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Transcript of 1 Achievement in Dropout Prevention and Excellence I and II (APEX II): A Comprehensive Approach to...
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Achievement in Dropout Prevention and Excellence I and II (APEX II): A
Comprehensive Approach to Dropout Prevention and Recovery
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PBIS-NH and APEX
• Summer 2002 – New Hampshire Department of Education awards
contract to create the New Hampshire Center for Effective Behavioral Interventions and Supports (NH CEBIS) with the express purpose of implementing positive behavioral support in K-12 schools
– NH DOE and UNH Institute on Disability is awarded APEX dropout prevention grant (funded by the US Department of Education, Office of Elementary and Secondary Education) to address dropout prevention in 2 NH High Schools
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APEX II
• Summer 2005- New Hampshire APEX II partners submit a second grant to OESE at the US Department of Education- awarded October 2005
• APEX II includes work with 10 of NH’s “lowest performing” high schools
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APEX- Model Assumptions
• School organization and systems are related to dropout rates (school-wide issues) (Gottfredson, Gottfredson & Hybl, 1993; Bryk & Thum, 1989; Lee & Burkham, 2001; Nelson, 1996; Rumberger, 2001; Rutter, 1979)
• Behavioral problems in school are associated with a likelihood of dropping out – indicator of risk
• Students with significant emotional or behavioral challenges require individualized, community-based transition services in order to successfully complete high school (Wagner & Davis, 2006)
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Youth with EBD….
• Disengaged from school/family/community• Most likely disability group to be in a
segregated academic setting• Highest rates of disciplinary infractions• Perceived by teachers as having significantly
lower levels of social competence and school adjustment
(Lane, Carter, Pierson, & Glaeser, 2006)
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Key: Student engagement has emerged as the bottom line in preventing dropout
• Dropping out is a process of disengagement
• Keys to engaging students early on– Enter school ready to learn/early intervention
• Contextual keys to engaging students– Providing effective instruction – evidence based, best
practice– Creating cultural match/relevance – extend to include
strategies that are appropriate to student background and culture
(Alexander, Entwisle & Kabbani, 2001; Christenson, Sinclair, Lehr & Hurley, 2000; Cotton & Conklin, 2001; Cleary & Peacock, 1998; Finn, 1993; Payne, 2005)
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APEX II Model
• To address school-based systems/climate issues:– Positive Behavioral Interventions and Supports
(PBIS) (Bohanon, et. al., 2004; Sugai & Horner, 1999)– Student Leadership Development
• To address issues for students most at-risk:– Rehabilitation for Empowerment, Natural
supports, Education and Work (RENEW) (Eber, Nelson & Miles, 1997; Cheney, Malloy & Hagner, 1998; Bullis & Cheney, 1999)
– 8th to 9th grade transition system and practices
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APEX II GOALS*
1. Work toward implementing Positive Behavioral Interventions and Supports (PBIS),
2. Provide leadership in the school-wide systems change process and support the dedication of staff time to participate in project activities,
3. Collaborate with project staff to develop a systematic transition from the 8th to 9th grade for at-risk students,
4. Collaborate with project staff to develop individualized school-to-career services for the most at-risk students using the RENEW model, and,
5. Develop and implement a high school student leadership initiative to focus on school climate issues.
*From 2005 MOU between districts and NH DOE
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APEX II Model Outcomes
1. Decrease dropout rates in participating schools by 50% during project period
2. Decrease rate of negative behavioral incidents in schools.
3. Increase numbers of at risk students or dropouts who graduate
4. Increase state test scores (10th grade) by improving the 8th to 9th grade transition for at risk students.
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PBIS is a comprehensive 3-tiered evidence-based systems approach to schoolwide discipline that can efficiently and effectively improve social, behavioral, and academic outcomes through the use positive, preventative, and function-based behavior support practices within the context of collaborative teaming and data-based decision-making.
Positive Behavioral Interventions and Supports
DefinedMuscott & Mann (2006)
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:RENEW Intervention
~80% of Students
~15%
~5%
APEX PBIS MODEL
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RENEW: The “Red Zone” Component of the APEX II Project
– For the most “at risk” students (60 per high school):
– Model components:• Person-centered planning• Individualized academic programming (creative
solutions and “Real World Learning” opportunities).
• Naturally supported employment • Interagency collaboration and braided funding• School to Career transition articulation,
including post-secondary education• Mentoring
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Data Sources
Problem Behavior Incident ReportsOffice Discipline Referrals
In and Out of School SuspensionsSurveys on Bullying, Harassment, School
Safety Tardies, Absenteeism, Staff Surveys, Climate Surveys, etc.
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Franklin High School’s Results: A 56% Reduction in ODRs
NUMBER OF OFFICE REFERRALS BY GRADE AT FRANKLIN HIGH
2009
1508
574647
832
614
363269
0
500
1000
1500
2000
2500
Nine Ten Eleven Twelve
Grade Level
Nu
mb
er o
f R
efe
rrals
2003-04 2004-05
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NUMBER OF REFERRALS PER 100 STUDENTS FOR TOP PROBLEM BEHAVIORS AT FRANKLIN
HIGH
494
166129
42
204
9944 22
0
100
200
300
400
500
600
Problem Behavior
Re
ferr
als
Pe
r 1
00
Stu
de
nts
2003/04 2004/05
•The top problem behaviors this school year are: skipping, disrespect/defiance, disruption, and inappropriate language.
•Tardies are not usually reported in SWIS so they are not included on this report•There has been a significant decrease in all of these areas from last school year to now.
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AVERAGE REFERRALS PER DAY PER MONTH PER 100 STUDENTS- FRANKLIN
HIGH
0123456789
10
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Averag
e R
efe
rrals
Per D
ay
Per 1
00 S
tud
en
ts
2003-04 2004-05
•This graph looks at the average referrals per day per month per 100 students so that school years can be compared (because enrollment varies year to year)
•The average number of referrals per month has decreased 50% this school year (2004-2005) compared to last year (2003-2004).
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Franklin HS: Benefits of APEX and PBIS
Total Referrals Compared Across School Years
4738
2078
999.58
494.76
0
500
1000
1500
2000
2500
3000
3500
4000
4500
5000
2003-2004 2004-2005
School Year
Num
ber o
f Ref
erra
ls
Total Referrals Per 100 Students
56% Reduction in ODRS
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Franklin HS Improvements• An improved climate for learning and teaching• More students conforming to expectations• Reductions in problem behavior, ODRs and
suspensions• Increased instructional time that, if used effectively,
should result in increased academic achievement• Reduced need for crisis or resource-intensive
responses• Faculty, administration & families on same page
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Lessons Learned
• School-to-career services, even for the students with the biggest challenges, are a form of “mental health in schools”
• Students with the greatest challenges can live, learn and work in their home communities.
• Person-centered planning is critical• Linking youth with community resources
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Contact InformationDr. Robert Wells,Consultant, NH Department of
Education andDirector, APEX [email protected]
Kathleen Abate, Program Director
Alliance for Community Supports
JoAnne M. Malloy, MSWProject DirectorInstitute on Disability, UCEDUniversity of New [email protected] Institute on Disabilityhttp://iod.unh.edu