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).
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
Student Progress Tracker;
Individual Futures Plan
Tier
3/Tertiary
Competing Behavior Pathway,
Functional Assessment Interview,
Simple Individual
Interventions
(Brief FBA/BIP, Schedule/
Curriculum Changes, etc)
Progress Monitoring
(Behavior and
Academic Goals)
ODRs, Attendance,
Tardies, Grades,
Credits, Progress
Reports, etc.
RENEW and
Wraparound
Tier 2
Small Group
Interventions
(CICO, Social and
Academic support
groups, etc)
Universal:
School-Wide Assessment
School-Wide Prevention Systems
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- 20062009
• 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
6
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
Somersworth High School & Career Technical Center
General Procedures for Problem Behavior Intervention
Observe Problem Behavior
NO
YES
Check Behavior Definitions
Evaluate Safety of the
Situation
Is the behavior a
Major-Level
Referral?
If Safe
Situation
1st occurrence
Redirect and Re-teach
Expectations
(Track on minor
behavior form)
Determine Consequence
-Teacher Detention
-Parent Contact
-Time out (time limit
and make-up time)
2nd occurrence
Redirect Remind and
Re-teach Expectations
(Track on minor
behavior form)
Teacher student dialogue
and follow through with
pre-determined
consequence
3rd occurrence
(Track on minor behavior
form)
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
14
Level III: Intensive, Individual interventions
Pyramid of
Interventions
•GEDO
•North Star/Dr. Ott’s
Academy
•PLP
•SDA Diploma
•MSP
•RENEW
•Complex FBA/BSP
Level II: Targeted 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
Level 1: Universal Interventions and Supports
• 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
* Created by Somersworth High School & NH RESPONDS Facilitator
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Frequency
The Data- Fall of 2007
Behavior Frequency Graph
350
300
250
200
150
100
50
0
Problem Behavior
16
Example Roll Out on Disrespect-February
2008
• 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)
Did it make a difference?
Major Disrespect ODR's 07-08
100
90
RESPECT Roll out
80
64
70
60
56
60
52
50
40
32
23
30
22 22 24
20
3.3 4.3 3.3 3.5 2.6 1.3
1.4 1.6 2.3 10
1
0
Sept. Oct. Nov Dec. Jan. Feb. Mar. Apr. May Jun
91
Disrepect
ODRs
Av. Disrespect
ODR's per day
per month
18
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?”
19
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
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)
23
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
Attendance Data
Criteria: 5
absences in a
quarter
Academic Data
Criteria: Student
has 2 or more F’s
in a quarter
Secondary Systems (Tier 2) Activation
Other Indicators
Criteria: 5-10 nurse visits
in 2 weeks;
Increase parent/teacher
concerns in low grades
and homework
completion
Somersworth High School & Career Technical Center
Procedures for Target Student Intervention
Is academic or
behavioral?
Behavioral
Academic
Universal Behavior Response
(re-cue, re-direct, re-teach)
* Apply Universal Classroom Strategies (refer to back of flowchart for examples)
Administration
Student has 3 or
more office referrals
(3 OSS.,ISS, non
attendance & non
tardy issues)
Truancy Officer
Student has 5 or
more absences
per quarter
Guidance
Student has 2 or
more failures in a
quarter
Nurse
Student has 5-10 visits to
the nurse in 2 weeks:
(Escalating visits,
noticeable pattern, others
at nurses discretion
Targeted Team Investigates ( TT
progress monitor is assigned)
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
•Student achieves 50% or less
of assignments or assessment
category within a 2 week
period
•Student has 6 tardies to
class within a quarter
Complete Targeted Team referral
form and file with TT Coach(es) as
soon as possible.
Targeted Team
(coach)
communicates
back to the
referral source
& Case Manager
to report status
of referral
process
Teacher
•Student has 3 unexcused
absences
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
Targeted Team Goals for
2011-2012
• 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.
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)
Numbers per semester
6
5
4
Credits
ODRs
3
Absences
ISS
OSS
2
1
0
Pre-BEP
Sem 1
Sem 2
Semesters in BEP
Sem 3
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________________
2= zero or 1 reminder
Block
Date ___________
1 = two or more reminders
1
0= major referral
2
3
4
TOTAL
Be Cooperative
/8
Be Responsible
/8
Be Respectful
/8
Teacher Feedback:
Parent Signature:
Be Safe
/8
Total for the Day
/32
What the Data Told Us
8 weeks later…
CICO Outcome Data (n=13-10)
9
8
Numbers per semester
7
6
5
Credits
ODRs
4
Absences
ISS
3
OSS
2
1
0
Pre-CICO
Sem 1
Sem 2
Semesters in CICO
Sem 3
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
Student Progress Tracker;
Individual Futures Plan
Tier 3
Simple Individual
Interventions
Competing Behavior Pathway,
Functional Assessment Interview,
Weekly Progress Report
RENEW and
Wraparound
(Brief FBA/BIP, Schedule/
Curriculum Changes, etc)
Tier 2
(Behavior and Academic Goals)
ODRs, Attendance,
Tardies, Grades,
Credits, Progress
Reports, etc.
Universal
School-Wide Assessment
School-Wide Prevention Systems
Small Group
Interventions
(CICO, Social and
Academic support
groups, etc)
RENEW Theory of Change
Facilitators
Provide:
Context:
Youth with
who are:
•Disengaged
from home,
school
community
1. Personal futures
planning including
choice-making and
problem-solving.
•Youth who
are involved
in jj system
2. Individualized
team development
and facilitation
•Experiencin
g failure in
school,
home or
community
3. Personally
relevant schoolto-career
development,
support, and
progress
monitoring.
2 Shorter-Term
Improvements In:
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
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
Targeted Team:
•Quick FBA
Student Not
Responding to
Universal
Interventions
RENEW Point person matches with
a RENEW Facilitator
Student receives initial Conversation
and begins RENEW
Targeted Team:
Full FBA
Targeted Team:
Student Triaged for
RENEW
Student Referred to RENEW Point
person (Oversight Team)
Students in RENEW: Outcome Data (n=25)
18
No. of Occurrances
16
14
12
10
8
6
4
2
0
Baseline
Semester Enrolled
1st semester
ODRS
5.64
5.52
4.04
Out of School Suspensions
1.32
1.16
0.64
Unexcused Absenses
15.44
15.52
11.42
Credits Earned
2.35
2.73
2.96
2nd Semester
0.44
2.98
Students in RENEW: Annual Grade
Point Average
2.50
2.00
1.50
1.00
0.50
0.00
BaselineGPA (n=25)
*Paired t = p< .05
1Yea enrolledGPA (n=25)
2YearGPA (n=4)
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
SW- PBIS
Implementation
begins100
90
80
70
60
SET scores
50
Dropout rates
40
30
20
10
3.70
2.8
2.1
1.39
0.88
0.88
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
0
Outcomes: Office Discipline Referrals
SHS Office Discipline Referrals 2006-2012
1.6
1.4
1.2
1.0
0.8
0.6
ODRs/day/100
students/year
0.4
0.2
0.0
2006-2007
2007-2008
2008-2009
2009-2010
Referralls Per 100 Referralls Per 100 Referralls Per 100 Referrals per 100
2010-2011
Referrals/100
2011-2012
Referrals per 100
Out of School Suspension Rates/100
Students
50.00
45.00
40.00
35.00
30.00
25.00
OSS
20.00
15.00
10.00
5.00
0.00
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
NH PBIS Project APEX II: High
School Dropout Rates: 2004-2012
(n=11)
10
Woodsville
Berlin HS
9
Kennett
Somersworth HS
8
7
Spaulding HS (Rochester)
Raymond HS
Manchester Central
6
Manchester Memorial
Nashua North HS
5
Nashua HS South
APEXSchools Averages
4
Statewide average
3
2
1
0
2003-2004 Actual 2004- Actual 2005- Actual 2006- Actual 2007- Actual 2008- Actual 2009- Actual 2010- Actual 2011Baseline Year
05
06
07
08
09
10
11
12
PBIS High Schools in New Hampshire:
School dropout rates over 3 years of
implementation
7
6
6.07
5
4.81
4
3.8
3
3.4
Schools with PBIS Fidelity (n=7)
3.1
3
Schools w/o PBIS Fidelity (n=8)
State Average
2
1
0
1
Baseline Year Annual Dropout Rate
2
Dropout Rates at Year 3 of PBIS Implementation
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
Joanne.malloy@unh.edu
Kathryn Francoeur, PBIS and
RENEW Trainer
Kathryn.francoeur@unh.edu
Katelyn Rideout, Assistant
Principal
Somersworth High School
kerideout@sau56.org
Contact Sarah O’Rourke
Sarah.orourke@unh.edu
5/30/2014
51