Expanding the PBIS Framework to Improve Outcomes in High ...€¦ · Dr. Content Strands:...

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ExpandingthePBISFrameworktoImproveOutcomesinHighSchools

JenniferFreemanPhD

ContentStrands:•School-widePBIS(Tier1)•Class-widePBIS(Tier1)•AdvancedTiers(2&3)•PBISImplementationandTraining•SpecialSettings•AcademicSystems•SpecialTopicsFeaturedKeynotes:•Dr.AnthonyBiglanOregonResearchInstitute

•Dr.DianeMyersTexasWoman’sUniversity

AttendthesixthNortheastPBISNetworkLeadershipForum,andjoinustodevelopaprofessionalPBISnetworkthat

willenhanceourcapacitytoworksmarterandmoreeffectivelyonPBISframeworkimplementationinthenortheast

states.

Additionalregistrationinformationwillbeavailableatnepbis.org.

SponsoredbytheOSEPCenteronPositiveBehavioralInterventions

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MAY18-19,2017MysticMarriottHotel&Spa

625NorthRoad(Rte117)Groton,CT06340

Newthisyear:IGNITEsessions

Findusontheweb: nepbis.org

This two-day forum for school, state, district andregional Leadership Teams and otherprofessionals has been designed to increase theeffectiveness of PBIS implementation.

Sessions are organized by strands that supportinitial through advanced implementation inpreschool-12 and alternative education settings,and assist state level planning to improve schoolquality and student success. Featuring sessionsspecific to Juvenile Justice, Mental Health, andCommunity/Family partners.

Registration will open April 19th. For moreinformation, visit the Upcoming Eventspage at www.pbis.org in March.

Hilton Chicago720 S. Michigan Avenue

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OSEP Technical Assistance Center on PBIS | 2017 PBIS Leadership Forum | Chicago, IL

PBIS: Starting, Scaling, & Sustaining

Helping states and districts create safe and effective learning environments for all

AdvancedOrganizer1. Currentdropoutratesandinterventionsthatwork

intheHScontext2. Thesmallestchangetohavethelargesteffect3. PBISoutcomesinhighschools4. HSPBISimplementation5. StrengtheningstudentsCCRskillsandPBIS

implementationinHS6. LessonslearnedforHSresearchers7. Questions/Discussion

WhatdoweknowaboutcurrentdropoutratesandinterventionsthatdoworkintheHScontext?

HighSchoolDropout

*Notactualmeasurements

Catteral,1987;McCaul,Donaldson,Coladarci,&Davis,1992;Swanson,&EditorialProjectsinEducation,2009;;Rumberger,1987;Rumberger,1983;USDepartmentofEducation;2012USDepartmentofCommerce,2011

Increasingdemandforeducatedworkforce

Increasingpressureonsocialsafetynetduetohighunemploymentratesandcutsingovernmentspending

Higherunemploymentorunderemployment

Morelikelytobeonwelfare

Sufferfromdepressionorothermentalhealthissues

Criminalorgangactivity

Servetimeinjail

Makelessmoney

Theoverallstatusdropoutrateisabout6.5%

That’s1.3millionstudents!

http://www.connectednation.org/sites/default/files/connected-nation/files/us_education_hsdropout_map_090812.pdf

https://nces.ed.gov/programs/dropout/ind_01.asp

EventDropoutRates

EventDropoutRatebyRace/Ethnicity

https://nces.ed.gov/programs/dropout/ind_01.asp

TheHighSchoolContextState/Federal

Accreditation/CreditEarning

Courses

Evaluatedbygraduationorcollegebound

Zerotolerancedisciplinepolicy

Lackofassessmentsfor

progressmonitoring

School

CommunityCenter

FewerHSperdistrict

DepartmentalOrganization

Administrativeteams

Largerenrollment

Trainedascontentexperts

Mayhavelesstrainingonbehavior

management

Mayhaveperception

studentsshould"know"howto

behave

Student

Expect/needsomelevelofautonomy

Peerfocus

Reward/Risksystemsareon

(BohanonFenning,Borgmeier,Flannery&Malloy,2009;Skiba&Rausch,2006;Bohanon-Edmonson,Flannery,Eber&Sugai,2004;Morrison,Robertson,Laurie,&Kelly,2002; Murphy,Beck,Crawford,Hodges,&McGaughy,2001).

Whatworksforimprovinggraduationrates?• WhatWorksClearinghouse(WWC)hasidentifiedprogramsthathelp

students:

• Graduate

• Completeschool

• Stayinschool

• Progressinschool

• 7interventionsmeetstandardsforpositiveorpotentiallypositiveeffectsoncompletingschool

• 1wholeclassand7individualorsmallgroupinterventions

• 5/6oftheseprovideGED’stostudentswhohavealreadydroppedout

• Only1ispreventative

• 3schoollevelinterventionshaveevidenceforprogressinginschoolbutonly1hasevidenceofimpactoncompletingschool

https://ies.ed.gov/ncee/wwc/FWW/Results

PracticeGuideRecommendations

• Usedatasystemstoidentifystudentsatriskearly• Provideadultadvocatestostudentsatrisk• Provideacademicsupportandenrichment• Implementprogramstoimprovestudentsclassroombehaviorandsocialskills

• Providepersonalizedlearningenvironmentsandindividualizedinstruction

• Providerigorousandrelevantinstructiontobetterengagestudentsinlearning

Dynarski,Clarke,Cobb,Finn,Rumberger,&Smink,2008;Hammond,Linton,Smink &Drew,2007;Schargel &Smink,2001

LimitationsofPracticeGuides

•Provideamenuofoptionsandsuggestasystemicapproachbutnoadviceaboutintegration

•Unclearaboutwhichrecommendationsarebasedonexpertopinionvs.researchresults

•LittleguidanceonpolicyinterventionsMacIver &MacIver,2010

PracticeGuideRecommendations

SystematicLiteratureReview

• Systematicallyexaminehighschooldropoutinterventionresearch– Policy

– Practice

• Assesstheimpactofthoseinterventionson:– Highschooldropoutrates

– Schoolcompletionrates

PolicyInterventions:affectanentirestateorregionalpopulationExamples:compulsoryattendanceage,mandatoryhighschoolexitexams

PracticeInterventions:affectanindividual,specificgroup,orschoolExamples:wraparoundservices,CICO,schoolswithinschools

Freeman&Simonsen,2014

SelectionProcess

1519uniqueabstractsreviewed

104fullarticlesscreened

32articlesincluded

11policy

21practice

Findings

• Lessthanhalfincorporatedtwoormoreinterventioncomponents

• Primarilytargetindividualsandsmallgroups

• Primarilytargethighschools

• Agapexistsbetweenexpertrecommendationsformulti-componentsystemicdropoutinterventionsandtheavailableempiricalresearch

WhatisthesmallestchangewecanmaketotheHScontexttohave

thelargestdifference?

RiskFactors

Behaviordifficultiesinschoolandincommunity

Frequentdisciplinereferrals

Frequentsuspensionsorexpulsion

Earlyadultresponsibility

Stressfullifeevents

PBISOutcomes

Reductionsinbehaviorincidents

Increasedontaskbehavior

Decreaseinnumberofstudentswithsignificantbehavior

difficulties

Reductionsinbullybehavior

Reductionsinsuspensions/expulsions

Behavior

Attendance

RiskFactors

Truancy

Frequentlytardy

Highstudentmobility

PBISOutcomes

Decreasesintardiness

Decreasesinunexcusedabsences

RiskFactors

Pooracademicachievement

Retention

Lowacademicengagement

Loweducationalexpectationsorattitudesaboutvalueof

education

PBISOutcomes

Increaseinacademicperformance

Increaseinon-taskbehavior

Increasedinstructionaltime

AcademicPerformance

RiskFactors

Negativeschoolclimate

Poorrelationshipsbetweenteachersandstudents

Punitiveschooldisciplinepolicies

Highpercentageofstudentsmisbehaving

Courseofferings

Largeschoolsorhighpovertyconcentration

PBISOutcomes

Increasedschoollevelcapacitytoaddressintensive

studentneeds

Increasedperceptionsofschoolsafetyandclimate

Increaseuseofevidencebasedclassroommanagement

Perceptionsoforganizationalhealth

SchoolLevelFactors

Citations

Allensworth,&Easton,2005,2007;Alexander,Entwisle,&Kabbani,2001Battin-Pearson,Newcomb,Abbott,Hill,Catalano,&Hawkins,2000;Ekstrom,etal.,1986;Gleason,&Dynarski,2002;Goldschmidt,&Wang,1999;Jordan,Lara,&McParland,1994;Lehr,Johnson,Bremer,Cosio,&Thompson,2004;Obasohan,&Kortering,1999;Rosenthal,1998;Rumberger,2001;Wehlage,&Rutter,1986

DropoutRiskFactors

PBISOutcomes

Algozzine,&Algozzine,2007;Barnhart,Franklin,&Alleman,2008;Bohanon,Fenning,Carney,Minnis-Kim,Anderson-Harriss,Moroz,&Pigott,2006;Bradshaw,Koth,Bevans,Ialongo,&Leaf,2008;Caldarella,Schatzer,Gray,Young,&Young,2011;Chitiyo,Makweche-Chitiyo,Park,Ametepee,&Chitiyo,2011;Horner,Sugai,Smolkowski,Eber,Nakasato,Todd,&Esperanza,2009;Johnson-Gros,Lyons,&Griffin,2008;Lassen,Stelle,&Sailor,2006;Lewis,Powers,Kelk,&Newcomber,2002;Luiselli,Putnam,Handler,&Feinberg,2005;McIntosh,Bennett,&Price,2011;Muscott,Mann,&LeBrun,2008;Nelson,Martella,&Marchand-Martella,2002;Oswald,Safran,&Johanson,2005;Ross,&Horner,2009;Scott,&Barrett,2004;Scott,White,Algozzine,&Algozzine,2009;Yeung,Mooney,Barker,&Dobia,2009

Unfortunately,Mostofthisresearchhasbeenconductedin

elementarySchools

WhatdoweknowaboutPBISoutcomesinhighschools?

HighSchoolPBISSpecificRiskFactors

DropoutRates

PurposeofthisStudy

Freeman,Simonsen,McCoach,Sugai,Lombardi,&Horner,2015,2016

DataBaseConstruction

PBISDatabase

NCESandPublicallyAvailableStateData

Sample

• 883HighSchools• 934MiddleSchools• 37States• MiddleSchoolsAverage• 644Students• 38%Minority

• HighSchoolsAverage• 1080Students• P/TRatio16.5

SampleandStudyDesign

2005 2012

SchoolLevelDatafromSWPBISImplementingSchools

SWPBIS Eachschoolisitsowncontrol

NoSWPBIS SWPBIS

IndividualGrowthModelsEventDropout,Attendance,ODR,Academics

OutcomeMeasure10-11

OutcomeMeasure06-07

OutcomeMeasure05-06

OutcomeMeasure07-08OutcomeMeasure08-09

OutcomeMeasure09-10

OverallIntercept

OverallSlope

StatusRisk

OutcomeMeasure11-12

SWPBIS05

SWPBIS06

SWPBIS07

SWPBIS08

SWPBIS09

SWPBIS10

SWPBIS11

WhensetequalacrosstimetheresultisthemaineffectofSWPBISoneachoutcome

variableFreeman,Simonsen,McCoach,Sugai,Lombardi,&Horner,2015,2016

MainEffectsofSWPBISonIndividualOutcomeAreas

OutcomeArea EffectofSWPBISFid=1 EffectofSWPBISFid=2

Academics -.129 .255

Attendance .295* .505*

Behavior -.812* -1.070*

Dropout -.116 -.074

1 2 3 4 5 6 7 8 9 10 11 12 13 14

MeanEventDropoutRate

TotalFidelityacross7yearsFid=0ifnoPIBSimplementation,1=implementationbutnotatfidelity,

2=implementationatfidelity

MeanEven

tDropo

utRate

CumulativeFidelityModel

HighSchoolSWPBIS(TotalFid)

MiddleSchoolSWPBIS

Academic

StatusRisk

Factors

Attendance

Dropout

Slope-.111Intercept.247

Slope.006Intercept.086

slope-.033*Intercept.153**

HighSchoolPBIS

SpecificRiskFactors

(AttendanceandBehavior)

Dropout

WhyPBISinHighSchools?

YesProbably-overtime

SomeTierIArticlesonHighSchoolBohanon,H.,Fenning,P.,Carney,K.L.,Minnis-Kim,M.J.,Anderson-Harriss,S.,Moroz,K.B.,...Sailor,W.(2006).Schoolwideapplicationofpositive

behaviorsupportinanurbanhighschool:Acasestudy.JournalofPositiveBehaviorInterventions,8, 131-145.doi:10.1177/10983007060080030201

Bradshaw,C.P.,Debnam,K.J.,LindstromJohnson,S.,Pas,E.T.,Hershfeldt,P.,Alexander,A.,Barrett,S.,&Leaf,P.J.(2014).Maryland'sevolvingsystemofsocial,emotional,andbehavioralinterventionsinpublicschools:TheMarylandSafeandSupportiveSchoolsProject.AdolescentPsychiatry,4,194-206.

Flannery,K.B.,Fenning,P.,Kato,M.M.,&McIntosh,K.(2013,November4).EffectsofSchool-WidePositiveBehavioralInterventionsandSupportsandFidelityofImplementationonProblemBehaviorinHighSchools.SchoolPsychologyQuarterly. Advanceonlinepublication.doi:10.1037/spq0000039

Flannery,K.B.,Frank,J.L.,McGrathKato,M.,Doren,B.,&Fenning,P.(2013).ImplementingSchoolwidePositiveBehaviorSupportinhighschoolsettings:Analysisofeighthighschools.TheHighSchoolJournal,96(4),267-282. doi:10.1353/hsj.2013.0015

Freeman,J.,Simonsen,B.,McCoach,D.B.,Sugai,G.,Lombardi,A.,Horner,R.(2016).Relationshipbetweenschool-widepositivebehaviorinterventionsandsupportsandacademic,attendance,andbehavioroutcomesinhighschools.JournalofPositiveBehaviorInterventions.DOI:10.1177/1098300715580992

Freeman,J.,Simonsen,B.,McCoach,D.B.,Sugai,G.,Lombardi,A.,Horner,R.(2015). AnAnalysisoftheRelationshipBetweenImplementationofSchool-widePositiveBehaviorInterventionsandSupportsandHighSchoolAttendanceandDropoutRates.TheHighSchoolJournal.

Morrissey,K.L.,Bohanon,H.,&Fenning,P.(2010).Teachingandacknowledgingexpectedbehaviorsinanurbanhighschool.TeachingExceptionalChildren,42, 27-35.

Muscott,H.,Mann,E.,&LeBrun,M.(2008).PositivebehavioralinterventionsandsupportsinNewHampshire:Effectsoflarge-scaleimplementationofschoolwidepositivebehaviorsupportonstudentdisciplineandacademicachievement.JournalofPositiveBehaviorInterventions, 10,190-205.doi:10.1177/1098300708316258

Swain-Bradway,J.,Pinkney,C.&Flannery,K.B.(2015)ImplementingSWPBISinHighSchools:ContextualFactorsandStagesofImplementation. TeachingExceptionalChildren.47(5),245–255

RESOURCE

Flannery,K.B.&Sugai,G.(2010)School-WidePBISImplementationinHighSchools:CurrentPracticeandFutureDirections.Eugene,OR:UniversityofOregon,EducationalandCommunitySupports.Availableonhttp://pbis.org

CheckandConnect

CareerAcademies

TalentDevelopment

Schools

ALASFBA/BIPFreshmanAcademies

IntegratedMentalHealth

CreditRecoveryPrograms

Casemanagement

SupportingourmostatriskstudentsA

danceSupp

BehaviorSup

micSup

College/CareerRe

levance

Peerand

nections

WhatdoesPBISimplementationlooklike

CoreFeaturesof

ImplementationKeyHS

FocusAreas

SchoolEngagementandSuccess

SOCIALBEHAVIOR

ACADEMICSUCCESS

PERSONALIZATION/SCHOOLBELONGING

FRESHMENSUPPORT

HighSchoolImplementationofPBIS

HSContextual

Influences

KeyFoundational

Systems

Culture

DevelopmentalLevel

Communication

Leadership

Flannery & Kato, 2012

NumberofHighSchoolsImplementingPBISintheUS

2987 29043138

2013 2014 2015* 2016

Freeman,Wilkinson,VanLone,Nov2016

PBISHighSchools,13%

OtherPBIS

Schools,87%

SchoolsImplemetingPBIS

PBISHighSchools,

Non-PBISHigh

Schools,93%

USHighSchools

Asian/Pacific2.7%

Black19.0%

Hispanic16.8%

AmericanIndian2.9%

Multiracial2.8%

White55.4%

PBISHighSchoolData:Race/Ethnicity

Asian/Pacific5.2%

Black15.6%

Hispanic24.9%

AmericanIndian1.0%

Multiracial3.0%

White50.3%

NationalHighSchoolData:Race/Ethnicity

Free/Reduced51.8%

Standard48.2%

PBISHighSchoolData:PercentFree/ReducedLunch

Free/Reduced48.1%

Standard51.9%

NationalHighSchoolData:PercentFree/ReducedLunch

HowarewemeasuringimplementationfidelityinHS?

BOQ SAS SET TIC

FidelityMeasuresReported

HighSchoolImplementationFidelityStudy

Kern,Freeman,Lombardi,Swain-Bradway,Nese,Mcintosh,Hoselton, Kittelman,inpreparation

• Largestdifferences– Studentandstaffknowledgeofrules

– Establishingandusingrewardsystems

– Useandsharingofdatafordecisionmaking

• Theseitemsrequirethemostschool-widecollaborationandstaffbuyin

• PBISispossibleinHSandwearelearningabouthowtobettersupportteams

• PBISmayhelpimproveoutcomesinHSandreduceriskfactorsfordropout

• ButthesolutiontodropoutismorethanjustaHSdiplomaitisstudentswhoarecollegeandcareerready!

CriticalSocialSkillsontheJobMarket

AcademicEngagement

TransitionKnowledge

SocialSkills

CriticalThinking

LearningProcesses

Mindsets

StudentCollegeand

CareerReadiness

From:Morningstar,ME.,Lombardi,A.,Fowler,C.H.,&Test,D.W.(2014).Readyforcollegeandcareers?Anorganizingframework forsecondarystudentswithdisabilities.SubmittedforPublication.

Howcanwestrengthenstudent’sCCRskillsandPBISimplementationinHS?

Outcomes• Considershortandlongtermoutcomes• LongTerm

– Highschoolgraduationisconsistentlyoneofthebestpredictorsof“success”forstudents

– CollegeorCareerReady• ShortTerm

– Addressriskfactorsrelatedtodropout• Behavior• Attendance• Academics

– AssessandteachCCRskills

Measureprogresstowardyourshortandlongtermoutcomes

• Shorttermmeasuresshouldbeconsideredtogether

• Behavior,attendance,academics

• Considerearlywarningsystems(http://www.earlywarningsystems.org/resources/early-warning-system-high-school-implementation-guide/)

– Usedbeforeschoolyearstarts,20-30daysin,atendofeachgradingperiodandatendofyear

• MonitorschoolclimateandCCRthroughstudent/teacherreportandobservablevariables

• USE thedatayoucollecttoguidepractices!

ExamplesofUniversalScreeningMeasures

Measure CriticalThinking

Engagement

Mindsets LearningProcesses

SocialSkills

TransitionKnowledge

VocationalSkillsSelf-Efficacy X

CareerLocusofControl X

CampusReady X X

GRITscale(12-item) X

Georgia BriefSchoolClimate X X X

Lombardi,Freeman,Rifenbark,in preparation

RuleswithinRoutinesMatrixPBIS+CCR

Cafeteria Hallway BusLEARNING

Respect

Responsibility

Be Informed

•Completeassignmentswithaprofessionalappearance•Havegoalsandaplantoachievethem

•Beattentiveandreadytolearn•Keeptrackofmissedassignmentsandhaveaplantomakethemup

•Usecourse/readingcontenttoanswerquestions•Selfmonitoryourlearningbyaskingclarifyingquestions

AcademicEngagement

• Activelyparticipateinclassandaskforassistancewhenneeded

• Arriveontimeandbereadytowork

• Bepreparedwithassignmentsandmaterials

• Askpermissiontousematerials

• Beanactivelistener/participant

• Challengeyourselftoproducequalitywork

• Completeworkontime

• Keepcellphonesandotherelectronicdevicesoffandputitawayexceptwithteacherpermission

• Takeanactive,positiveroleinclassroomactivities

Mindset

• Acceptresponsibilityforyouractions• Askforhelp• Contributedtoapositiveenvironment• Haveapurposeandstayontask• Supporteachotherwithpraiseandrecognition• Doyourownbestwork• Displayselfcontrol• Pushyourselftoachieveyourbest• Communicateproblemsandconcernstostaff• Talkwithyourteachersaboutimprovingyourgrade• Findresourcestopasseveryclass

Socialskills• Treateachotherkindly

• Useappropriatelanguage(withpeers,staff)

• Honorothers personalspace/3-secondhugs

• Handleconflictappropriately

• Becourteous

• Acceptdifferences

• Useanappropriatevoicelevel

• Followandrespondappropriatelytodirections

• Bearolemodel

• Bekindtoyourselfothersandproperty

• Bepolitetoothers

• Communicaterespectfully

• Listenwhileothersarespeaking

• Dressappropriatelyfortheactivity

• Acknowledgeadultdirectionsinapositivemanor

LearningProcesses

• Beanactivelistener

• Handinyourworkontime

• Protectusernameandpassword

• Useplannertowritedailyassignmentsandtostayorganized

• Usetimewiselyforyourownhomework

CriticalThinking

• Practiceacademichonesty

• Giveandreceivefeedbackrespectfully

• Createauthenticwork

• Thinkcritically,creatively,andcollaborativelytoovercomechallenges

• Knowtheresourcesavailable

• Usetheinternetresponsibly

TransitionKnowledge

• Monitoryourlunchaccount• Planforthefuture• Maintainpersonalhygiene• Crossatcrosswalks• Exitsafely• FlushwhenfinishedJ• HavemoneyandstudentIDready• Identifyyourselfwhenaskedtodoso• Lockyourlocker

Primary Prevention:Classroom-Wide Systems for

All Students and Classroom Staff

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

Examples:CoreReading/MathCurriculum

MaximizeStructureTeachingExpectations(includingCCRSkills)

ActivelyengagestudentsAcknowledgeexpectedbehavior

ExamplesMoreofTier1

SmallGrouptargetedskillgroupstoreview/reteach

Re-teachingexpectationsIncludingCCRSkills

Moreacknowledgementsforexpectedbehavior(CheckinCheckOut)

Morehomeschoolcommunication

ExamplesIndividualizedlearningstrategies/instruction

FunctionalbehaviorassessmentIndividualizedbehaviorintervention

planWraparound(RENEW)

UsingPBISFrameworkto

DeliverCCRSkills

BehaviorAcademics

PotentialResourcesforIntensifyingSupports

KeySystemsforHS

• Securingstaffbuyin

• Supportteachers– changinghabitsisHARDevenwhenyouwantto!

• Worksmarternotharder

Buy-in!

StaffBuy-In

EffectiveTeam… Staff

…poweredbyData

EffectiveMessenger(s)

EffectiveLeadership

SupportingTeachers

• Embedded(effective)ProfessionalDevelopment– Explicittraining– Coaching/Prompting– PerformanceFeedback

• StaffRecognition– Sincere– ShareImprovement

Alignment & Integration

StudentOutcomes

Evidence-basedPractices

ImplementationSystems

DataDecisions

Thinkingaboutyourschoolinitiatives…Academic

engagementMindsets Learning

processesCriticalThinking

InterpersonalEngagement

TransitionCompetencies

Tier1ALL

Tier2SOME

Tier3FEW

Conclusions• ImprovingstudentgraduationratesandtheirCCRiscritical!

• ThePBISframeworkprovidesafoundationandawaytoorganizethiswork

• WhenPBISisimplementedwithfidelitystudentoutcomesimproveinhighschools!

• Consideroutcomes,data,practices,andsystemswhenexpandingPBISimplementationtoincludeCCRskills

• MoreresearchisneededinHS!

ResearchLessonsLearned

• ExistingResearch

– LackofexperimentalresearchinHS’smakesithardtobuildfrom- butalsomakesitimportanttoconducthighqualityresearchinHS!

– HSimplementersareveryhungryforcasestudiesetc.butexperimentalresearchneededtoguideimplementation

• Interventions

– Wecan’tassumeinterventionsthatworkinelementarywillworkinHS- systemsfeaturesofHSmayimpactoutcomes

– NeedtoplanforHScontextwhendesigningandimplementing

– Mustconsiderteacherspriorexperiencesandknowledge

• Recruiting

– HS’sdon’thavemuchhistorywithwhatresearchlookslike.Recruitingtakespersonalconnectionsandschoolsandteachersneedlotsofreassurance

ResearchLessonsLearned

• Measures

– Wedon’thavepreciseoutcome/progressmonitoring/screeningmeasuresattheHSlevelthatfacilitateeasyresearch

• Logistics

– Semester/Blockscheduling(makesMBchallenging)

– Kidschangeclasses(makescomparingteacherandstudentbehaviorsacrossthedaydifficult)

• Grants

– Reviewers(andothers)maythinkHSstudentsarealostcausesorequireintensiveintervention- difficulttojustifytier1approach

Thankyou!

Questions?Discussion?

jennifer.freeman@uconn.edu

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