Addressing the School-to-Prison Pipeline through a Multi-tiered Framework of Behavioral Support Dr. Brenda K. Scheuermann Texas State University Dr. C. Michael Nelson University of Kentucky *Webinar sponsored by the Connecting School Mental Health with Juvenile Justice and Dropout Prevention Practice Group, the IDEA Partnership, the Center for School Mental Health, and the UNH Institute on Disability. Connecting School Mental Health with Juvenile Justice and Dropout Prevention Practice Group Mission Committed to working across stakeholders to advance knowledge and best practice related to effectively integrating school mental health with juvenile justice and dropout prevention. Dr. Brenda K. Scheuermann Professor, Texas State University Dr. C. Michael Nelson Emeritus Professor, University of Kentucky What is the school-to-prison pipeline? What factors put students at risk for entry? What is the multi-tiered framework of behavior support (PBIS)? How can implementation of PBIS in schools help prevent entry and improve services and outcomes for affected youth? 5 What it is: School policies and practices that push students out of traditional school settings into more restrictive settings, including juvenile justice settings Pathway: Students failing academically and behaviorally Reactive disciplinary policies (zero tolerance, criminalization of behavior) Disciplinary exclusion (AE, suspension, expulsion) Youth disengagement from school Court involvement and juvenile detention M Parent or caregiver of an at-risk child Classroom teacher School support services professional (counselor, psychologist, social worker, speech/language therapist, etc.) School administrator Community provider (mental health, social services, juvenile court worker, etc.) Special education classification Mental health disorders Drug and alcohol abuse History of abuse, neglect, and witnessing violence • Average literacy 5th-9th grade • • • • • » » » » » » » » Nationally, black youth under age 18 represent 15% of the juvenile population, but they make up: 26% of 31% of 44% of 34% of court; 46% of 32% of 40% of 58% of juvenile arrests; referrals to juvenile court; the detained population; youth formally processed by the juvenile youth youth youth youth sent to adult court; adjudicated delinquent; in residential placement; and in state adult prisons. Why do these troubled, disabled, and minority youth end up in the juvenile justice system? When do their problems first emerge? What role do social institutions (family services, early childhood programs, schools, mental health & juvenile delinquency programs) play in either addressing or adding to these problems? 12 Citations 1, 11 Ethnic Minority (disproportionally African-American) High school age, Male Poor Mental Health Status Educational Disabilities History of Neglect, Abuse Yes, with students who have been or are currently incarcerated Yes, with students who have some of the characteristics that place them at risk. No Each additional referral to the office reduces a student’s chances of achieving proficiency on standardized tests at the end of the school year, and reduces academic growth over the year The effect persists into the next academic year and the year after, influencing achievement and growth for three years Adverse effects hold for all disciplinary outcomes, but out-of-school suspension had the most devastating and lasting impact 35% Only 35% of students identified as emotionally disturbed graduate with a regular high school diploma. They have been suspended repeatedly They have been expelled for any period of time They have been retained in a grade below their age-level peers The more days a student misses, the more likely he or she is to drop out of school Zero Tolerance High Stakes Academic Testing Repeated • Office Discipline Referrals • Suspensions • Expulsions 21 Citations 1, 11 Below grade level achievement Disruptive, actingout classroom behavior Repeated office disciplinary referrals Loss of instructional time School exclusion, alternative educational placements Greater academic deficits, delinquent activity School disengagement (truancy, dropping out) Juvenile court involvement, incarceration “Quality educational interventions may constitute the most effective and economical protective factors against delinquency” (Center on Crime, Communities, and Culture, 1997) Keeping youth engaged in school is a logical and cost-effective prevention. Citations 1, 4, 5, 13–21 What Should We Do? Look for alternatives to traditional school discipline practices that are: ◦ Proactive ◦ Preventative ◦ Based on teaching, modeling, and reinforcing appropriate expected behaviors and skill sets ◦ Fairly and equitably applied across all youth ◦ Consistent across persons and settings ◦ Economical in terms of resources, effort, and teacher/student time spent engaged in instruction ◦ Supported by empirical evidence 23 Schools and juvenile justice systems are the most important factors over which we have the greatest control. Goal: Design systems to enhance protective factors B Appropriate behavior effectively produces desired outcomes Orderly, clear, predictable environments Academic success Protective Factors Related to Positive Outcomes Positive relationship with one or more adults Friends, positive peer network Behavioral competence a. b. c. d. To a great extent! Not as much as is needed Not at all Not applicable We advise designing programs based on an approach known as “multi-tiered systems of support” U.S. Public Health: 3-Tiered Logic Model A few Cancer treatment; nursing homes; dentures; organ transplants Some Medication; medical treatment; fill cavities; vision correction All Check-ups; diet; exercise; vaccinations; fluoride; seatbelts Walker et al., 1996 Positive Behavior Interventions and Supports PBIS is an evidence-based, systems-wide, multi-tiered framework for enhancing protective factors and improving student outcomes. PBIS: 3-Tiered Logic Model A few Some All Individualized behavioral assessment and interventions, wrap-around services Check-in with adults during the day; small group instruction in behavioral skills; academic supports Clear expectations; procedures for teaching and acknowledging expected behaviors, continuum of procedures for responding to unacceptable behavior PBIS team Relevant data Problemsolving PBIS team to lead and coordinate Data to determine needs and monitor progress A few overarching expectations Expectations defined for all areas and activities Expected behavior is systematically taught and prompted Environmental enhancements One or more systems for acknowledging appropriate behavior Continuum of responses for inappropriate behavior Let’s look at a few examples of systemslevel PBIS Helps foster interdisciplinary cooperation PBIS team members: ◦ Juvenile correctional officers ◦ Teachers ◦ Case managers ◦ Administrators ◦ Treatment providers “I did not know Ms. X, a Caseworker, before PBIS, but she has not only been my right hand co worker for PBIS but has become a good friend that I can call on for help anytime.” RESPECT In the classroom In the hallway In the bathroom/locker room OPPORTUNITY 1. Pay attention to classroom activities. 2 . M aintain a positive And open attitude. 3. Follow the dress code. 4. Help each other. 5 . B e prepared to start class. 6 . B e an active learner – buy in. 7. T a k e advantage of classroom resources. · Use appropriate language. · S t r i ve for positive interactions with others. · Follow the dress code. · Honor others’ personal space. · Keep track of time. · A p o l o g i ze if you bump into somebody. · Pay attention to the bulletin boards. 1 . Flush! 2. Keep track of your own belongings and leave others’ alone. 3 . C lean up after yourself. 4. Pro mo t e health. 5. Use before school, between classes and at breaks. CITIZENSHIP K INDNESS 8 . P u l l your weight when doing group work. 9. Stand quietly during the pledge of allegiance. 10. Support others’ learning and positive behavior. 11. R ecycle. · Help others in need. · Hold doors. · Keep surroundings clean. 12. Listen to classmates and teachers. 13. Work together. 14. B e patient and open. 15. Ask before you borrow and return it. 6. Report problems. 7. Honor privacy. 8. Keep it clean. 9. Keep it graffiti free. · If someone drops something, help him/her pick it up. · Acknowledge everyone in a positive manner. SAFETY 16. Know emergency procedures and take practice seriously. 17. Follow teachers’ safety guidelines. 18. Have regard for others. 19. Keep public spaces clear. · Use only your locker and keep it locked. · Pay attention to others around you. · Keep comments about yourself and others positive. · Keep the hall floors clear. · M aintain orderly behavior. 10. Report safety issues. 11. Wash your hands. 12. Keep exits clear. Acknowledgment for Appropriate Behavior Infraction Times, June 2011 Referrals 100 90 80 70 60 50 40 30 20 10 0 35 30 30 28 1st Period 2nd Period 3rd Period 4th Period 5th Period 6th Period 63 67 76 52 87 61 Series1 25 Time 20 19 1st 9 weeks 2nd 9 weeks 3rd 9 weeks 15 10 0 00 vi ol at i on 0 re at s 0 3 1 er 0 3 pu t 0 1 ft 00 1 Th 00 4 2 l ol ho 0 1 4 2 C om ti up is r D sc ng to ct pe re s D is H ar ra s st af f B us n ti o ac ve si gg re s 00 4 2 en ap t H pr o op rs ep ri at la Le e y av fa in m g ili sc ar ho it Pe y ol rs gr is te ou nt nd M s is be ha vi or Pr of an it y 0 0 1 6 Th e 3 11 A 5 44 R ef us a 5 4 In 5 sm 10 1 Before School 1 Passing Period PM 1 Reductions in: Office discipline referrals Disciplinary actions Specific behavior problems Problems in specific areas Improvements in: Attendance School climate Academic performance Teacher, student, and parent satisfaction Student connectedness to school 12 10.6 10.52 10 9.49 9.22 8.36 8 6.9 Suspensions per 100 6 Students KY Average PBIS Districts 4 2 0 2007-08 2008-09 2009-10 M M Texas (state-level secure facilities) ◦ Education programs ◦ Facility-wide Georgia, Colorado, Arizona, Illinois ◦ All state-level secure facilities California, Iowa, Oregon, Washington ◦ PBS in at least one JJ facility B • School settings: 42% decrease in major incidents with a “security” (administrative segregation) referral but no admission 21% decrease in major incidents with a security referral and admission • Non-school settings • 31% decrease in major incidents with a security referral but no admission • 26% decrease in major incidents with a security referral and admission 42 Citations 1, 11 1999 - present: OSEP funded National TA Center for PBIS; PBIS implemented in >20,000 schools 1990s-present: Research documenting outcomes 2000-present: PBIS adopted by advocacy groups (e.g., ACLU, NAACP, Southern Poverty Law Center) 2014: PBIS adopted in 5 state-wide Juvenile Justice Systems (TX, GA, AZ, IL, CO) 2014: IMPACT (Integrating and Mobilizing Preventive Actions for Collaborative Tiered youth supports) a. To a great extent! b. Perhaps – the concepts are applicable, but I’m not sure how this would be accomplished. c. Not at all d. Not applicable National Technical Assistance Center for Positive Behavioral Interventions and Supports http://www.pbis.org National Evaluation and Technical Assistance Center for the Education of Children and Youth Who are Neglected, Delinquent, or At-Risk http://www.neglected-delinquent.org National Center for Mental Health and Juvenile Justice http://www.ncmhjj.com School to Prison.org: Challenging the School-toPrison Pipeline http://www.schooltoprison.org Brenda Scheuermann ◦ brenda@txstate.edu Mike Nelson ◦ mike.nelson@uky.edu