Transcript APEX INTRODUCTION

Achievement in Dropout Prevention
and Excellence I and II (APEX II): A
Comprehensive Approach to Dropout
Prevention and Recovery
May 2008
JoAnne M. Malloy, MSW
Institute on Disability, UNH
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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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We know that…
to improve the academic success of
our children, we must also improve
their social success.
Academic and social failures are
reciprocally and inextricably related.
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PBIS Support Systems
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior
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Prevention Described




Problem behavior becomes
ineffective and inefficient.
Occurrences and non-occurrences
of problem behavior are identified.
Factors that maintain problem
behaviors are identified.
New skills development are taught
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Punishment


Punishment stops a behavior
But… punishment alone has some major side
effects








Increases escape/avoidance
Encourages “sneaky” behaviors
Generates desire for revenge
Makes behavior harder to change
Does not teach
You can’t find a big enough hammer
It works both ways
It makes us filter (e.g., He’s always mean to me!)
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Reinforcement





Addition of preferred event; or
Removal of a negative event
Follows a behavior
Increases or maintains the behavior
Sometimes we think we are punishing,
but we are rewarding
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PBIS: A 3-Tier Approach
• Level 1, primary prevention, is designed to
address the whole population
• While applied to the entire student body, the
emphasis here is on reaching the approximately
80-90% of students who do not have serious
behavior problems or mental health needs
• The purpose of universal strategies is to maximize
achievement, deter problem behavior, and
increase positive peer and adult interactions
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A 3-Tier Approach
• Level 2, secondary prevention, is
aimed at the roughly 5-10% of
students considered at risk for
developing behavioral disorders or
mental illness
• These students enter school with
significant risk factors and are usually
unresponsive to universal prevention
strategies alone.
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A 3-Tier Approach
• Level 3, tertiary prevention, targets the 1-5% who
display symptoms or behaviors related to EBD or
mental illness (RENEW at the high school level)
• The goal of tertiary interventions is to reduce the
frequency, intensity and complexity of students’
maladaptive behavior patterns and provide them
with suitable, efficient and effective replacement
behaviors that will compete with their more
maladaptive ones.
• Tertiary interventions are implemented for
students with significant needs and are adapted
to meet individual needs.
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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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Schoolwide Expectations







Identify expectations of the setting
Develop team/plan/support
Directly teach expectations
Consistent Consequences,
Acknowledge/Reinforce (Tall, Vente’, Grande)
Collect Data
Communicate with staff
On-going evaluation
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BERLIN HIGH SCHOOL
CONDUCT ACTION GUIDE
Be Responsible Have Respect
Strive for
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
Success
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Effective Environments
• Problem behaviors are irrelevant
– Aversive events are removed
– Access to positive events are more common
• Problem behaviors are inefficient
– Appropriate behavioral alternatives available
– Appropriate behavioral alternatives are taught
• Problem behaviors are ineffective
– Problem behaviors are not rewarded
(Horner & Sugai, 2004)
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Case Study: Franklin High School
Franklin, NH
• Low SES community – high poverty rate 22% Free
and Reduced Lunch
• Lowest paid teachers in NH
• Enrollments
– 2003-04 = 474; 2004-05 = 420
– 96% Caucasian
• Began implementing PBIS and APEX in 2003-2004
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Franklin High School 2003-04
Franklin, NH (474)
• There were 4,738 office discipline referrals for major
problem behavior or 10 per student on average
• On average, there were 26 ODRs each day
• 18% of the students received between 2 and 5 ODRs in
a year
• 40% received 5 or more
• Top problem behaviors were
– Skipping class,
– Disrespect/defiance,
– Disruption, and
– Inappropriate language
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Franklin High School:
APEX and PBIS
Franklin HS Office Discipline Referrals 200304
2500
2009
2000
ODRs
1508
1500
1000
574
647
500
0
Nine
Ten
Eleven
Grade
Twelve
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FRANKLIN'S TRIANGLE DATA
100%
90%
Percentage of Students
80%
Early
Implementation
70%
60%
50%
40%
30%
20%
10%
0%
2003-2004
2004-2005
School Months
Students with 0 or 1 Referral
Students with 2-5 Referrals
Students with 6+ Referrals
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Franklin’s Response:
HS Advisory Program for
9th graders
1.
2.
3.
4.
5.
6.
7.
Identified group that exhibited a behavior: skipping
classes/school and late to classes.
Researched possible causes for behavior (lack of
supervision, inconsistent requirements, etc.)
Reached out, researched various solutions,
investigated mentoring programs in other schools
Required: Volunteer teachers to mentor
Schedule changes to allow for mentoring block
Training and support for mentors
Assessing results through School-wide Information
Systems (SWIS) data
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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
22
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is
g
in
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D
is
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t
0
C
la
ss
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 32
•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 year33(20042005) compared to last year (2003-2004).
FRANKLIN'S TRIANGLE DATA
100%
90%
Percentage of Students
80%
70%
60%
50%
40%
30%
20%
10%
0%
2003-2004
2004-2005
School Months
Students with 0 or 1 Referral
Students with 2-5 Referrals
Students with 6+ Referrals
COMPARING YEAR ONE AND YEAR TWO
•Green Zone has gone from 42% to 60% (Target 80%)
•Yellow Zone has gone from 18% to 13% (Target 15%)
•Red Zone has gone from 40% to 27% (Target 5%)
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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
35
Franklin HS Dropout Rates
0.2
0.15
0.1
0.05
0
2000- 2001- 2002- 2003- 2004- 2005- 200601
02
03
04
05
06
07
36
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
37
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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