Achievement in Dropout Prevention and Excellence I and II (APEX II): A Comprehensive Approach to Dropout Prevention and Recovery May 2008 JoAnne M. Malloy, MSW Institute on Disability, UNH. PBIS-NH and APEX. Summer 2002
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Achievement in Dropout Prevention and Excellence I and II (APEX II): A Comprehensive Approach to Dropout Prevention and Recovery
JoAnne M. Malloy, MSW
Institute on Disability, UNH
(Lane, Carter, Pierson, & Glaeser, 2006)
(Alexander, Entwisle & Kabbani, 2001; Christenson, Sinclair, Lehr & Hurley, 2000; Cotton & Conklin, 2001; Cleary & Peacock, 1998; Finn, 1993; Payne, 2005)
*From 2005 MOU between districts and NH DOE
Positive Behavioral Interventions and Supports Defined
Muscott & Mann (2006)
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.
APEX PBIS MODEL
Systems for Students with At-Risk Behavior
Wide Systems for
Staff, & Settings
~80% of Students
We know that…
to improve the academic success of our children, we must also improve their social success.
Academic and social failures are reciprocally and inextricably related.
PBIS Support Systems
Problem Behavior Incident Reports
Office Discipline Referrals
In and Out of School Suspensions
Surveys on Bullying, Harassment, School Safety Tardies, Absenteeism, Staff Surveys, Climate Surveys, etc.
BERLIN HIGH SCHOOL
CONDUCT ACTION GUIDE
Strive for Success
(Horner & Sugai, 2004)
•The top problem behaviors this school year are: skipping, disrespect/defiance, disruption, and inappropriate language.•Tardies are not usually reported in SWIS so they are not included on this report•There has been a significant decrease in all of these areas from last school year to now.
•This graph looks at the average referrals per day per month per 100 students so that school years can be compared (because enrollment varies year to year)•The average number of referrals per month has decreased 50% this school year (2004-2005) compared to last year (2003-2004).
COMPARING YEAR ONE AND YEAR TWO•Green Zone has gone from 42% to 60% (Target 80%)•Yellow Zone has gone from 18% to 13% (Target 15%)•Red Zone has gone from 40% to 27% (Target 5%)
56% Reduction in ODRS
Dr. Robert Wells,
Consultant, NH Department of Education and
Director, APEX II
Kathleen Abate, Program Director
Alliance for Community Supports
JoAnne M. Malloy, MSW
Institute on Disability, UCED
University of New Hampshire
UNH Institute on Disability