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Hs cico todd

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Hs cico todd

  1. 1. CHECK IN CHECK OUT FOR HIGH SCHOOLS:THE HIGH SCHOOL BEHAVIOR EDUCATIONPROGRAM (HS-BEP) Sustaining Communities of Practice Schoolwide positive behaviour support Queensland Conference 2011 Presented by Anne W. Todd, University of Oregon awt@uoregon.edu Developed By Jessica Swain-Bradway, Ph.D., University of Oregon jswainbr@uoregon.edu
  2. 2. OBJECTIVES o  Review the basic components of the HS-BEP o  Summarize the guiding concepts of the HS-BEP o  Provide information for adjusting the Basic Check In Check Out Program (CICO)
  3. 3. ORGANIZATION…  Asadults we use a range of organizational / adaptive skills that give us access to   Work   Home   Social, etc.  Planner  Schedule  Alarm clocks  Email  Scales  Office manager
  4. 4. MIDDLE SCHOOLS …  Major academic and developmental changes,  Increasingly focused on:   Homework completion   Credit accrual  Increasingly organized by content area   Attention and resources are focused on academic achievement  Beset with the pressure of getting students “high school ready”.  Middle school students are   Increasingly faced with competing demands of puberty, peer acceptance, & school   Moving from “child” to “teen”
  5. 5. HIGH SCHOOLS …  Large,  Organized by content area,  Integration of multiple skill sets to complete learning tasks,  Invisible skill set to organize for task completion,  Have high number of students per adult,  Attention and resources are placed on academic achievement,  An easy place to get “lost”…  High School students are   Faced with many competing demands   Operating with “adolescent brain”
  6. 6. THE PROBLEM, PREVALENCE OF PROBLEMBEHAVIOR IN HIGH SCHOOL  School Survey on Crime and Safety (NCES, 2006)   N= 3,565   Documented Office Discipline Referrals (ODRs) occurring at least once per week   50% report disrespect towards teachers   86% of schools reported one or more violent incident or theft of items valued over $10   2.2 million crimes   Middle school had highest rate of violent crimes (2008) 41 per 1000 students
  7. 7. WHAT PROBLEM BEHAVIOR COSTS  Spaulding et al (2009).   N = 1,500 schools   1.3 ODRs per day per 100 students, high school   + 3,000 ODRs in school year  Average “lost” instructional time per ODR:   Student- 20 minutes   Administrators – 10-45 minutes (Scott & Barrett, 2004)
  8. 8. WHAT PROBLEM BEHAVIOR COSTS  Lost instruction time for students:   1,000 hours for the year   HS 5.8 in class hours (7 classes)   3,000 office referrals = 172.4 missed schools days   2,000 office referrals = 114.9 missed school days  How many missed schools days are “acceptable”?
  9. 9. THE PROBLEM, DROP OUT  Studentswith problem behaviors more likely to drop out than peers (Jerald, 2006; McKinney, 1989; Morrison, Anthony, Storino, & Dillon, 2001)   History of problem behavior,   Each year of NOT being successful predicts another year of NOT being successful.
  10. 10. THE PROBLEM, DROP OUT  Everyschool year approximately 1.2 million young people drop out of school  7,000 students a day  3,500 of those students identify as ethnic minorities (Alliance for Excellent Education, 2007; Greene, 2002; United States Department of Education, National
  11. 11. WHAT DROP OUT COSTS  $10,000less in average yearly income for students who drop out of school (HHS, 2006).  Eachstudent who drops out costs the federal government $260,000 over course of lifetime (Rouse, 2005).  A5% increase in graduation rates of male students alone would equate to savings of $8 billion in crime related costs (Alliance for Excellent Education, 2006).
  12. 12. Academic failure Problem behavior (Allensworth & (e.g. disruption, Easton, 2005; disrespect, etc.)Balfanz, & Herzog, (Sweeten, 2006; 2005), Tobin & Sugai, 1999 Poor teacher History of grade relationships retention (Barber & Olson, (Allensworth et al, 1997) 2005), Low attendance Diagnosed with a(Balfanz, & Herzog, disability (NTLS-2, ; 2005; Jerald, 2006; Wagner, Newman, Neild & Balfanz, Cameto, Levine, 2006), and Garza, 2006).
  13. 13. WHY STUDENTS DROP OUT  Academic failure is the most empirically robust predictor of drop out is (Allensworth & Easton, 2005; Berktold, Geis, & Kaufman, 1998; Harlow, 2003; Jordan McPartland, & Lara, 1999; Kemple, Herlihy & Smith, 2005; Markow & Scheer, 2002).  Students who drop out are NOT connected to school (Berktold, Geis, & Kaufman, 1998; Harlow, 2003 : Jerald, 2006; Bridgeland, DiIulio, & Morison, 2006).  24% of students who drop out are unable to identify an adult in the school by whom they feel supported (2006 High School Survey of Student Engagement).
  14. 14. THINK about FUNCTION … Drop out is the “ultimate” escape, Lack of work completion   Can’tdo   Won’t do
  15. 15. PBISFRAMEWORK
  16. 16. 17Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
  17. 17. PBIS FRAMEWORK  Same framework guides secondary/ Tier II supports.   Best practices that support student behaviors,   Skill building more intense, more specific   Systems that support teacher behaviors,   Training, communication with team   Common vision that is informed by data.   More frequent data collection and review.
  18. 18. TIERED SYSTEM OF SUPPORTS
  19. 19. SECONDARY LEVEL SUPPORTS•  Increase: •  Structure and predictability •  Positive adult feedback •  Home/school communication•  Rapid response/continuously available•  Efficient • Link academic and social performance •  Ongoing data collection for decision making
  20. 20. SECONDARY LEVEL SUPPORTS  Intensify practices:   Teaching   Acknowledging   More specific, more frequent  Intensify supports:   Trainings   Communication (teachers, home)   Data systems  Intensify Data collection and use   More frequent, more specific data collection   More frequent, pointed review
  21. 21. SECONDARY SUPPORTS FOR MIDDLE ANDHIGH SCHOOL Middle school  Working toward success in another setting: High School.  Supports sufficient to self-manage High School:  Supports sufficient to keep them in school.  Supports sufficient for them to accrue credits and graduate.  Supports sufficient to self-manage
  22. 22. EXPANDED TIER OF SECONDARYSUPPORTS…  Multi-faceted:   As students go through school levels tend to move away from “quick fix”.   Many students who show up as “at-risk: for HS failure will require multi-faceted supports  Obstacles to engagement must be actively addressed.   Academic and Social supports   Academic supports sufficient to maintain engagement   Social supports: school adjustment skills
  23. 23. SCHOOL RETENTION LITERATURE  Adult feedback or interaction (Croninger & Lee, 2001; Dynarski, 2001; Fashola & 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)  Increase home / school connection (Dynarski, 2001; Fashol & Slavin, 1998; Sinclair, Christenson, Lehr, & Anderson, 2003; Thurlow, Christenson, Sinclair, Evelo, & Thornton, 1995)
  24. 24. SCHOOL RETENTION LITERATURE  Increase structure and predictability (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).
  25. 25. BIG PICTURE  Students need to be engaged in work to succeed in school.  Wemust target secondary supports on reducing obstacle to success.   By increasing adult interaction   By communicating with home   By increasing predictability   By providing BOTH social and academic supports  We need to be efficient and effective.   ASAP!
  26. 26. SMALLEST CHANGEBiggest impact
  27. 27. WHAT’S THE SMALLEST CHANGE THATWILL MAKE THE BIGGEST IMPACT?  Think back to those “Access” skills…   Our activity was reminder of the type of access or organizational skills we employ as adults to manage our work life, home life, fun life.   What if we can systematically support students in organizing their time, materials, effort for academic support?   What if we addressed the function of escape at the same time?
  28. 28. HIGH SCHOOL BEHAVIOR EDUCATIONPROGRAM (HS-BEP)  Secondary tier intervention for middle and high school students at rick of school failure  Combines critical components as identified by PBIS & school retention literature  Targets immediate access skills v long term acquisition skills  Focuses on escape maintained problem behavior   Building skills in organization   Providing time, resources and assistance to complete work   Providing increased acknowledgement for completing work
  29. 29. HS-BEP CONCEPTUAL FRAMEWORK PBIS School Retentiono  Increase structure and predictability   Increase structure ando  Increase positive adult predictability feedback   Increase adulto  Increase home/school communication feedback / interactiono  Efficient   Increase home / school o  System for linking academic and social performance connectiono  Rapid response/continuously available   Provide both academico  Ongoing data collection for and social supports decision making
  30. 30. HS-BEP  45 minute class   5 minutes: Entry Task, Check-In   15 minutes skill building: foundational organizational skills   25 minutes supported homework completion: application of organizational skills to homework activities  Daily class  First period of the day  Student participates in CICO cycle   First period HS-BEP class serves as morning check- in period   HS-BEP teacher coordinates CICO
  31. 31. Check  In  Check  Out     Student Recommended for CICO Safe Responsible Respectful Check In 2 1 0 2 1 0 2 1 0 Before 2 1 0 2 1 0 2 1 0 Recess Before 2 1 0 2 1 0 2 1 0 CICO is Implemented Lunch After Recess 2 1 0 2 1 0 2 1 0 Check Out 2 1 0 2 1 0 2 1 0 Today’s goal Today’s total points CICO Coordinator Morning Summarizes Data Check-in For Decision Making Parent Regular Teacher Bi-weekly SST MeetingFeedback Feedback to Assess Student Progress Afternoon Check-out Revise Exit Program Program
  32. 32. CICO  Home  Report   Student Recommended for CICO Name:  ____________                      Date:  ______   ___    I  met  my  goal  today       ___    I  had  a  hard  day   One  thing  I  did  really  well  today    was:  ________   Something  I  will  work  on  tomorrow  is:  ________   CICO is Implemented Comments:   Parent  signature:  ____________________   Morning Academic CICO Coordinator Seminar & Summarizes Data Check-in For Decision Making Parent Regular Teacher Bi-weekly SST MeetingFeedback Feedback to Assess Student Progress Afternoon Check-out Revise Exit Program Program
  33. 33. Check  In  Check  Out     Student Recommended for CICO Safe Responsible Respectful Period 1 2 1 0 2 1 0 2 1 0 Period 2 2 1 0 2 1 0 2 1 0 Period 3 2 1 0 2 1 0 2 1 0 CICO is Implemented Period 4 2 1 0 2 1 0 2 1 0 Period 5 2 1 0 2 1 0 2 1 0 Today’s goal Today’s total points CICO Coordinator Morning Summarizes Data Check-in For Decision Making Parent Regular Teacher Bi-weekly SST MeetingFeedback Feedback to Assess Student Progress Afternoon Check-out Revise Exit Program Program
  34. 34.  Academic  Seminar     Instruc6on  &  Prac6ce  in  7   Student Recommended for HS-BEP  founda6onal  organiza6onal  skills    Planner  Use    Notebook    Gradua6on  Plan    Goal  SeCng   HS-BEP is Implemented  Tracking  Progress    Study  Skills    Test  Taking   Homework  Support   CICO Coordinator Morning Summarizes Data Check-in For Decision MakingParent or Preferred Adult Regular Teacher Bi-weekly SST Meeting Feedback Feedback to Assess Student Progress Afternoon Check-out Revise Exit Program Program
  35. 35. HS-BEP FOUNDATION SKILLS  Immediateaccess skills v long-term acquisition skills   Planner   Notebook   Graduation plan   Goal setting   Student guided FACTS Self- management   Tracking progress   Test taking   Study skills
  36. 36. HS-BEP Participation Signals…  Failing 1 or more content area class  Engaging in escape maintained behaviors due to difficulty of work:   Incomplete homework, class work  Could use additional supports organizing   Black hole back pack   Missing work   Don’t know due dates, class requirements  Find at least one adult reinforcing  Are not in “crisis”  Freshman, Sophomores
  37. 37. HS-BEPo  Increases structure and predictability, o  Daily class o  Self-management / school adjustment skills o  Students have support for homework completion o  PBS foundations: explicit expectations, frequent reinforcemento  Increases adult feedback and interaction, o  Smaller class size than typical content area classroom o  Daily in-class check in and check-out o  Small group instruction / support within class
  38. 38. HS-BEPo  Increases home school connection, o  CICO card home componento  Combines academic and social supports o  HS-BEP curriculum o  School adjustment skills that allow access to academic successo  Rapid response/continuously available o  Classo  Ongoing data collection for decision making o  Academic data: classroom grades, in-class activities o  CICO data
  39. 39. HS-BEP  Academic Supports   Provide instruction, practice, and reinforcement for school adjustment / self- management skills at a level sufficient to maintain engagement   See appreciable difference within two weeks   Identify adult who is supportive   Track own progress
  40. 40. HS-BEP  Social Supports (CICO)   Mechanism for receiving positive feedback from adults   Mechanism for coming to the attention of adults for positive behaviors   Track own progress   Bridge to self-management
  41. 41. HS-BEP: CONSIDERATIONS  Explicit instruction in school adjustment / self- management skills can make a difference if:   Student is engaging in escape maintained behaviors due to difficulty of tasks   If students hate adults, this isn’t for them   Delivered with fidelity   Opportunity to use, and reinforced in content area classes   Other academic skill deficits are being addressed   Building layers of support   Basic math, reading support, differentiated instruction
  42. 42. Academic AdditionalTIERS OF SECONDARY SUPPORT Support: Social Check-in skill CICO Emotional (lunch / building / Supports study hall) homework Academic Additional CICO Support Check-in Academic CICO Support Academic Support
  43. 43. USING THE REFERRALS BY STUDENT REPORT AS A UNIVERSAL SCREENING TOOL 46
  44. 44. FIDELITY OF IMPLEMENTATION  Use weekly 1-5 survey of CICO implementers to assess fidelity of plan implementation   Did we do what we said we would do? Are we doing what we planned? 1 ….. 2 …..3 ….. 4 ….. 5 No Yes   Did we do it well? Are we doing it well? 1 ….. 2 …..3 ….. 4 ….. 5 No Yes
  45. 45. HS-BEP,EXEMPLARJudy Kerner, ChurchillHigh School
  46. 46. HS-BEP FOUNDATION SKILLS  Immediateaccess skills v long-term acquisition skills   Planner   Notebook   Graduation plan   Goal setting   Student guided FACTS   Tracking progress   Test taking   Study skills
  47. 47. HS-BEP CURRICULUM – EXPANDEDBY RHS
  48. 48. WHO NEEDS HS-BEP AT RHS?Students who enter 9th grade with a “drop-out marker” (Jerald, 2006):   Poor classroom behavior   Failing English and / or math  Students identified as lacking organizational skills  Target 9th graders  With and without IEPs  Appropriate academic placement   Read Right, Math Foundations, etc.
  49. 49. WHO NEEDS HS-BEP AT RHS?  Functional alignment …   Students escaping work   Not handing in homework / class work,   Placed appropriately for academic needs,   Grade level testing   Previous work  If students dislike adults, this is not the place for them…   Escape maintained behaviors due to distrust / dislike of all / most school adults.
  50. 50. Basic Components•  Academic and Support –  Organizational/ Study Skills –  Homework Completion•  Social Support –  Goal Setting –  Social behaviors that impact academic achievement –  Tracking Progress –  Academic –  CICOConnections between: Students HS-BEP  Content teachers
  51. 51. HOW DOES HS-BEP RUN?•  Block Schedule: 85 minutes every other day•  Half HS-BEP Curriculum direct instruction/ half homework completion•  Classroom-wide PBIS built off school wide program•  CICO embedded into daily entry routine•  Best Practices in Special Education
  52. 52. SEPTEMBER 2, 2009TODAY’S GOALS:1. DEMONSTRATE ACTIVE LISTENING2. COMPLETE AT LEAST 1 MISSING ASSIGNMENT•  D.E.T. / Warm-up: Write a story recounting what you did this morning up to get prepared for school, starting with the moment your eyes opened and ending when you walked out the front door. Be descriptive•  Lecture with note taking: How to be an active listener•  Practice and Evaluate: Tell the story of your morning to a partner, then evaluate their listening skills•  Planner Popcorn•  Set homework goal•  Homework•  Exit write: Name an active listening skill that comes easily to you, and one you need to work hard at
  53. 53. PLANNING FOR SUCCESS  All9th and 10th grade text Books  Clear work expectations,   Participation grade  Communication with teachers   Grade print-outs,   Worksheets, etc.  Tutorsas able  “No Homework?” flow chart
  54. 54. No Homework? You can….!  Do EXTRA CREDIT or MISSING ASSIGNMENTS!!!   Study for a Test   Check your GRADES online (write them into your planner).   Check Calendars and students in the same class as you for assignments / projects / upcoming tests (write into your planner).   Review information you learned in classes today (re-read notes, review handouts, chapter in book, etc.).   Check Binders, backpack and books for unfinished work.   Check the Big White Binder for your class schedule and grade reports, and consider if there is work to do in any class. (ex: {…to self, in head..} “OK, so I have French 1st period, and I could study my numbers and colors, I guess. Then I have algebra, and I have just 3 problems that I didn’t finish in class. Forgot about those. I’ll do that.”).   Make FLASHCARDS to memorize terms, vocabulary, etc. (great for Foreign Language, Science, English, Social Studies, sometimes Math).   Work on an Anchor Project for extra-credit in HS-BEP.  Do an enrichment activity from the black crate It is not an option to NOT work. If you must be working, it is always best to work on something that will benefit YOU and your GRADES…!
  55. 55. Communication1)  Grade print-out/progress reports2)  Assignment calendars3)  Content area worksheets4)  Progress Monitoring notebook5)  CICO points / graphs6)  HS-BEP class lists to all staff7)  Emails to content area teachers8)  Notes home to parentsSTUDENTS HS-BEP TEACHERS
  56. 56. MEASURING OUTCOMES  Gauging climate through student behavior   Office referrals   Classroom discipline (teacher detention, hallway conferences, etc.)  Pre and post surveys completed by students  HS-BEP grades  Content area grades  Attendance  Teacher feedback   Surveys (Survey Monkey)   “Check-in” emails  SWIS and CICO data
  57. 57. HS-BEP Evaluation ToolIn development
  58. 58. KEY COMPONENTS•  Alignment with Small Learning Communities •  Communication with 9-10 Teachers •  Staff knowledgeable about HS-BEP class•  Strong Universal PBIS system•  Tiered supports•  Administrative team support•  Data for decision making•  Collaboration with other schools / programs•  On site Professional Development •  HS-BEP staff •  Content area staff
  59. 59. CHALLENGES •  Scheduling •  Universal screening •  Identifying students quickly / efficiently •  Tracking assignments •  Changes in program due to funding •  Finding consistent, trained tutors •  Students at various levels / different needs •  12-14 students with needs for Tier II supports all in the same classroom
  60. 60. DATA FROM 2008-2009 SCHOOL YEAR  CICO Embedded in HS-BEP class  Routines in HS-BEP mimic CICO cycle:   Individual check-ins with teacher during each class   Review of student goals   Adult follow-up on academic tasks   Frequent updates sent home
  61. 61. ACADEMIC ENGAGEMENT DATA, PARTICIPANTS
  62. 62. ACADEMIC ENGAGEMENT DATA, COMPOSITES
  63. 63. TAKE HOME MESSAGES  www.PBIS.org   Search “HS-BEP” for curriculum / lesson plans to steal  Utilize the messages from school retention literature:   Academic and social supports organized to increase credit accrual:   Increase structure   Increase positive adult interaction  Think PBIS:   What systems are in place to support the practices that will lead to success?   What data do you need to know if this is working?  Build on existing systems within the school.  Have patience!

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