Implementation of PBIS at all 3 Tiers: Case Study of Somersworth High School
in New Hampshire
Northeast PBIS Leadership Forum May, 2014
JoAnne Malloy, Ph.D. Kathryn Francoeur
Institute on Disability at the University of New Hampshire Katelyn Rideout, Assistant Principal
Somersworth High School
Agenda
• Overview of NH High School PBIS/dropout Prevention Initiative: APEX
• Case Study High School; Somersworth New Hampshire – Universal Implementation
– Tier 2 Implementation
– Tertiary Intervention: RENEW
• Lessons Learned, Future Directions
Characteristics of High School Dropouts
• Academic failure (Allensworth & Easton, 2005; Balfanz, & Herzog, 2005),
• Problem behavior (e.g. disruption, disrespect, etc.) (Sweeten, 2006; Tobin & Sugai, 1999),
• History of grade retention (Allensworth et al., 2005),
• Poor teacher relationships (Barber & Olson, 1997)
• Low attendance (Balfanz, & Herzog, 2005; Jerald, 2006; Neild & Balfanz, 2006), and
• Diagnosed with a disability (NTLS-2, ; Wagner, Newman, Cameto, Levine, Garza, 2006).
Universal: School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3/Tertiary
RENEW and Wraparound
Simple Individual Interventions (Brief FBA/BIP, Schedule/ Curriculum Changes, etc)
Small Group Interventions (CICO, Social and Academic support groups, etc)
ODRs, Attendance, Tardies, Grades,
Credits, Progress Reports, etc.
Progress Monitoring (Behavior and
Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview,
Student Progress Tracker; Individual Futures Plan
The APEX High School Model: Positive Behavior Interventions &
Supports & RENEW Malloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept., 2008
& T. Scott, 2004
6
NH APEX Projects
• First APEX Project funded by US DOE as a Dropout Prevention project using PBIS and RENEW – 2 high schools- 2002-2006
• APEX II funded by US DOE as a Dropout Prevention project- using PBIS and RENEW 10 high schools- 2006-2009
• APEX III funded by NH DOE, Bureau of Special Education Services- 6 high school demonstration sites to build a problem-solving capacity at Tiers 2 and 3.
• NH RESPONDS- funded by the Office of Special education Services at the UD DOE to implement RtI- 2 high schools
• Total of 15 High Schools between 2002 and 2013
Somersworth High School and Career Technical Center
“Proud Past, Bright Future”
U Team Mission Statement
The mission of the SHS/CTC Universal team is to create, promote, and monitor the
development of school wide behavior expectations through data based decision making to help maintain and improve a
positive school culture.
Rolling Out SW-PBIS at SHS/CTC
Fall of 2007
• First day of school presentation – Matrix, definitions, ODR’s
• “Be on Time and Be ready” roll-out (October) • Recognized students with verbal praise and ice cream social.
• Recognized teachers with pride pennies
• Informed parents at open house
• Rachel’s challenge (Rachel Joy Scott) – CRC begins
• Student leader on the Universal team
• Begin random acts of kindness
The 4 B’s of PBIS – Guiding Principles
• Be Responsible
• Be Respectful
• Be Cooperative
• Be Safe
14
Somersworth High School & Career Technical Center
General Procedures for Problem Behavior Intervention
Observe Problem Behavior
Is the behavior a
Major-Level
Referral?
YES NO
Check Behavior Definitions
Evaluate Safety of the
Situation
If Safe
Situation
If Unsafe
Situation
Call Office
Send or request
escort for student
to the office
Complete Referral Form
Send form to office as
soon as possible
Administration Intervention
-Assess Safety
-Gather information
-Problem Solve
-Determine Consequences
-Due Process
Follow Up with
Concerned Parties
File Documentation
1st occurrence
Redirect and Re-teach
Expectations
(Track on minor
behavior form)
2nd
occurrence
Redirect Remind and
Re-teach Expectations
(Track on minor
behavior form)
Determine Consequence
-Teacher Detention
-Parent Contact
-Time out (time limit
and make-up time)
3rd
occurrence
(Track on minor behavior
form)
Teacher student dialogue
and follow through with
pre-determined
consequence
Level 1: Universal Interventions and Supports
Level II: Targeted Interventions
Level III: Intensive, Individual interventions
Pyramid of Interventions
• CICO •Social Skills Groups •Simple FBA •Anger Management Groups •Mediation
•Adult Ed Classes •Credit Recovery •Truancy Interventions •Drug and Alcohol Counseling • Alt Study
Community Agency Referrals •Community Partners, •HUB
• Differentiated Instruction
•Parent Contact •Student /Teacher Conference • Parent/teacher Conference •Guidance Support •ELO’s •Extracurricular Activities
• Behavior matrix •RQQP •VLACs •After School Support •Freshman Experience/Academic Skills
•GEDO •North Star/Dr. Ott’s Academy •PLP •SDA Diploma •MSP •RENEW •Complex FBA/BSP
•Community Mental Health Agencies •Vocational Rehabilitation •Job Corp
•Reduced Schedule & ALP • Alt Diploma (20 credits) •Eagle Academy • North Star •GED
* Created by Somersworth High School & NH RESPONDS Facilitator
16
The Data- Fall of 2007
Behavior Frequency Graph
0
50
100
150
200
250
300
350
Dru
gs
Forge
ry/ T
heft
Tobac
co
wea
pons
Unk
nown
beha
vior
Disru
ption
Dre
ss cod
e violat
ion
Alcoh
ol
Inap
propria
te P
DA
Prope
rty d
amag
e/ Van
dalis
m
Oth
er b
ehav
ior
Tardy
Lying/
Chea
ting
Techno
logy
viola
tion
Har
assm
ent/
Bullyin
g
Fight
ing/
Phy
sica
l aggr
ession
Out
of B
ounds
Inap
propria
te L
angua
ge
Truan
t fro
m c
lass
Disre
spec
t
Problem Behavior
Fre
qu
en
cy
• 1. Identify the targeted behavior
– Be Respectful in the Classroom • 2. Identified growth/performance goal
– Reduce respect referrals by 25%
• 3. Share with the classroom why the behavior buy-in is important “We need to recognize that everybody, including you, has worth and brings value to the
classroom.” Nick Guadagnoli • 4. Identify and teach learning strategy (Different Skits in all blocks)
– Universal team with the teachers – Teachers with their students
• 5. Implement Recognition and Reward Program – Praise – Caught you doing something right card (Entered into a raffle) – Respectful student of the week (treated to lunch with the principal)
Example Roll Out on Disrespect-February 2008
18
Major Disrespect ODR's 07-08
64
91
6052
56
22 22 2432
23
3.3 4.3 3.3 3.5 2.6 1.3 1 1.4 1.6 2.3
0
10
20
30
40
50
60
70
80
90
100
Sept. Oct. Nov Dec. Jan. Feb. Mar. Apr. May Jun
Disrepect
ODRs
Av. Disrespect
ODR's per day
per month
RESPECT Roll out
Did it make a difference?
19
Universal Team Vision- 2009 Developing a “Community of Caring”
• Community of caring – Care about yourself
– Care about others
– Care about your learning
– Care about your success
– Care about your community
• RQQP – Respectfully, Quietly, Quickly and Privately
• Staff mind set – ”What can we do to help you be successful?”
SHS TODAY
• PBIS is a Culture – system driven, not person
• Current Matters: – Large # of new staff
– “Back to Basics” type work
– Maintaining the urgency of PBIS
– Supporting Tier 2 – when the culture is there, easier to focus more of specifics
• Regular Quarterly Roll-Outs
• Current – “BE KIND”
• Gotchya Cards – Teenagers LOVE them
Current Triangle Comparison
CURRENT
LAST YEAR
23
Secondary Level Prevention: Evolution of Targeted Team
• Identified a team that already focused on at- risk students (Student Intervention Team)
• Consensus to re-structure the team (membership and procedures)- Winter 2006
• Ongoing training and technical support
• Began using SWIS data to ID students
• Began using Functional Behavioral Assessment
• Ongoing faculty communication • Began using multiple data to screen students earlier • Revise Pyramid of Interventions & referral procedures
• Develop Group Interventions: CICO (Spring 2011)
Mission Statement: SHS Targeted Team
A clear mission statement
articulates the team’s purpose to others:
• The mission of the SHS & CTC Targeted Team is to increase the likelihood of positive behavior and academic achievement of students who are not responding to the school wide expectations
• The objectives include:
• To work with students at risk for development of chronic behavioral concerns.
• To identify reliable predictors of students behavior.
• To determine likely function of behavior and recommend function based behavior support plans.
• To assist and support teachers, students, and parents in achieving efficient and effective interventions.
Non-Response Criteria
for Secondary Systems (Tier 2)
• Tier 2 (or secondary systems) supports may be activated through different channels
Office Discipline Referral system
Criteria: a minimum of 3 ODR’s in a
month
Academic Data Criteria: Student has 2 or more F’s
in a quarter
Other Indicators Criteria: 5-10 nurse visits
in 2 weeks; Increase parent/teacher concerns in low grades
and homework completion
Secondary Systems (Tier 2) Activation
Attendance Data Criteria: 5
absences in a quarter
Somersworth High School & Career Technical Center
Procedures for Target Student Intervention
Behavioral Is academic or behavioral?
Academic
Universal Behavior Response (re-cue, re-direct, re-teach)
* Apply Universal Classroom Strategies (refer to back of flowchart for examples)
•Student achieves 50% or less
of assignments or assessment
category within a 2 week
period
•Student has 6 tardies to
class within a quarter
•Student has 3 unexcused
absences
Administration Truancy Officer Guidance Nurse Teacher
Student has 3 or more office referrals (3 OSS.,ISS, non attendance & non
tardy issues)
Student has 5 or more absences per quarter
Student has 2 or more failures in a quarter
Student has 5-10 visits to the nurse in 2 weeks: (Escalating visits, noticeable pattern, others at nurses discretion
Complete Targeted Team referral form and file with TT Coach(es) as soon as possible.
Targeted Team Investigates ( TT progress monitor is assigned)
Targeted Team (coach) communicates back to the referral source & Case Manager to report status of referral process
Level 1: Social Skills CICO, Academic Skills
Level 2:Simple FBA, ALT study, other interventions
Level 3: Comprehensive FBA /BSP
MSP
Monitor progress for 2 weeks. If problem behavior continues,,,
Simple FBA is written & shared with student’s teachers, administration, referral source & the. Monitor progress for 2 weeks, if problem behavior continues ….
Intervention Level III: If problem behavior continues, refer to Renew Oversight Team
Contact other teachers to brainstorm interventions
Student/teacher dialogue to motivate student
Contact parent(s) by phone, email, and letter
After 2 weeks, if problem continues, conference with parent & student
If problem continues
Value of Developing a Pyramid of Interventions
• Provides a map to effectively to launch supports.
• Organizes current interventions among tiers
• Helps identify needed resources
• Uses a teaching tool to differentiates between tiers
27
• Ensure that 80% of students referred for Tier 2 behavior support are successful by increased support to students and faculty.
• Progress monitoring will increases for students in Tier 2.
• Increase the level of participation in targeted group interventions.
• Continue to develop a system to access and refer to RENEW and other Tier III interventions.
Targeted Team Goals for 2011-2012
Somersworth’s Examples: Targeted Group Interventions and Functions of Behavior
• Access Adult Attention Examples: – Check in/Check Out (CICO)
• Access Peer Attention Examples: – Interest groups with peers with like interests – Homework Club
• Address academic task avoidance /social avoidance using Academic or Social Skills teaching: – Homework club – Alt Study – Anger Management Skills Groups
• Continued use of Individualized Interventions: – Brief FBA – Comprehensive FBA
Somersworth High School Behavior Education Outcomes (n=18 - 9)
0
1
2
3
4
5
6
Pre-BEP Sem 1 Sem 2 Sem 3
Credits
ODRs
Absences
ISS
OSS
Nu
mb
ers
pe
r se
mes
ter
Semesters in BEP
Why SHS implemented CICO?
• An effective and efficient way of supporting MORE students at the Tier 2 level – Students can enter in a few days from referral point – Can accommodate a number of students – Efficient system for monitoring student’s progress – Provide transition to a self-managed program
• Designed for students who are not responding to Tier 1 practices and systems
• Increase positive adult attention • Does not require more individualized interventions • Can be observed across a multiple of setting • Looking to be more preventative • Desired an efficient system to support Freshman • Built in data collection system with SWIS
How SHS got started in implementing CICO
• Identified CICO Coordinator – Respected as a positive adult by students and faculty
– Effective communication skills
– Consistent and dependable
– Effective in understanding and using data to make decisions
• Identified students through specific criteria: – Freshman Experience Teacher
– attendance data
– homework completion
– Office discipline data
– and parent requests
• Developed a roll out for the faculty
• Introduced to students and parents
The Score Card Name________________ Date ___________ 2= zero or 1 reminder 1 = two or more reminders 0= major referral
Teacher Feedback: Parent Signature:
Block 1 2 3 4 TOTAL
Be Cooperative /8
Be Responsible
/8
Be Respectful /8
Be Safe /8
Total for the Day /32
What the Data Told Us
8 weeks later…
CICO Outcome Data (n=13-10) N
um
be
rs p
er
sem
este
r
Semesters in CICO
0
1
2
3
4
5
6
7
8
9
Pre-CICO Sem 1 Sem 2 Sem 3
Credits
ODRs
Absences
ISS
OSS
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 RENEW and Wraparound
Simple Individual
Interventions (Brief FBA/BIP, Schedule/
Curriculum Changes, etc)
Small Group
Interventions
(CICO, Social and
Academic support
groups, etc)
ODRs, Attendance,
Tardies, Grades,
Credits, Progress
Reports, etc.
Weekly Progress Report (Behavior and Academic Goals)
Competing Behavior Pathway,
Functional Assessment Interview,
Student Progress Tracker;
Individual Futures Plan
The APEX High School Model: Positive Behavior Interventions &
Supports & RENEW Malloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept., 2008
& T. Scott, 2004
2 Shorter-Term
Improvements In:
Facilitators Provide:
1. Personal futures
planning including
choice-making and
problem-solving.
2. Individualized
team development
and facilitation
3. Personally
relevant school-
to-career
development,
support, and
progress
monitoring.
Self-Determination
Capacity & Opportunity
Student Engagement
and Self-efficacy
Behavioral,
Cognitive, & Affective
More effective formal
and natural supports
Source & Type
Longer-Term
Improvements
in:
• Emotional &
behavioral
functioning
• Educational
outcomes
• Employment
RENEW Theory of Change
Context:
Youth with
who are:
•Disengaged
from home,
school
community
•Youth who
are involved
in jj system
•Experiencin
g failure in
school,
home or
community
Tertiary Implementation: RENEW
• RENEW introduced to school and first youth enrolled in Spring 2007
• University staff served first cohort of students
• 25 school staff trained in Fall 2007
• 5 school staff became RENEW facilitators and served 21 students between 2007 and 2012
• University staff provided training, mentoring, and coaching.
Mission of the RENEW Oversight Team
To ensure fidelity of a structured, individualized approach for students who are need of
intensive interventions by supporting RENEW facilitators, students, and families to achieve
successful transition to adulthood.
40
RENEW Referral Process
• Problem Behavior
• Lack of Credits
• Failing
Student Not
Responding to
Universal
Interventions
Targeted Team:
•Quick FBA
Targeted Team:
Full FBA
Targeted Team:
Student Triaged for
RENEW
Student Referred to RENEW Point
person (Oversight Team)
RENEW Point person matches with
a RENEW Facilitator
Student receives initial Conversation
and begins RENEW
Students in RENEW: Outcome Data (n=25)
Baseline Semester Enrolled 1st semester 2nd Semester
ODRS 5.64 5.52 4.04
Out of School Suspensions 1.32 1.16 0.64 0.44
Unexcused Absenses 15.44 15.52 11.42
Credits Earned 2.35 2.73 2.96 2.98
0
2
4
6
8
10
12
14
16
18
No
. of
Occ
urr
ance
s
Students in RENEW: Annual Grade Point Average
0.00
0.50
1.00
1.50
2.00
2.50
BaselineGPA (n=25) 1Yea enrolledGPA (n=25) 2YearGPA (n=4)
*Paired t = p< .05
Exit Status (n=25)
• Graduated: regular diploma or GED= 17 (68%)
• On track to graduate June 2014= 2 (8%)
• Moved: 4 (16%)
• Out of District Placement: 1 (4%)
• Dropped Out: 1 (4%)
SHS dropout Rates and SET Scores
3.70 2.8 2.1 1.39 0.88 0.88 0
10
20
30
40
50
60
70
80
90
100
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012
SET scores
Dropout rates
SW- PBIS Implementation begins
Outcomes: Office Discipline Referrals
0.0
0.2
0.4
0.6
0.8
1.0
1.2
1.4
1.6
2006-2007Referralls Per 100
2007-2008Referralls Per 100
2008-2009Referralls Per 100
2009-2010Referrals per 100
2010-2011Referrals/100
2011-2012Referrals per 100
SHS Office Discipline Referrals 2006-2012
ODRs/day/100students/year
Out of School Suspension Rates/100 Students
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
45.00
50.00
2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012
OSS
NH PBIS Project APEX II: High School Dropout Rates: 2004-2012
(n=11)
0
1
2
3
4
5
6
7
8
9
10
2003-2004Baseline Year
Actual 2004-05
Actual 2005-06
Actual 2006-07
Actual 2007-08
Actual 2008-09
Actual 2009-10
Actual 2010-11
Actual 2011-12
Woodsville
Berlin HS
Kennett
Somersworth HS
Spaulding HS (Rochester)
Raymond HS
Manchester Central
Manchester Memorial
Nashua North HS
Nashua HS South
APEXSchools Averages
Statewide average
PBIS High Schools in New Hampshire: School dropout rates over 3 years of
implementation
6.07
3.1
4.81
3.8
3.4
3
0
1
2
3
4
5
6
7
1 2
Baseline Year Annual Dropout Rate Dropout Rates at Year 3 of PBIS Implementation
Schools with PBIS Fidelity (n=7)
Schools w/o PBIS Fidelity (n=8)
State Average
Lessons Learned, Moving Forward
• Strong teams at each level with skill & expertise • Motivated, flexible, and positive internal coaches for each
team • Flexible credit bearing learning opportunities • Administrative support • Provide professional development & external coaching • Ongoing communication with entire faculty • Communication between all 3 teams • Be efficient with time: Implement Targeted Group
Interventions • Evaluate and monitor interventions on a consistent basis • Review data regularly
Contact Information
JoAnne Malloy, Ph.D. Clinical Assistant Professor Institute on Disability at UNH [email protected] Kathryn Francoeur, PBIS and RENEW Trainer [email protected]
Contact Sarah O’Rourke
Katelyn Rideout, Assistant Principal
Somersworth High School
5/30/2014 51
