The document discusses students with emotional and behavioral disabilities (EBD). It notes that less than 24% of students with EBD receive education in general education settings. Students with EBD also have lower grades, fail more classes at a 51% rate, and drop out of high school at a 51% rate. Those who dropout have high arrest rates, with 1 in 5 arrested during school and 58% arrested within 5 years of leaving school. The document then discusses risk and protective factors for students and positive behavior support as an approach.

2. Rational for Action < 24% of students with EBD are included in a general EBD setting (NLTS2, 2006; NCED & JJ, 2002; 24th Annual Report to Congress, 2002)

3. Students with EBD Lower grades & fail more classes 51% dropout rate (Artiles & Reschly, 2002; NLTS2, 2006; NCED & JJ, 2002; Reschly, 2006; 24th Annual Report to Congress, 2002)

4. Adjudication of Students With EBD 1 in 5 will be arrested while in school. 58% will be arrested within 5 years of leaving school. 73% of students w/ EBD who dropout will be arrested “ Patterns of neglect” (Leone, 2003; Leone & Drakeford, 1999:NLTS2, 2006; NCED & JJ, 2002; 24th Annual Report to Congress, 2002)

5. Employment of Students With EBD

6. Risk and Resilience Risk: conditions or situations that are empirically related to particular outcomes (Reddy et al., 2001) Resilience: a characteristic that allows a person to make appropriate behavioral choices in the presence of multiple risk factors (Finley, 1994)

7. Traditional Approaches to misbehavior The traditional responses have been reactive and punitive coercive cycles corporal punishment suspension expulsion incarceration

8. Protective Factors Factors that can be modeled to strengthen or develop the qualities of resilience in children while shielding risk…an educator's opportunity: Provide... Caring Relationship High Expectations Opportunities for Participation

9. Risk Factors Domains Individual Family School Community

10. Family Factors RISK Poor Parenting Skills Neglect Harsh - Abusive Rejection Substance abuse, crime Child Malnutrition Aggression Emotional problems RESILIENCE Prenatal parent training Home visitation by nurses Teach child Health and self care skills Emotional coping strategies

11. School Factors RISK Low school involvement Failure cycle Academics difficult Student escapes Teacher avoids RESILIENCE Include students in policy decisions Match instruction to level of ability Facilitate success Effective academic instruction Effective behavior management

12. School Factors RISK Less academics Truancy Suspension Expulsion Dropping out RESILIENCE Increase active participation Meaningful instruction Alternative programs Involve parents

13. Prevention - Proactive Understand the risk factors Develop effective programs to overcome risk factors Enhance the protective factors that promote resiliency

14. Prevention of Juvenile Delinquency Primary Prevention Prevent initial offending Secondary Prevention Prevent re-offending Tertiary Prevention Ameliorate effects of persistent offending

15. Positive behavior —goal is for students to develop a repertoire of appropriate skills that enable them to participate successfully in a broad range of family, school, and community settings. Support —a continuum of strategies provided at the appropriate level of personalization, given the strengths, needs, and preferences of the student and family. Positive Behavior + Support =

16. Positive Behavior Support A broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior An integration of (a) valued outcomes, (b) the science of human behavior, (c) validated procedures, and (d) systems change to enhance quality of life and reduce problem behavior

17. Use what works Build capacity Take responsibility for all students Be proactive Work smarter BIG PBS IDEAS

18. Resiliency Traits Insight Children are involved in assessing their own work Independence Children help develop standards for their work Relationships Children have many opportunities to work collaboratively Creativity Children can make choices

19. Resiliency Traits Initiative Children participate in meetings to solve classroom problems Humor Children feel safe and connected in a classroom structured community Morality Children are active in setting rules for classroom/school life ( Bickart & Wolin, 1997 )

20. Language of Resiliency A language tool that reinforces support systems for students and encourages resiliency I am (Internal Sources) I have (External Sources) I can (Social Sources)

21. Access to curriculum Some texts that students prefer are typically not valued in schools (Moje, et. al. 2000; Moje, 2002. Focus on linguistic and logical-mathematical intelligence (Jensen, 1998; Rose, 2003). Literacy skills prove to be strong predictors of educational success Engaging Memorable Fosters Motivation for Learning

22. High Expectations Focus on the individual student interests experiences strengths Have necessary materials for success Eliminate fear or threat

23. Caring Relationships The Teacher ……The most frequently encountered positive role model outside the family Conveys: compassion understanding respect trustworthiness sincere interest Utilizes rituals and traditions in the classroom Celebrates traditions Provides one-on-one time

24. Opportunities for Participation Meaningful involvement and responsibilities Hands-on learning Student involvement curriculum planning cross-age tutoring or mentoring decision making in school policies/rules

25. Data Collection On-Site Observations: - Classrooms Effective Practices Transitions Academic foci Behavior management systems On-Site Interviews: -Teachers, staff Academic & behavioral expectations Remedial plans/decision making process School climate Collaboration and partnerships

26. Data Collection On-Site Observations: - School-wide Hallways Lunchroom w/transitions Common areas Physical surroundings Staffing ratios Expectations & rules Materials & supplies Behavior management Behavioral incidents

27. References… Artiles, A.J., Harry, B., Reschly, D.J., & Chinn, P.C. (2002). Over-identification of students of color in special education: A critical overview. Multicultural Perspectives. 4(1), p3-10. Christle, C.A., Jolivette, K., Nelson C.M. (2005). Breaking the school to prison pipeline: identifying school risk and protective factors for youth delinquency. Exceptionality, 13(2), 69–88 Fullan, M. (2001). Leading in a Culture of Change. San Francisco, CA: Jossey-Bass. Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004). (Reauthorization of the Individuals with Disabilities Education Act of 1990). Leone, P. E., & Drakeford, W. (1999). Alternative education: From a “last chance” to a proactive model. Retrieved October 1, 2006, from The National Center on Education, Disability, and Juvenile Justice site: http://www.edjj.org/Publications/list/leone_drakeford -1999.html Leone, P. E., et. al. (October, 2003). School Failure, Race, and Disability: Promoting Positive Outcomes, Decreasing Vulnerability for Involvement with the Juvenile Delinquency System. College Park, MD: The National Center on Education, Disability, and Juvenile Justice. Lipsey, M., & Wilson, D. (1998). Effective intervention for serious juvenile offenders. In R. Loeber & D. Farrington (Eds.), Serious and Violent Juvenile Offenders, (pp. 313-345). Thousand Oaks, CA: Sage.

28. … References National Longitudinal Transition Study. (1993). Retrieved October 6, 2006, from http://www. sri . com/policy/cehs/publications/dispub/nlts/nltssum .html No Child Left Behind Act f 2001, 20 U.S.C. § 6310 et seq. (2002) Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial & Special Education, 27(5), 276-292. Sanders, J. R. & Sullins, C. D. (2006). Evaluating School Programs: An Educators Guide. (3 rd ed.). Thousand Oaks, CA: Corwin Press. Senge, P. M., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., Kleiner, A. (2000). Schools That Learn. New York, NY: Doubleday. Thurlow, M.L., Sinclair, M.F., & Johnson, D.R. (2002). Students with disabilities who drop out of school-implications for policy and practice. Issue Brief: Examining Current Challenges in secondary Education and Transition. 1-2. Retrieved October 2, 2006 from the National Center on Secondary Education and Transition website. U.S. Department of Education (2002). Twenty-Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington DC: Author.