropriate language.
•Tardies are not usually reported in SWIS so they are not included on this report 15
•There has been a significant decrease in all of these areas from last school year to now.
AVERAGE REFERRALS PER DAY PER
MONTH PER 100 STUDENTS- FRANKLIN
HIGH
Average Referrals Per Day
Per 100 Students
2003-04
2004-05
10
9
8
7
6
5
4
3
2
1
0
Sep
Oct
Nov Dec
Jan
Feb
Mar
Apr May Jun
School Months
•This graph looks at the average referrals per day per month per 100 students so that
school years can be compared (because enrollment varies year to year)
•The average number of referrals per month has decreased 50% this school year16(20042005) compared to last year (2003-2004).
Franklin HS: Benefits
of APEX and PBIS
Total Referrals Compared Across School Years
Total Referrals Per 100 Students
5000
4500
Number of Referrals
56%
Reduction
in ODRS
4738
4000
3500
3000
2500
2078
2000
1500
999.58
1000
494.76
500
0
2003-2004
2004-2005
School Year
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Franklin HS Improvements
• An improved climate for learning and teaching
• More students conforming to expectations
• Reductions in problem behavior, ODRs and
suspensions
• Increased instructional time that, if used effectively,
should result in increased academic achievement
• Reduced need for crisis or resource-intensive
responses
• Faculty, administration & families on same page
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Lessons Learned
• School-to-career services, even for the
students with the biggest challenges,
are a form of “mental health in schools”
• Students with the greatest challenges
can live, learn and work in their home
communities.
• Person-centered planning is critical
• Linking youth with community resources
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Contact Information
Dr. Robert Wells,
Consultant, NH Department of
Education and
Director, APEX II
[email protected]
Kathleen Abate, Program
Director
Alliance for Community
Supports
[email protected]
JoAnne M. Malloy, MSW
Project Director
Institute on Disability, UCED
University of New Hampshire
[email protected]
UNH Institute on Disability
http://iod.unh.edu
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