PBIS in Alternative School Settings: What we know and what is needed

Transcription

1 PBIS in Alternative School Settings: What we know and what is needed Jeffrey Sprague University of Oregon Henry Shepherd & Marcus Brewer Expo Alternative Learning Center

2 PBIS and high risk youth Outline the challenge of delinquency and mental health concerns for high risk youth Link PBIS practices to improved delinquency and mental health outcomes Describe how PBIS practices can be applied to help high-risk students Describe evidence-based practices Describe research on the approach Discuss treatment fidelity assessments Jeffrey Sprague, Ph.D.

3 Big Ideas SWPBIS is implemented in over 30,000 general education schools Academic and behavioral benefits Implementation is much lower for programs called alternative education Less is known about what works in alternative education No common definition of alternative ed It is likely that the same structures for adopting, implementing and maintaining PBIS practices in general education schools are effective in alternative education programs if the unique features of these environments are addressed Jeffrey Sprague, Ph.D.

4 Multi-problem youth Exist in every school and community (and always will.) The challenge varies in intensity and frequency Is associated w/ a variety of risk factors (no single pathway) Presents our greatest public health problem! Jeffrey Sprague, Ph.D. jeffs@uoregon.edu

5 On any given day 1 in 5 of your students will be: Having a problem Getting over a problem Getting ready to have a problem Jeffrey Sprague, Ph.D. jeffs@uoregon.edu

6 Questions to ask How can we make our behavior support process Help Youths accept responsibility? Place high value on academic engagement and achievement? Teach alternative ways to behave? Focus on restoring the environment and damaged social relationships? Jeffrey Sprague, Ph.D.

7 Integrated Approaches Students in need of selected or indicated (tier II and III) interventions who are exposed to language and techniques in the context of universal interventions are likely to benefit even more from the intense interventions if the concepts or techniques provided are repeated, reinforced, or extended through the universal intervention. This has the potential to encourage the application of skills and behaviors across settings. Jeffrey Sprague, Ph.D.

8 Targeted/ Intensive (High-risk Youth) Individual Interventions (3-5%) Intensive academic support Intensive social skills teaching Individual behavior management plans Wrap-around) services Community and service learning Alternatives to out of school suspension Selected (At-risk Youth) Classroom & Small Group Strategies Increased academic support and practice Increased social skills teaching Self-management training and support Alternatives to out of school suspension Community and service learning (10-20% of Youths) Jeffrey Sprague, Ph.D. Universal (All Youth) Program-wide, Culturally Responsive Systems of Support (75-85% of Youths) Effective Academic Supports Program wide social skills teaching Teaching Program behavior expectations Effective unit and classroom management Active supervision and monitoring in common areas Positive reinforcement systems Firm, fair, and corrective response to problem behavior Community and service learning

9 Adaptation of the three-tier PBIS Logic for Alternative Education Programs Targeted/ Indicated Selected FBA-based behavior support plan with social skills training to teach appropriate replacement behaviors. Targeted/Indicated Universal Default classroombased interventions and proactive, classroom interventions. Universal classroom- or school-wide positive behavior supports. Selective Universal Alternative Education Programs Services for students identified as ED and more intensive services for students identified as CD. General Education Schools Source: Jolivette, K., McDaniel, S. C., Sprague, J. R., & Swain-Bradway, J. (in press).

10 Programs That Reduce Disruption and Delinquency Shared values regarding program mission and purpose (admin, staff, families, youth) Clear expectations for learning and behavior Multiple activities designed to promote pro-social behavior and connection to local Program and community values A caring social climate involving collegial relationships among adults and Youths Youths have valued roles and responsibilities in the program Jeffrey Sprague, Ph.D. jeffs@uoregon.edu

11 Best Practices in Alternative Education School Wide Discipline Administrative Support Screening and Referral Service Coordination Transition/reentry Classroom Management Highly qualified teachers Behavior Support and Supervision High quality, individualized instruction School and work-based learning Mentoring and Adult Involvement Program Outcomes Tracking

12 Our Challenge We must enhance our capacity to create & sustain positive & effective discipline practices! We know what works, but we often don t do it consistently Start by creating a positive, inclusive program culture Positive Behavior Interventions and Supports! Jeffrey Sprague, Ph.D. jeffs@uoregon.edu

13 PBIS at the Expo Alternative Learning Center Henry Shepherd & Marcus Brewer

14 Key Components Even though we are an alternative education program, and we often receive students who are tier 3 students in an comprehensive school, our data shows that our students still reshuffle and maintain the PBIS pyramid.

15 Student Leadership This year we are really working on Student Leadership development. Students are running our PBIS store. They had to apply for the work experience Application required two teacher referrals Student Council runs a recycling program Community Service Projects- we are making dog toys out of old t- shirts to donate to the Humane Shelter and Retrieving Freedom Inc.

16 PBIS Logic Why it Works Successful individual student behavior support is linked to host environments that are redesigned & supported to be effective, efficient, durable, & relevant for all students (Zins & Ponte, 1990)

17 School-based Prevention & Youth Development Programming Teach children social skills directly in real context Foster respectful, supportive relations among students, school staff, & parents Support & reinforce positive academic & social behavior through comprehensive systems Invest in multiyear, multicomponent programs Combine classroom & school- & communitywide efforts Pre-correct & continue prevention efforts

18 Characteristics of Safe School Center for Study & Prevention of Youth Violence High academic expectations & performance High levels of parental & community involvement Effective leadership by administrators & teachers A few clearly understood & uniformly enforced, rules Social skills instruction, character education & good citizenship. After school extended day programs

19 Positive and Proactive vs. Reactive and Punitive

20 The Keys to PBIS/LIM at EALC Are: Prevention All Students Safety Positive Climate and Culture Structuring for Success Process/Problem Solving Data-driven Decisions Consistency High Expectations and Productivity Teaching and Modeling Behavior Fidelity and Outcomes

21 We believe this is because of the level of structure and routine paired with our building of positive relationships and catching student SHINING

22 Universal strategies at the school-wide and classroom levels designed to support ALL students Behavior Support Effective Instruction Red Flags that initiate systemssupport for individual students Individual Support Plans System Resources available to assist staff in designing support plans for individual students Randy Sprick, Ph.D., Safe and Civil Schools

23 Impact of Disciplinary Removals Schools with higher rates of suspensions also have Higher student teacher ratios Lower academic quality ratings Pay less attention to school climate Spend disproportionate time on discipline Have less effective school governance

24 What Does PBIS Look Like at EALC? Focused and Comprehensive Implementation Plan Meaningful and Relevant Staff Development Clear and Consistent School-wide Expectations Clear and Consistent Processes and Procedures for Handling Discipline Referrals Procedures and Systems to Encourage and Reinforce Responsible Behavior Effective Consequences to Discourage Irresponsible Behavior

25 At EALC We Teach School-wide Expectations, Rules and Procedures

26 All of our PBIS videos can be accessed through lootube and key word search Expo Each Oasis, homeroom, and roster teacher should utilize our PBIS videos to teach expected behaviors, procedures, and rules, for all settings. EALC PBIS Videos

27 Collect and Summarize Data Office Discipline Referrals(ODR) Surveys (School Climate and PBIS) School-wide Observations Performance Reports Attendance Reports Safety walk-through Reports Tardies

28 Recognize and Reinforce Positive Behaviors with SHINE Slips

29 SHINE Slips Students Having Integrity, New direction, Excellence, & Sensibility.

30 PBIS School-Wide Store The EALC PBIS schoolwide store is supported by donations and fundraising efforts. Pizza Ranch Gift Wrapping Cookouts Snow Cones

31 Where are we at in Implementation Universal (tier 1) 100% in place Supplemental (tier 2) 80% in place Intensive (tier 3) 70% in place We currently have pockets of full implementation and some pockets of little to no implementation.

32 Behavioral expectations defined Behavioral Expectations Taught Reward system for appropriate behavior. Continuum of consequences for problem behavior Continuous collection and use of data for decision making Tier 1 Universal supports Active Supervision and monitoring of common areas.

33 Tier 2 Supplemental Supports Check in/ Check out Social skills groups Organization skills Brief FBA Tier 2 data team

34 Tier 3 Intensive Supports Wraparound Services Functional Behavior Assessment IEP/BIP Referral to Services

35 What are Data are telling us Staff buy in is great- # of Shines tickets given last year Aug/Sept # of Shines tickets given Aug/Sept , Out of School Suspensions (Something to Celebrate!) Major Office Referrals

36 10 Things We Should Say More Often SHeYn4

37 Questions?

38 Maximizing Your Session Participation When Working In Your Team Consider 4 questions: Where are we in our implementation? What do I hope to learn? What did I learn? What will I do with what I learned?

39 Where are you in the implementation Exploration & Adoption process? Adapted from Fixsen & Blase, 2005 We think we know what we need so we are planning to move forward (evidencebased) Installation Let s make sure we re ready to implement (capacity infrastructure) Initial Implementation Let s give it a try & evaluate (demonstration) Full Implementation That worked, let s do it for real and implement all tiers across all schools (investment) Let s make it our way of doing business & sustain implementation (institutionalized use)

40 Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet