HIGH SCHOOL BEHAVIOR EDUCATION PROGRAM Jessica Swain-Bradway, University of Oregon
Agenda
Focus on Yellow Zone High schools Drop out Logic for Modifying BEP to meet High School demands o
o
School retention literature
Example of HS-BEP Student outcomes on HS-CICO Questions, comments
Objectives
Describe rationale for modifying CICO to meet high school demands.
Drop out / Retention literature
Present case example of HS-CICO Present findings from HS-CICO study
Positive Behavior Support Universal – Predict, proactive positive for all (80-90%) Secondary – Reduce “at risk” behaviors for some students (510%)
MOTIVATION / FUNCTION
Tertiary- Comprehensive support for small group with high risk behaviors (1-5%)
High Schools, in general
Increasingly complex academic demands Compartmentalized by academics Academics focused on post-secondary outcomes Assumption of student independence Large campus / Large student population Teachers teach subjects, not students Little to no focus on social development of students Lean schedule of reinforcement
Academic Demands
The academic demands in high school often require “peripheral skills”, (in addition to and beyond reading, writing and math skills). SELF MANAGEMENT o o o
Organize Prioritize Work independently
Logic Major predictors of drop out: o Consistent academic failure • • o
o
1988, 77% of dropouts (Berktold, Geis, & Kauffman) 2002, 76% of dropouts (Markow and Scheer)
Students with grades of D’s or F’s are five times more likely to consider dropping out than peers (Markow, & Scheer, 2002). Credit accumulation and failing no more than one core subject area strong predictor of graduation within four years (Allensworth & Easton, 2005).
Logic Major predictors of drop out: o Problem social behavior •
•
o
Relationship between academic achievement and problem behaviors (Roeser & Eccles, 2000) Students with academic and social problems more likely to drop out (Jerald, 2006).
Lack of school “connectivity” • •
1988, 30% of dropouts (Berktold, Geis, & Kauffman) 1990, 44% (Jordan, McPartland, & Lara)
Logic
Ratio of “positive” to “negative” experiences in school Coming
to school without work completion is a predictor of “negative” experience.
Encounter punishers: failing grades, reprimands, negative verbal feedback Cannot access natural “rewards” in school setting
Logic o
Create a school environment that concurrently supports academic and social successes: o
Academic supports
o
Social supports
o
o o o
Credit completion Increase connection with adults and school Teach positive school behaviors
We need to provide skills that improve the school experience within 2 weeks.
Current Literature in School Retention Lehr et al, 2004
Adult feedback and/or interaction
Increasing the home school connection
Dynarski, 2001; Fashol & Slavin, 1998; Sinclair, Christenson, Lehr, & Anderson, 2003; Thurlow, Christenson, Sinclair, Evelo, & Thornton, 1995
Increase structure and predictability
Croninger & Lee, 2001; Dynarski, 2001; Fashol & Slavin, 1998; Hayward & Tallmadge, 1995; Kerr & Legters; Lee & Burkham, 2003; McPartland, 1994; Schargle & Smink, 2001; Sinclair, Christenson, Lehr, & Anderson, 2003; Thurlow, Christenson, Sinclair, Evelo, & Thornton, 1995)
Dynarski, 2000; Fashola and Slavin, 1998; Hayward and Tallmadge, 1995; Lee and Burkham, 2003; Sinclair, Christenson, Lehr, and Anderson, 2003
Both academic and social supports
Dynarski, 2001; Fashol & Slavin, 1998; Hayward & Tallmadge, 1995; Kemple, Herlihy, & Smith, 2005; McPartland, 1994; Schargle & Smink, 2001; Thurlow, Christenson, Sinclair, Evelo, & Thornton, 1995
Check In Check Out
Behavior “report card” Increases: o o o
Structure & Predictability, Positive adult interactions, Home /school connection,
Ongoing data on student progress, Efficient DOES not address academic and social needs
Check-in Check-out Cycle CICO Plan Morning Check-In
Weekly BEP Meeting
Class Check out
9 Week Graph Sent Teacher Checks
Home Check-In
Program Update
Class Check in Afternoon Check-out
EXIT
Building an Alternative o o
Combining Academic and Social Support Exaggerated Clarity • • •
Social connection with preferred adults Establish some academic success Build foundation for self-management
High School Behavior Education Program (HS-BEP)
High School Behavior Education Program Daily Entry Task
Initial Assessment
Academic Engagement
Foundation Skills On-going Review
Skills Training
Work Daily Completion Academic Seminar Cycle
Positive Experience
.
High School Behavior Education Program
Academic Supports Study skills curriculum Homework completion support
Social Supports CICO cycle: Morning check-in Class by class check Afternoon check-out
45 minute class Receive credit Teacher / coordinator
HS-BEP, Study Skills Curriculum
Planner use & maintenance Notebook organization & maintenance Goal setting Tracking progress Test taking Study skills Graduation plan
Skills that equate to almost immediate success
HS- BEP, Daily Routines
Check-in beginning of class, Receive instruction in study skills, Get time, space and assistance for homework, projects and test prep, Class by class checks, with scores and positive teacher comments, Check-out in afternoon, Home signature.
HS-BEP
As part of daily class routine:
Increases structure Exaggerated
clarity
Students already in the check-in location Entire class process, not “singled out” More time to plan for success
Teach
and practice self-management skills individual needs Respond to “off the wagon” days Build social connection with adult Address
Organizational Features
Administrative Support Policy
that includes all students for students to access support (45 min/day) Personnel with support skills Time
Social Connection Check-in Daily
every morning/ Check-out every afternoon progress check with each teacher
Organizational Features
Academic Assistance
Organization/ Foundations
Study Skills Homework completion
Individualized Academic Support
Monitoring
Daily expectations Skill to define what is needed, and determine if it completed.
Consider…
What current supports in your school “fit” the organizational features of HS-BEP? Are there current supports that are not being maximized? Are supports matching student needs?
Reasons they drop out?
Case Example, School level
Pacific Northwest high school
1,200 students
3.4 % drop out rate 95.9% attendance rate (ODE, 2008) 28: 1 student teacher ratio 40% Free / Reduced lunch eligibility
Suburban setting Block schedule (90 minute periods)
Resources not maximized
Academic Support classroom Several periods /day Special Education teacher .6 FTE
Case Example, Identifying “At- Risk”
Student Support Team / Counselors Progress report reviews Attendance records Office Discipline Referrals Request for Assistance
Determine most appropriate supports Homework club Math Support Class HS-BEP
Case Example, Staff Training
Staff training:
Introduced during summer in-service week Re-introduced September
“Yellow flag” behaviors How to refer
Request for Assistance form HS-BEP contacts
One on one contact HS-BEP teacher Specific instructions on how to complete CICO card
Periodic emails
New student Prompts for how to complete CICO card
Case Example, Student orientation
Student handbook
Purpose of HS-BEP Class expectations: Daily Study
routine Skills curriculum
Student, teacher, home responsibilities Feedback from former HS-BEP students HS-BEP teacher contact information
Case Example, HS-BEP teachers
HS-BEP Handbook Administrative and organizational framework Student identification Staff training and student orientation Lesson Plans Evaluation:
CICO
points activities
Curricular
HS-BEP, Study Skills Curriculum
Planner use & maintenance Notebook organization & maintenance Goal setting Tracking progress Test taking Study skills Graduation plan
Case Example, Scope and Sequence Introduce (demo / model)
Weeks
2
Class expectations SW-PBS expectations CICO Card usage Planner Goal setting Goal setting Graduation plan Self-monitoring: progress reports, grades, emailing teachers, action plans
3
Notebook organization
4
Test Prep/Study strategies
1
5
Review/ Practice (guided practice)
Each phase of teaching will be guided by student needs. Students should be at 95%+ before moving on to another task.
CICO Card Planner Goal Setting
Planner Goal setting Self-monitoring Notebook Goal setting Self-monitoring Test Prep Study strategies Notebook
Case Example, Evaluation
HS-BEP class performance
CICO points (SWIS-CICO) 2
week review by students goals
Modify
Curricular activities Critical
features of study skills
School-wide performance Attendance Office Discipline Referrals Grades
Maintain/ Checks (independent work)
CICO Card Planner
Planner Self-monitoring
CICO Card Planner Goal setting Notebook
Case Examples, Limitations
Fidelity of implementation:
Academic (curricular) 92% implementation CICO component 40% Students
not carrying CICO card of rewards for carrying CICO card Lack of positive teacher comments on CICO card Lack
Student identification
Universal screening mechanisms not efficient. Students failing before identified as requiring additional supports.
Case Example, Participants Student
Donovan
Joy
IEP
Grade
N
Y
10
11
Age
15
16
Function of problem behavior
Failing at mid-term
Problem behavior
M
Health Algebra
Gender
Student FACTS
Teacher FACTS
Non participation, work incomplete
Escape, difficult work
Escape, difficult work
F
English Algebra Biology
Non participation, work incomplete
Escape, difficult work
Escape, difficult work
Non participation, work incomplete Talking to peers during instruction
Peer attention
Escape, difficult work
Work incomplete Talking to peers during instruction
Peer attention
Escape, difficult work
Malcolm
N
9
14
M
English Science
Lee
Y
9
14
M
Science
Travis
N
10
15
M
English
Non participation, work incomplete
Escape, difficult work
Escape, difficult work
M
English Biology History
Non participation, work incomplete Talking to peers during instruction
Escape, difficult work
Escape, difficult work
Ricky
N
9
14
Case Example, Late, Absent & ODRs Participant
Latenesses
Absences
ODRs
-2.1%
100% in BL
0 in BL
0% in BL
+ 4%
0 in BL
Malcolm
-2.4%
100% in BL
-1
Lee
-2.5%
+6%
-1
Travis
0% in BL
+4%
0 in BL
Ricky
-.4%
+8%
0 in BL
Donovan Joy
% completed in IV - % completed in BL
Case Example, Assignment Completion Participant Class % Change Donovan Algebra + 45% Joy English + 23% Malcolm English +13% Lee Science +3% Travis English + 27% Ricky English + 24% Assignments completed / Assignments possible
HS-BEP, Direct Observation Data
Observed in classes failing at midterm
Teacher FACTS identified escape maintained problem behaviors
20 minutes target / 20 minutes composite Alternating 5 minutes target, 5 minutes random peer (4) Partial interval recording
IOA for 33% of observations, 92% average (76%10 100% range)
Donovan, Academic Engagement & Problem Behavior Baseline
HS-BEP Academic Engagement
Problem behavior
Observations
Joy, Academic Engagement & Problem Behavior HS-BEP
Baseline
Observations
Ricky, Academic Engagement and Problem Behavior HS-BEP
Baseline
Observations
Donovan & Peers Academic Engagement Baseline
HS-BEP
Composite
Participant
Observations
Joy & Peers, Academic Engagement Baseline
HS-BEP
Observations
Ricky, Academic Engagement with Peer Composite HS-BEP
Baseline
Observations
Case Example, Participant Outcomes
Fidelity issues Participants entered HS-BEP at end of the semester
2-4 weeks in intervention
Effect in academic engagement Small changes in attendance, lateness, ODRs Moderate changes for some participants in percentage of assignments completed
HS-BEP
Conceptually founded in what we know about why students drop out of school: academic reasons. Considers relationship between academic success and problem behavior. Designed to concurrently address academic and social needs.
Questions?
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