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PBIS and Dropout Prevention: The APEX II Project of the New Hampshire Department of Education 14th Annual Conference on Advancing School Mental Health Share fair November 1, 2009 JoAnne Malloy, MSW Maria Agorastou, MSW Jonathon Drake, MSW Institute on Disability/ University of New Hampshire

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Thanks to APEX II Partners The NH Department of Education, Bureau of Special Education The Institute on Disability, UNH The NH Center for Effective Behavioral Interventions and Supports at SERESC Main Street Academix, Inc National Dropout Prevention Center 10 High schools throughout the state

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AGENDA Introduction/Overview APEX II Model Elements: PBIS RENEW Student Leadership PBIS in High School School-wide (Universal) Tier 1 Secondary (Targeted) Tier 2 RENEW Intensive Model Tier 3 Case Studies Lessons Learned

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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) 8 th to 9 th grade transition system and practices To impact school climate and foster change- Student Leadership Development

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APEX II GOALS 1. Reduce the annual event dropout rate in 10 NH high schools (Phase I) with the highest dropout rates and numbers of dropouts by no less than 50% from the baseline year (2003-2004) to the end of the grant period, by providing intensive and structured training and technical assistance to schools using two evidence-based models; PBIS and RENEW, 2. Ensure that no less than 40% of students in the participating school districts identified as not attending (e.g., incarcerated, dropped out), re-engage with the district in a meaningful way annually during the life of the project.

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APEX II GOALS (cont.) 1. Develop and support the work of student leadership teams in each school to ensure that student voice and participation are part of the school reform effort. 2. Work with sending middle schools to develop transition plans for at risk 8 th graders as they transition to high school

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APEX II Annual Dropout Rates

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8 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 decision- making. Positive Behavioral Interventions and Supports Defined Muscott & Mann (2006)

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Implementation of Project Elements SchoolSW- PBIS Targeted (Tier 2) RENEWStudent Leadership 8 th -9 th Transition SET (2008) 1XXX48/10 2XXXXX95/70 3XX39/40 4XXXXX83/70 5XXX69/60 6X34/10 7XXXX61/50 8XXX55/40 942/20 10N/A

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Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: RENEW Intervention ~80% of Students ~15% ~5% APEX PBIS MODEL

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SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior PBIS Support Systems

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APEX Features: Universal Tier Systems: Leadership Team & Processes Student Leadership Data-based decision making, decision rules Universal expectations, response system Practices: Classroom Management Teach and recognize expected behavior Responding to problem behavior Data: Office Discipline Referrals Attendance, Progress Reports, Universal screening

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APEX Features- Tier 2 Systems: Targeted Team Early Identification, Decision Rules. Communication with teacher, parents and students. Practices: Check In/Check Out Social Contracting Other Targeted Group Interventions Simple Functional Behavioral Assessment and Behavior Support Plans Data: Weekly (Bi-weekly) ODRs, Attendance, Progress Reports. Functional Behavioral Assessment, Competing Behavior Pathway

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APEX Features -Tier 3 Systems Systematic Screening for Intensive Supports Teacher training and support through Targeted Team Staff time and resources to provide individualized supports to youth Practices Intensive FBA and Behavior Support Plans Escalating Behavior Cycle/Conflict Cycle RENEW Individualized Services Referral to Community Resources Wraparound

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RENEW: The Tier 3 Component of the APEX II Project For the most at risk students (60 per high school): Model components: Personal Futures 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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16 Data Driven Decision Making Problem Behavior Incident Reports Office Discipline Referrals (SWIS) -- documents types, location, time and motivation of referral behaviors In and Out of School Suspensions Surveys on Bullying, Harassment, and School Safety, Tardys and Absenteeism, Staff Surveys, Climate Surveys OTHER

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17 Outcome Data We use outcome data to measure how we did after the fact SWIS DATA DROPOUT RATES- Graduation Rates COLLEGE ENTRANCE RATES GRADES- REPORT CARDS CREDITS EARNED TEST SCORES

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18 Case Example: Somersworth Implementation Staff wanted to improve behavior in school Staff recognized that inconsistency played a role in the behavior issues Staff wanted to improve academic success. Staff wanted to improve attendance Staff wanted to address the drop-out rate

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19 Essential Components of Schoolwide PBIS Staff & Administration Buy-In Clearly Defined Expectations for Behavior Put in student handbook, & school web page Post throughout the school Clearly defined office referral behaviors, including consequences when feasible Put in student handbook Required all to review on the first day of school

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20 Essential Components of Schoolwide PBIS Belief that behaviors can and have to be taught, even in high school Data Based Decision Making Teacher or student designed lessons called Roll- outs Taught to Teachers Teachers teach to ALL students Growth Goal identified Positive Affirmation of Success(short term)

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21 The Data- Fall of 2007

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22 Universal Tier: SHS & CTC 2004-2005 429 office discipline referrals for major problem behavior .75 per student on average 2005-2006 6% received 6 or more referrals 2007-2008 students who received 6 or more referrals increased to 11% increase expected as behavior issues were always documented rather than relayed by word of mouth Top problem behaviors were Disrespect/defiance, Disruption, Inappropriate language, and Skipping class

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23 Did it make a difference?

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24 School-wide: Major Office Discipline Referral per day per 100 students last 3 years

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25 Somersworth HS Dropout Rates

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26 Tier 2 at Somersworth HS: 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 Training: received formal training and weekly technical support Began using SWIS data to ID students Began using Functional Behavioral Assessment

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27 Tier 2 Interventions Check In Check Out Mentoring Credit recovery Social skills Homework lab Home setting involvement Counseling Pass system RENEW Student Leadership Referral.

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time line is two months before and after intervention 28 Rate per month of Office Discipline Referrals

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30 Tier 3: RENEW Rehabilitation, Empowerment, Natural supports, Education and Work (RENEW), an intensive individualized school-to-career service for the most at risk students APEX II grant provides facilitator and training for mentors SHS & CTC has 15 trained mentors Goal is to develop individualized, student- directed school-to-career plan for high risk students

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Tier 3 In the High School: RENEW: Conceptual Framework INTERAGENCY COLLABORATION SCHOOL-TO CAREER SELF-DETERMINATION YOUTH, FAMILY, RENEW Education Disability Child Welfare

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RENEW PRINCIPLES Self-Determination Unconditional Care Strengths-Based Supports Flexible Resources Natural Supports-Community Inclusion

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RENEW IS. A flexible, person-centered planning and support service Driven by the students expressed needs, interests, and goals A manualized practice (Malloy, Drake, & Couture, 2009) RENEW IS NOT. A program A classroom or school

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RENEW Goals High School Completion Employment Post-secondary Education Community Integration

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35 RENEW Strategies 1. Person Centered Planning 2. Individualized Team Development and Wraparound services 3. Braided Funding (Individualized Resource Development) 4. Flexible Education Programming 5. Individualized School-to-Career planning 6. Naturally supported employment 7. Mentoring 8. Sustainable Community Connections

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36 Office Discipline Referral Data: RENEW Intervention Cohort 1 Cohort 2

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37 Skipping Data: Cohort 1 Cohort 2

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38 Credit Data: Cohort 1 Cohort 2

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39 Somersworth HS: Academic Impact

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Implementation: SET* Scores- APEX II High Schools

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APEX II OUTCOMES (2008) Indicator # 1: State Dropout Rates New Hampshire annual event dropout rates:

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Indicator # 2: Reduced Office Discipline Referrals Annual changes (by percent) in office discipline referrals (ODRs) among APEX II high schools.

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GPRA Indicator # 3: Yearly improvements in 10 th grade reading and math scores Year 2004-05 preparation and development. (no projection for this year) Year 2005-06 projected increase in scores at proficient & advanced..05% Actual increase. 17% Year 2006-07 projected increase in scores at proficient & advanced..05% Type of test was changed in 2006-07 year. Will compile for final report

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GPRA Indicator # 4: Re-engage students who have dropped out or are at risk Baseline estimated for school year 2003- 2004 20% Year 2 (2006-07) projected increase of 20% from baseline ... Actual 2006-0711%

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Lessons Learned 7 out of the 10 schools attempted to implement schoolwide PBIS- it is a comprehensive systems change model that requires the full support of leadership and faculty The change/transformation happens over years and is incremental PBIS creates durable change The typical, public high school CAN provide for all students needs

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Contact Information McKenzie Harrington, Project Staff, NH Department of Education, APEX II mharrington@ed.state.nh. us Institute on Disability, UCED University of New Hampshire JoAnne.Malloy@unh.edu Maria.Agorastou@unh.edu drake.j.d@gmail.com http://iod.unh.edu