CHECK IN CHECK OUT FOR HIGH SCHOOLS: THE HIGH SCHOOL BEHAVIOR EDUCATION PROGRAM (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

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)

ORGANIZATION…

 As adults 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

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”

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”

THE PROBLEM, PREVALENCE OF PROBLEM BEHAVIOR 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

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)

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”?

THE PROBLEM, DROP OUT

 Students with 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.

THE PROBLEM, DROP OUT

 Every school 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

WHAT DROP OUT COSTS   $10,000 less in average yearly income for students who

drop out of school (HHS, 2006).

 Each student who drops out costs the federal government $260,000 over course of lifetime (Rouse, 2005).

 A 5% increase in graduation rates of male students alone would equate to savings of $8 billion in crime related costs (Alliance for Excellent Education, 2006).

Academic failure (Allensworth & Easton, 2005;

Balfanz, & Herzog, 2005),

Problem behavior (e.g. disruption, disrespect, etc.) (Sweeten, 2006;

Tobin & Sugai, 1999

Poor teacher relationships

(Barber & Olson, 1997)

History of grade retention

(Allensworth et al, 2005),

Low attendance (Balfanz, & Herzog, 2005; Jerald, 2006; Neild & Balfanz,

2006), and

Diagnosed with a disability (NTLS-2, ; Wagner, Newman, Cameto, Levine,

Garza, 2006).

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).

THINK about FUNCTION …

 Drop out is the “ultimate” escape,  Lack of work completion

  Can’t do   Won’t do

PBIS FRAMEWORK

Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette

kjolivette@gsu.edu

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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.

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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

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

SECONDARY SUPPORTS FOR MIDDLE AND HIGH 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

EXPANDED TIER OF SECONDARY SUPPORTS…

 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

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)

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).

BIG PICTURE

 Students need to be engaged in work to succeed in school.

 We must 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!

SMALLEST CHANGE

Biggest impact

WHAT’S THE SMALLEST CHANGE THAT WILL 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?

HIGH SCHOOL BEHAVIOR EDUCATION PROGRAM (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

HS-BEP CONCEPTUAL FRAMEWORK

o  Increase structure and predictability

o  Increase positive adult feedback

o  Increase home/school communication

o  Efficient o  System for linking academic

and social performance

o  Rapid response/continuously available

o  Ongoing data collection for decision making

  Increase structure and predictability

  Increase adult feedback / interaction

  Increase home / school connection

 Provide both academic and social supports

PBIS School Retention

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

Safe Responsible Respectful

Check In 2 1 0 2 1 0 2 1 0

Before Recess

2 1 0 2 1 0 2 1 0

Before Lunch

2 1 0 2 1 0 2 1 0

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

Student Recommended for CICO

CICO is Implemented

Parent Feedback

Regular Teacher Feedback

Afternoon Check-out

Morning Check-in

CICO Coordinator Summarizes Data

For Decision Making

Bi-weekly SST Meeting to Assess Student

Progress

Exit Program

Revise Program

Check  In  Check  Out    

Student Recommended for CICO

CICO is Implemented

Parent Feedback

Regular Teacher Feedback

Afternoon Check-out

Morning Academic Seminar & Check-in

CICO Coordinator Summarizes Data

For Decision Making

Bi-weekly SST Meeting to Assess Student

Progress

Exit Program

Revise Program

CICO  Home  Report  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:  ________  Comments:  

Parent  signature:  ____________________  

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

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

Student Recommended for CICO

CICO is Implemented

Parent Feedback

Regular Teacher Feedback

Afternoon Check-out

Morning Check-in

CICO Coordinator Summarizes Data

For Decision Making

Bi-weekly SST Meeting to Assess Student

Progress

Exit Program

Revise Program

Check  In  Check  Out    

Student Recommended for HS-BEP

HS-BEP is Implemented

Parent or Preferred Adult

Feedback Regular Teacher

Feedback

Afternoon Check-out

Morning Check-in

CICO Coordinator Summarizes Data

For Decision Making

Bi-weekly SST Meeting to Assess Student

Progress

Exit Program

Revise Program

 Academic  Seminar    Instruc6on  &  Prac6ce  in  7    founda6onal  organiza6onal  skills  

 Planner  Use    Notebook    Gradua6on  Plan    Goal  SeCng    Tracking  Progress    Study  Skills    Test  Taking  

Homework  Support  

HS-BEP FOUNDATION SKILLS

  Immediate access skills v long-term acquisition skills

  Planner   Notebook   Graduation plan   Goal setting

  Student guided FACTS

  Tracking progress   Test taking   Study skills

Self-management

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

HS-BEP o  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

reinforcement

o  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

HS-BEP

o  Increases home school connection, o  CICO card home component

o  Combines academic and social supports o  HS-BEP curriculum

o  School adjustment skills that allow access to academic success

o  Rapid response/continuously available o  Class

o  Ongoing data collection for decision making o  Academic data: classroom grades, in-class activities o  CICO data

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

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

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

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Support: skill

building / homework

CICO

Additional Check-in (lunch /

study hall)

Social Emotional Supports

Academic Support CICO Additional

Check-in

Academic Support CICO

Academic Support

USING THE REFERRALS BY STUDENT REPORT AS A UNIVERSAL SCREENING TOOL

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  Use weekly 1-5 survey of CICO implementers to assess fidelity of plan implementation   Did we do what we said we would do?

  Did we do it well?

FIDELITY OF IMPLEMENTATION

Are we doing what we planned? 1 ….. 2 …..3 ….. 4 ….. 5 No Yes

Are we doing it well? 1 ….. 2 …..3 ….. 4 ….. 5 No Yes

HS-BEP, EXEMPLAR Judy Kerner, Churchill High School

HS-BEP FOUNDATION SKILLS

  Immediate access skills v long-term acquisition skills

  Planner   Notebook   Graduation plan   Goal setting

  Student guided FACTS

  Tracking progress   Test taking   Study skills

HS-BEP CURRICULUM – EXPANDED BY RHS

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.

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.

•  Academic and Support –  Organizational/ Study Skills –  Homework Completion

•  Social Support –  Goal Setting

–  Social behaviors that impact academic achievement

–  Tracking Progress –  Academic –  CICO

Connections between: Students HS-BEP Content teachers

Basic Components

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

SEPTEMBER 2, 2009 TODAY’S GOALS: 1. DEMONSTRATE ACTIVE LISTENING 2. 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

PLANNING FOR SUCCESS  All 9th and 10th grade text Books  Clear work expectations,

  Participation grade

 Communication with teachers   Grade print-outs,   Worksheets, etc.

 Tutors as able   “No Homework?” flow chart

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…!

STUDENTS HS-BEP TEACHERS

1)  Grade print-out/progress reports

2)  Assignment calendars 3)  Content area worksheets 4)  Progress Monitoring notebook 5)  CICO points / graphs 6)  HS-BEP class lists to all staff 7)  Emails to content area

teachers 8)  Notes home to parents

Communication

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

HS-BEP Evaluation Tool In development

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

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

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

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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!