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PBIS-NH and APEX

Achievement in Dropout Prevention and Excellence I and II (APEX II): A Comprehensive Approach to Dropout Prevention and Recovery. PBIS-NH and APEX. Summer 2002

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PBIS-NH and APEX

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  1. Achievement in Dropout Prevention and Excellence I and II (APEX II): A Comprehensive Approach to Dropout Prevention and Recovery

  2. PBIS-NH and APEX • Summer 2002 • New Hampshire Department of Education awards contract to create the New Hampshire Center for Effective Behavioral Interventions and Supports (NH CEBIS) with the express purpose of implementing positive behavioral support in K-12 schools • NH DOE and UNH Institute on Disability is awarded APEX dropout prevention grant (funded by the US Department of Education, Office of Elementary and Secondary Education) to address dropout prevention in 2 NH High Schools

  3. APEX II • Summer 2005- New Hampshire APEX II partners submit a second grant to OESE at the US Department of Education- awarded October 2005 • APEX II includes work with 10 of NH’s “lowest performing” high schools

  4. APEX- Model Assumptions • School organization and systems are related to dropout rates (school-wide issues)(Gottfredson, Gottfredson & Hybl, 1993; Bryk & Thum, 1989; Lee & Burkham, 2001; Nelson, 1996; Rumberger, 2001; Rutter, 1979) • Behavioral problems in school are associated with a likelihood of dropping out – indicator of risk • Students with significant emotional or behavioral challenges require individualized, community-based transition services in order to successfully completehigh school(Wagner & Davis, 2006)

  5. Youth with EBD…. • Disengaged from school/family/community • Most likely disability group to be in a segregated academic setting • Highest rates of disciplinary infractions • Perceived by teachers as having significantly lower levels of social competence and school adjustment (Lane, Carter, Pierson, & Glaeser, 2006)

  6. Key: Student engagement has emerged as the bottom line in preventing dropout • Dropping out is a process of disengagement • Keys to engaging students early on • Enter school ready to learn/early intervention • Contextual keys to engaging students • Providing effective instruction – evidence based, best practice • Creating cultural match/relevance – extend to include strategies that are appropriate to student background and culture (Alexander, Entwisle & Kabbani, 2001; Christenson, Sinclair, Lehr & Hurley, 2000; Cotton & Conklin, 2001; Cleary & Peacock, 1998; Finn, 1993; Payne, 2005)

  7. 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) • 8th to 9th grade transition system and practices

  8. APEX II GOALS* • Work toward implementing Positive Behavioral Interventions and Supports (PBIS), • Provide leadership in the school-wide systems change process and support the dedication of staff time to participate in project activities, • Collaborate with project staff to develop a systematic transition from the 8th to 9th grade for at-risk students, • Collaborate with project staff to develop individualized school-to-career services for the most at-risk students using the RENEW model, and, • Develop and implement a high school student leadership initiative to focus on school climate issues. *From 2005 MOU between districts and NH DOE

  9. APEX II Model Outcomes • Decrease dropout rates in participating schools by 50% during project period • Decrease rate of negative behavioral incidents in schools. • Increase numbers of at risk students or dropouts who graduate • Increase state test scores (10th grade) by improving the 8th to 9th grade transition for at risk students.

  10. 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.

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

  12. RENEW: The “Red Zone” Component of the APEX II Project • For the most “at risk” students (60 per high school): • Model components: • Person-centered 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

  13. Data Sources 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.

  14. Franklin High School’s Results: A 56% Reduction in ODRs

  15. •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.

  16. •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).

  17. Franklin HS: Benefits of APEX and PBIS 56% Reduction in ODRS

  18. Franklin HS Improvements • An improved climate for learning and teaching • More students conforming to expectations • Reductions in problem behavior, ODRs and suspensions • Increased instructional time that, if used effectively, should result in increased academic achievement • Reduced need for crisis or resource-intensive responses • Faculty, administration & families on same page

  19. Lessons Learned • School-to-career services, even for the students with the biggest challenges, are a form of “mental health in schools” • Students with the greatest challenges can live, learn and work in their home communities. • Person-centered planning is critical • Linking youth with community resources

  20. Dr. Robert Wells, Consultant, NH Department of Education and Director, APEX II rwells@ed.state.nh.us Kathleen Abate, Program Director Alliance for Community Supports gsffcmh@aol.com JoAnne M. Malloy, MSW Project Director Institute on Disability, UCED University of New Hampshire jmmalloy@aol.com UNH Institute on Disability http://iod.unh.edu Contact Information

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