Transcript Title of Presentation

Tim Lewis
Darren Woodruff
Jenny Scala
April 2, 2009
High School Tiered Interventions Initiative
Strand Agenda
“Maximizing Attainment for ALL High School Students”
Session 1: Overview / Mapping Elements
Session 2: Designing Dropout Prevention
Strategies
Session 3: Tiered Interventions to Benefit All
Students
Session 4: Integrating the Needs of Students with
Disabilities Into High School Reform
High School Tiered Interventions Initiative
Session 2 Agenda
Overview of the National High School
Center
Introduction to PBIS at the secondary
level
Introduction to High School Tiered
Interventions Initiative
High School Tiered Interventions Initiative
Overview of the National High School Center
High School Tiered Interventions Initiative
National High School Center
IES
Regional
Labs
OESE Content Centers (5)
including the
National High School Center
OSEP TA&D Centers
including
NDPC-SD, NSTTAC, PSO
16 Regional Comprehensive
Centers (RCCs)
6 Regional Resource Centers
(RRCs)
State Education Agencies (SEAs)
Local Education Agencies (LEAs)
High School Tiered Interventions Initiative
National High School Center Mission
Serve as the central source of research and information on high school
improvement for the Regional Comprehensive Centers
Identify, summarize and disseminate information on:
latest research and innovations
useful programs, tools, and products
high-quality technical assistance relating to high schools and their
diverse student populations
Build capacity of RCCs to promote and support high school
improvement at all levels
High School Tiered Interventions Initiative
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive
Behavioral Intervention & Supports
pbis.org
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
 Incorporate best practice in professional development and
system change (teams)
 Emphasizes the use of assessment information to guide
intervention and management decisions
 Focus on the use of a continuum of behavioral supports
 Focus on increasing the contextual fit between problem
context and what we know works
 Focus on establishing school environments that support long
term success of effective practices {3-5 years}
 Expectations for student behavior are defined by a building based
team with all staff input
 Effective behavioral support is implemented consistently by staff and
administration
 Appropriate student behavior is taught
 Positive behaviors are publicly acknowledged
 Problem behaviors have clear consequences
 Student behavior is monitored and staff receive regular feedback
 Effective Behavioral Support strategies are implemented at the schoolwide, specific setting, classroom, and individual student level
 Effective Behavioral Support strategies are designed to meet the needs
of all students
913 High Schools implementing SW-PBS per
OSEP Center for Positive Behavioral
Interventions and Supports standards
There are 28,151 public High Schools in the US
(U.S. Department of Education, National Center for Education Statistics,
Annual Report of the Commissioner of Education)
112 High Schools / 190,169 ODRs
Tardy (25 %)
52% to avoid task/activities
Disrespect / Disruption (23%)
33% to avoid task/activities
32% to gain peer attention
Skip/Truancy (20%)
52% to avoid task/activities
(Flannery, McGrath-Kato, Fenning, & Bohanon, in press)
Grade 9 – 40%
Grade 10 – 29%
Grade 11 – 18%
Grade 12 – 13%
(Flannery, McGrath-Kato, Fenning, & Bohanon, in press)
Positive behavior support in high schools: Monograph from
the 2004 Illinois high school forum on positive behavioral
interventions and supports.
Number of students
89% of 1000+ schools had police involvement around violence
61% of 300< schools had police involvement around violence (NCES, 2003)
Punitive discipline focus / Zero Tolerance
Discipline systems operate outside of classroom
(e.g., Assistant Principals, ISS)
Alternative and Self-contained options
Lack of good Universal screeners
Students viewed as totally responsible for
behavior
Anti-social networks of peers
Staff turnover
Consistency across large staff
Scheduling
Curricular focus = staff identity
Tier II and III interventions implemented only
by “specialists”
“Punishing” problem behaviors (without a
proactive support system) is associated with
increases in (a) aggression, (b) vandalism, (c)
truancy, and (d) dropping out. (Mayer, 1995, Mayer & SulzarAzaroff, 1991, Skiba & Peterson, 1999)
Research reviews indicate that the most
effective responses to school violence are
(Elliot, Hamburg, & Williams, 1998 Gottfredson, 1997; Lipsey, 1991; 1992; Tolan &
Guerra, 1994)
Social Skills Training
Academic Restructuring
Behavioral Interventions
Student involvement
Strong commitment and involvement by all
building administrators
“Fit” within existing initiatives
Roll out by grade level (e.g., 9th grade first)
Reorganize large schools to create
“communities” within
Understand and acknowledge peer social
culture of the school
Focus on “smaller” challenges to gain initial
success – apply process around common
problem (e.g., tardy)
Identify incentives for Students and Staff
Age appropriate social instruction
Create continuum starting at Tier II
National Forum in June – set of
recommendations for research and practice
Model-Demonstration sites across the US with
a complete continuum
What Works Clearinghouse
http://ies.ed.gov/ncee/wwc
IDEAs that Work
http://www.osepideasthatwork.org
OSEP Center on Positive Behavioral Intervention &
Supports
http://pbis.org
Center for Adolescent Research in Schools (Kern, Lewis, &
Evans)
http:// ies-cars.org
Bohanon-Edmonson, H., Flannery, K. B., Eber, L., & Sugai, G.(2004). Positive
behavior support in high schools: Monograph from the 2004 Illinois high
school forum on positive behavioral interventions and supports. Eugene, OR:
OSEP Center on PBIS.
Flannery K. B., McGrath-Kato, M., Fenning, P., & Bohanon, H. (in press). Office
discipline referral patterns in high schools implementing school-wide positive
behavior support (SWPBS): Preliminary findings. Journal of Positive
Behavioral Interventions.
National Center for Educational Statistics. (2003). Indicators of school crime and
safety,2003. Available: http://nces.ed.gov Washington, D.C.
Demand
Lack of research base
Parallel initiatives
Collaborative benefits
High School Tiered Interventions Initiative
To enhance the understanding of how tiered
intervention models are emerging in high
schools.
High School Tiered Interventions Initiative
1.
2.
3.
4.
5.
6.
7.
Nominate schools
Initial contact and screening
Convene Technical Advisory Group
Site Visits
Identify key characteristics
Reconvene TAG
Synthesis of findings
High School Tiered Interventions Initiative
Nominated ~50 schools; 18 agreed to participate
Interviewed schools who were at various stages
of implementation (2 to 8+ years)
Five open-ended questions asked
High School Tiered Interventions Initiative
Focus
Structure
Staff roles
Professional development
Identification/monitoring
High School Tiered Interventions Initiative
Primarily academic-focused; some incorporate
additional aspects (behavior, social-emotional
learning, etc.)
Most schools focused on reading supports
(including content area literacy)
High School Tiered Interventions Initiative
Most schools include students with disabilities in
their framework
Most schools use traditional daily 6-8 period
schedule
Creative uses of study hall
A few use block schedules
Concern for how classes are labeled on transcript
Variation in delivery of Tier 2
High School Tiered Interventions Initiative
Academic
Special
Educator
and/or
Content
Specialist
Combination of
Two teachers
(General and/or
Special Educators )
General Educator
(One content area
instructor)
Behavior
School
Psychologist
or Behavioral
Interventionist
(and sometimes
additional social
services)
General Educator,
Counselor
High School Tiered Interventions Initiative
All schools provide professional development
but there is tremendous variation
Most schools have coaches
Most schools use professional learning
communities
Most recognize additional need for instructional
supports
High School Tiered Interventions Initiative
Data-based decisions central to all efforts
All schools have process for teachers once they
notice a struggling student
Some schools contact middle schools for student
information
Most schools have universal screening
Most schools have progress monitoring (combination
of commercial & home-grown)
High School Tiered Interventions Initiative
High School Tiered Interventions Initiative