Transcript Now More than Ever John VanDenBerg

PBIS In High School: An Organizational
Structure for Reform 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 University
Howard S. Muscott, Ed.D., Director, NH CEBIS
1
Agenda
1.
2.
3.
Sustaining PBIS-NH and Responsiveness to
Intervention (RtI) in New Hampshire:
Lessons Learned
Implementation and Professional
Development: Lessons Learned from Illinois
Lessons from APEX II? How does PBIS fit
with high school reform and redesign?
2
Outcomes for This Presentation
To learn about PBIS implementation and
sustainability in high schools:
1. To learn how PBIS is adapted in high
schools
2. To learn about features that support the
adults in teams, with professional
development
3. To look ahead: How can PBIS and RtI
relate to and enable high school reform
and redesign?
3
Sustaining the
Implementation of Positive
Behavior Support: Lessons
Learned from
PBIS-NH
Howard S. Muscott, Ed.D., Director
[email protected]; 603-206-6891
www.nhcebis.seresc.net
Funding for the Positive Behavioral
Interventions and Supports-New
Hampshire and APEX Initiatives
are provided by
The NH Bureau of Special Education, NH
Department of Education
under the leadership of
Santina Thibedeau, Director
New Hampshire’s Response—PBIS-NH
A Statewide System of Support
The overall outcome of the statewide
system of support is to build the culture
and capacity of early childhood education
programs and K-12 schools to effectively
and efficiently respond to the behavioral
complexity of an increasingly diverse
student population by creating positive,
safe and respectful climates through
collaboration and authentic engagement
between faculty, families, and community
partners.
6
PBIS-NH
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Funding provided, in part, by NH Department of
Education, Bureau of Special Education
NH CEBIS founded as a project of SERESC in 2002
1st of 5 cohorts established in 2003; 141 with 7 HS
3-year cycle of training and TA, covering all three tiers
Now working with UNH IOD to implement an RtI model for
literacy and behavior with funding from US DOE, OSEP
Tier 2, Tier 3 behavior support features being enhanced
through Mental Health and Schools Together – NH funded
by US DOE & implemented in Rochester NH
7 7
Essential Beliefs of PBIS
1.
2.
3.
4.
5.
Belief that schools matter and that it is
never too late to support behavior
change
Belief that academics and behavior are
interconnected and that behavior should
be taught – even in high schools
Belief in shared leadership and sitebased leadership
Belief in science to support practices
Belief in youth engagement and voice
8
Essential Components of PBIS
► Alignment
with strategic outcomes and
initiatives
► Use of multi-tier approach and evidencebased practices to support adults
► Use of systems thinking to support adults
► Use of site-based management and
leadership through collaborative teaming
► Use of data to support strategic decision
making and maintain staff motivation
9
“I’ve been in PBIS schools and I’ve seen the
results. PBIS is aligned with my ‘Follow the Child’
initiative, which aims to enhance the social,
emotional, physical and academic needs of every
student in NH. If we focus solely on the
academic side of learning, our best efforts may
fail if the child is not socially, emotionally and
physically ready to learn.”
Dr. Lyonel Tracy, Commissioner of the NH DOE
at the 2006 PBIS-NH Summit
10
PBIS-NH Works!
►A
sustained pattern of reductions in office
discipline referrals & suspensions with increases in
time spent learning and teaching.
► Cohort 1 resulted in a 28% reduction ODR, 31%
reduction in ISS,19% reduction in OSS.
► Cohort 2 resulted in an 11% reduction in ODR, a
45% reduction in out-of-school suspensions.
► Cohort 3 resulted in a 32% ODR and a 23%
reduction in OSS.
► These reductions recovered 1,235 days of
teaching and 3,014 days of learning time.
PBIS: How High Schools Differ
In High School
In General
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School size varies
Teachers see role as
teaching behavior and
academics
Targeted behaviors are
reflected in office
referrals
Teacher-student
relationships are easily
formed
Easier to shape student
behavior
Outcome is educational
gradual progress
Larger numbers of
students and staff
► Teachers see role as
teaching academics
► Targeted behaviors are
reflected in attendance,
performance, and office
referrals
► Impersonal atmosphere
► Expectation of adult
behavior
► Outcome is educational
mastery and competitive
achievement
►
Dropout Rates: NH High Schools Implementing
PBIS- APEX II
9
8
7
6
5
4
3
2
1
0
ra
ge
-
Al
l
7
Av
e
6
5
4
3
2
1
2003-2004
Baseline Year %
ACTUAL 2004-05
%
ACTUAL 2005-06
%
ACTUAL 2006-07
%
Actual 2007-8 %
A Tale of Tardiness
ConVal High School (1,200 students)
Peterborough, NH
Total Tardies
For 2005-2006
7,982
Averaged nearly 800 per month
Averaged approx. 44 per day
Addressing Tardies Through
2 Feet in the Door
ConVal High School
SCHOOL-WIDE EXPECTATIONS
Respect, Responsibility, and Integrity
Being on Time to Class
By the time the bell stops ringing, your
entire body must be across the
classroom door’s threshold.
A Tale of Tardiness
ConVal High School (1,200)
Peterborough, NH
Total Tardies
For 2006-2007
253
Averaged about 25 per month
Averaged about 1.5 per day
A Tale of Tardiness
ConVal High School (1,200)
Peterborough, NH
Total Tardies
For 2007-2008
257
Averaged about 25 per month
Averaged about 1.5 per day
A Tale of Tardiness
ConVal High School (1,200)
Peterborough, NH
Total Tardies
For 2008-2009
127
Averaged about 25 per month
Averaged less than 1 per day
From Tardiness to
Dropping Out of School
1.
2.
3.
4.
5.
6.
7.
8.
If a HS student is late to class… then he will receive
negative consequences
If he receives negative consequences…. then he will
perceive HS as negative
If he perceives HS as negative…. then he will skip classes
(escape aversive environment)
If he skips too many classes….then he will fail courses
If he fails courses… then he will fall behind in credits
If he falls behind in credits… then he will likely fall behind
grade-level not be promoted
If he falls his grade level and is not promoted….then he
will be far more likely to drop out
Therefore, we need to intervene when he is tardy or
skipping classes as early as possible
New Hampshire’s System of Care and Education
Continuum of Behavior Supports
School-wide and General Education Classroom Systems for Preventative
Instructional and Behavior Management Practices
Systematic Screening
Promote Positive Parent Contact
Efficient Systematic Intervention for Students Who Do Not Respond to SW
and Classroom Prevention and Response Systems
Array of Evidence-Based Group Interventions
Addressing Function of Behavior
Mann & Muscott (2007)
Function-Based Support Planning
Intensive
Behavior Support Plans
Including Crisis Intervention
Linkages to
Community-based
Supports
School-based
Intensive Supports
Coordinator
Linkages to Wrap-NH
Facilitation
School-based
Intensive Supports
Linkages to
Case Centered
Collaboratives
SYSTEMS
1. Universal Team
and Processes
2. Youth
Leadership
Primary Prevention:
Universal
Approaches
9. Systematic
Screening
3. Communication
with Staff and
Families
4. Schoolwide
Expectations for
All Locations
DATA
8. Responding to
Problem Behavior
9. Data-Based
Decision Making
5. Classroom
Management
PRACTICES
7. Recognize
Students for
Exhibiting Expected
Behaviors
6. Teach
Expectations
in Locations
21
SYSTEMS
2. Early Identification
and Referral
Processes
3. Communication
with Staff and
Secondary
Families
1. Targeted Team
And Processes
DATA
8. Data-Based
Decision Making
7. Behavior
Support Plans
Prevention:
Targeted
Approaches
6. Functional
Assessment
Universal Primary
Prevention
4. Teacher Check
Connect, Expect
5. Targeted Group
Interventions
PRACTICES
SAU/District-wide
Administrative22Team
9. RENEW
1. Conflict Cycle
8. Wraparound
7. Person-Centered
Planning
PBIS-NH
School-Based
Tertiary
Practices
6. Referrals to
Community Services
5. Communicating
with
Families
2. Escalating
Behavior Cycle
3. Intensive FBA
& Behavior
Support Plans
4. Life Space Crisis
Intervention
Building Relationships
PBIS-NH and NH RESPONDS
Stages and Structures of Implementation
Recruitment
1. Awareness – Administrator meetings and staff
presentations
2. Interest – Gathering information to make
informed decision
3. Obtaining commitments – Obtain buy-in from
administration and staff
PBIS-NH
Stages and Structures of Implementation
4.
5.
6.
7.
Readiness
Build the Universal Leadership Team –
Representative, Credible, Influential
Conduct site assessment -- Gather data on
implementation and outcomes
Training and/or technical assistance – Train
team; use train the trainer approach
Design systems, data and practices – Develop
and vet features with staff
PBIS-NH
Stages and Structures of Implementation
8.
Initial Implementation Period
Formal Introduction to Students and Families
– Roll out program
9.
Sustaining Implementation
On-going Teaming, Training and Technical
Assistance – 3 year cycle
Think Sustainability
During Recruitment Period
► Integrate
and Align Initiatives
 State, national and local mandates
 Addressing local outcomes
► Obtain School and School District Commitments
 Require school administrator commitment
 Require 70% favorable staff vote for implementation
 Require detailed signoff from principal and
superintendent of expectations for implementation
 Require school district commitment
 Require 3 year commitment
► Address Philosophical Conundrums
How Full is Your Plate?
►We
know that schools can only
address a few priorities at a time
►We understand that some schools
pile on many initiatives, while others
limit priorities
►We believe PBIS implementation
requires schools to be thoughtful in
prioritizing or aligning efforts
An Ounce of Prevention
or a Pound of Detention?
► We
know teaching behavior is an effective form of
prevention even if we feel the students should
already know how to behave
► We understand that most discipline systems in
school are reactive and that some people in your
program or school see little need for teaching
behaviors while others understand that regardless of
whether students should know how to behave,
teaching the expectations to all students in the
school or program is required
► We believe in a preventive instructional approach
where teaching the expectations to all students is
the cornerstone of the program
Consistent = Identical or
Effective?
► We
know that effective programs are predictable
and consistent
► We understand that some see consistency as
using identical strategies for everyone, while
others understand the need for a consistent
approach with flexible strategies
► We believe in a consistent approach where the
goal is to find effective strategies to change
behavior
Think Sustainability
During Readiness
►Build
Effective District and School-based
Teams and Coaches
 People with credibility and influence
 Mavens, Connectors and Salespeople
 Training and coaching in teaming
Think Sustainability
During Readiness
►Allow
Adequate Time for Training and
Development Prior to Implementation
 Training begins January before
September start-up
 Vetting and gaining staff
commitments of features
Generic Schedule for Universal PBIS Planning, Cohort 5
Jan
Feb
Draft
behavioral
expectations
Assemble
Univ. Team
Collaborative
Team
checklist
Apr
May
Jun
Involve faculty in self-assessments
of classroom and non-classroom
management features
Draft
behavioral
matrix
Universal
Implementation
checklist
Determine
action
plans
Mar
Jul
Finalize
expectations
and matrix
Complete and action plan the Working Smarter Inventory
as necessary to eliminate duplication of effort
Sep
Plan the initial kickoff
and teaching series
Define major
and minor
problem behaviors
Conduct
EBS survey
with faculty
Aug
Develop specific strategies
for teaching specific behaviors
in specific locations
Develop or
revise the office
referral form
Determine the recognition
plan to be used and
how to encourage its consistent use
Define problem
behavior referral
process
Map the plans for
rolling out PBIS to
students, faculty and families
Apply for a
SWIS license
Have you determined how you will keep the team
and the faculty on the same page?
Are your team processes effective? If not, go back to ground rules and the Collaborative Team checklist.
At each stage, ask “Is it appropriate for families to be involved?” If the answer is yes, what is your plan?
Determine sources, and use, of data for decision-making
Rollout!
Think Sustainability
During Readiness
►Address
Systems
Communication
 Staff
 Families
 Board
 Community
Think Sustainability
During Implementation
► Increase
Visibility
 Stickiness of the message
 Multiple forms of data and stories
► Find HS Demonstration Sites
 Exemplars with strong leadership and credibility
► Address Hiring Practices
 Effective plan to hire PBIS-compatible staff and
orient new staff
 Hiring practices must emphasize knowledge of,
or at least support for, basic PBIS principles in
candidates
 Superintendents, coaches, principals
Think Sustainability
During Implementation
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Emphasize and Re-emphasize Data
 Fidelity
 Habits
 Organization
 Analysis
Provide On-going Training and Technical Assistance
 Coaches and principals continue attending trainings and
workshops at no charge after cohort graduation
 Coaches’ trainings explicitly address understanding and
managing resistance
 Address systems integration at all three tiers
Thank you!
► IL-PBIS
► University
of Oregon
► Loyola University of Chicago
Current Loyola Research Team
Alissa Briggs
► Sara Golomb
► Agnes Kielian
► Pamela Fenning
► Lisa Lewis
► Lauren McArdle
► Diane Morrison
► Audrey Shulruff
► Kimberly Thier
► Stacey Weber
►
Thank you!
► “Systematic
Analysis and Model Development for
High School Positive Behavior Support” Institute
for Education Science, U.S. Department of
Education, Submitted with the University of
Oregon. Awarded 2007. (Q215S07001)
► “Character
Education: Application of Positive
Behavior Supports” to U.S. Department of
Education, Safe and Drug Free Schools. Awarded
2007. (R324A070157)
Readiness
How do you prepare your school
for implementation?
Background
► Components
needed for successful
systems change (Kotter, 1995)

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Created sense of urgency
Core group of leaders
Long-term vision for change
Clear communication of goals
Celebration of small victories
Continuous work toward a goal/vision
for change
Big Ideas from Assessments
► 60
% said discipline needed to be
addressed
► Communication in general
Referral Data
Writing a referral is not a bad thing, it is
necessary!
► We hope you have fewer reasons
► Instructional time given to referrals
(20 Minutes per referral)
77,400 Minutes = 1,290 Instructional
Hours
►
Mean % Students with ODRs
Percentage of students with referrals, adjusted per
day, per month, per average daily enrollment 20022003
100%
80%
60%
% 6+
% 2-5
40%
% 0-1
20%
0%
1
Mean % Students with ODRs
Percentage of students with referrals, adjusted per
day, per month, per average daily enrollment 20032004
100%
80%
60%
% 6+
% 2-5
40%
% 0-1
20%
0%
1
What can we do…
Form a representative team
► Summer planning
► Teaching, acknowledging, and tracking
school-wide expectations in the fall
► Respond on the evaluation
►
Healthy Teaming
How do you support adults
working in team?
Will and Capacity within
Organizations
Positive Will + Positive
Capacity = Active Use
Only if the following three
components are met:



Personnel Mobilization
Necessary Functions
Linkages
Bolman & Deal, 2009; Israel, 2004
Positive
Will
Positive Active Use
Capacity
Negative Creativity
Capacity to
Negative
Will
Passive
resistance
to
Actual
sabotage
Resistance
to
Demoraliza Inertia
-tion
Effective Meetings
► Scheduling
and
communication
► Creation and use of
an agenda
► Meeting begins and
ends on-time
► Keeping the meeting
on track
► Action
plan/delegating
tasks
► Meeting Participation
► Dissemination of
meeting notes
Designing School-Wide Systems for Student Success
A Response to Intervention Model
Academic Systems
Tertiary Interventions/Tier 3:
*Young Leaders
*National Honor Society; Eyes on the World
Secondary/Tertiary-SLC teams
Behavioral Systems
1-5%
Secondary Interventions/Tier 2:
5-10%
Secondary/Tertiary-SLC teams
AVID; Mentor Moms
Credit Recovery
After School Matters
ELL
Summer School/(Freshman Connection)
Gear-Up
80-90%
Universal Intervention
Tier 1:
In-House Tutoring; Summer
School (freshman Connection),ASPIRA;_
Service Learning;
Attendance and Tardies_
SLC; PARR; Freshman Seminar
1-5%
Tertiary Intervention/Tier 3:
- Assessment based…Wraparound,
5-10%
Secondary Interventions/Tier 2:
- AVID, After School Matters
- ELL;Gear-up;
Summer School(freshman Connection)
- In HouseTutoring- Mentor Moms
80-90%
Universal Intervention/Tier 1:
-PARR
-Attendance and Tardy
-- Small Learning Communities (SLC)
Working Smarter (Sugai, 2008)
Initiative,
Project,
Committee
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work Group
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/et
c
Data
How can you prepare your data
for decision making?
Data System Criterion
► Allow
easy data entry;
► Permit access to graphic displays of
schoolwide (as well as individual
student) data; and
► Provide administration, teams, and
faculty with information that is accurate
and recent (e.g., within 48 hours)
(Horner, Sugai, Todd, & Lewis-palmer, 2005)
Student ID
Location
See also http://www.pbismaryland.org/schoolexamples.htm#High
IL Public School
Office-Managed
Teacher-Managed
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Excessive talking
Tardy: Inform Parents
Off Task
Drinks/Food/Headphones (as
posted)
Missing Homework
Not Prepared for Class
Inappropriate Language
Dishonesty
PDA
Hallway Disruption
Passing Notes
Cheating/Plagiarism
►
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►
►
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►
►
►
►
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►
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See http://www.pbismaryland.org/schoolexamples.htm#High
Attendance & Tardy
Insubordination
Fighting
Vandalism
Verbal/Physical Intimidation
Weapons
Gang Representation
Cutting Class/School/Teacher Detention
Theft
Drug Violations
Directed Profanity
Arson
Harassment (including sexual)
Controlled Substances
Threats
Security Threat/Breach
Repeated/Severe Offenses
Dress Code Violations
Hallway Disruption – Non Compliance
Is the behavior
officemanaged?
See http://www.pbismaryland.org/schoolexamples.htm#High
Comparision of Average Implmentation for SET by Phase
1
0.9
% of SET Components in Place
0.8
0.7
0.6
0.5
Phase I Avg (N=4)
0.4
Phase II Avg (N=3)
0.3
0.2
0.1
0
2006-2007
Note. One phase I school has missing data for 2006-2007
2007-2008
Year
2008-2009
Share with the group
►
Great article on professional development
 http://www.ku-crl.org/archives/pd/partnership.html
►
High Schools and PBS
 http://www.pbis.org/school/high_school_pbs.aspx
Tennessee Examples http://web.utk.edu/~swpbs/
► CSEIT Website
►
 http://www.luc.edu/cseit
►
New Hampshire APEXII
 http://www.iod.unh.edu/apex.html
►
Maryland PBIS
 http://www.pbismaryland.org/
Resources
“Identifying Students At-Risk for
Dropping Out of High School: Overview
of a Tool for Developing Early Warning
Systems”
January 28, 2009
http://www.betterhighschools.org/webinar/default.aspx
APEX Model Relates Directly to What the
Research Tells Us
►
►
►
The quality of a school’s organizational and systems
features 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)
62
APEX II GOALS
Implement School-wide Positive Behavioral Interventions
and Supports (SW-PBIS) in participating high schools,
2. Provide leadership in the school-wide systems change
process and support the dedication of staff time to
participate in project activities,
3. Develop a systematic transition process for the transition
from the 8th to 9th grade for at-risk students,
4. Develop individualized school-to-career services for the
most at-risk students using the RENEW model (Malloy &
Cormier, 2004), and,
5. Develop and implement a high school student leadership
initiative to focus on school climate issues.
1.
63
APEX High School Example: Who is Falling
Behind?
64
Potential Data Sources








Problem Behavior Incident Reports
Office Discipline Referrals
Credits Earned
Attendance, Tardies, Skipping Class
Course completion/failures
In and Out of School Suspensions
Surveys on Bullying, Harassment
School Safety Surveys, Climate Surveys,
etc.
65
What we have learned from high schools:
Data-based decision-making
► Need
“real time” data to improve our practice
► Choose the benchmarks based upon a “string”
of logic:
 Who are likely to be our dropouts?:
►African
American, Hispanic, and poor students
►Skip too many classes, are truant
►Have a high number of behavior problems
►Have stressors outside of school
►Have learning challenges
66
APEX II Model Continuum of Supports
Malloy, Agorastou, & Drake, 2009 (Adapted from Muscott & Mann, 2007)
School-wide and General Education
Classroom Systems for Preventative
Instructional and Behavior Management Practices
Systematic Universal Screening- Promote Student and Parent Involvement
AND
Universal 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;
School-based
PROGRESS
MONITORING
Intensive
Intensive Supports
Behavior Support Plans
Linkages to Wrap-NH
School-based
Coordinator
and
Facilitation
Intensive Supports,
Crisis Intervention
RENEW Individualized Planning
Individualized Graduation
Employment,
and Support Planning
Linkages to
Work-based Learning,
PROGRESS
Community-based and
Alternative
MONITORING
Transition Services
Learning
Example: Personal Learning Plans Flow Chart
68
APEX II, RtI and High School Reform
ITEM 1: Alternative pathways
► High School reform: multiple pathways to
graduation
► APEX II: Multiple levels of intervention dependent
upon need, RENEW self-determination model
ITEM 2: Data based decision-making
► High School reform: “On track” for graduation
► APEX II: Tracking “real time” behavioral needs,
“On track” for graduation, credit tracking
69
APEX II, RtI and High School Reform
ITEM 3: Evidence-based practices
► High School reform: supports use of alternative
programs
► APEX II: Efficiency-drive: promote evidencebased practices
ITEM 4: Personalization of Learning
► High School Reform: Priority on advisories,
mentoring, outcome-based (career) programs
► APEX II: PBIS concentrates on relationships,
behavior shaping, RENEW focuses on
career/secondary transition
70
APEX II, RtI and High School Reform
ITEM 5: Systems features
► High School reform: Policies (NH) and
systems promoted for referral to and
participation in alternatives; creation of
common ID
► APEX II: Tracking “real time” behavioral
needs, “On track” for graduation, credit
tracking, decision rules for referral,
benchmarking
71
Questions
Is it possible to use the PBIS and RtI tools to
implement high school reform and redesign
practices and programs in the typical high school
environment?
 Is it possible to include students with all levels of
need in the typical high school environment, using
high standards and expectations…. Or…. Are there
some students who MUST have a different
environment?

72
Contact Information
Hank Bohanon, Ph.D., Loyola University
http://www.luc.edu/cseit; [email protected]
Howard S. Muscott, Ed.D., Director, NH CEBIS
[email protected]; www.nhcebis.seresc.net
JoAnne M. Malloy, MSW:
www.iod.unh.edu; [email protected]
73