Integra(ng)College)and)Career) Readiness)into)SWPBIS… · Primary Prevention: Classroom-Wide...

Integra(ng College and Career Readiness into SWPBIS: A Case

Study of One High School

Allison Lombardi, PhD Jennifer Freeman, PhD

1

Overview

•  What are CCR skills? •  A case study of one high school •  SuggesDons for data use and implementaDon

Maximizing Your Session ParDcipaDon

When Working In Your Team

Consider 4 quesDons:

–  Where are we in our implementaDon? –  What do I hope to learn? –  What did I learn? –  What will I do with what I learned?

Where are you in the implementaDon process?

Adapted from Fixsen & Blase, 2005

• We think we know what we need so we are planning to move forward (evidence-‐based)

ExploraDon & AdopDon

•  Let’s make sure we’re ready to implement (capacity infrastructure) InstallaDon

•  Let’s give it a try & evaluate (demonstraDon) IniDal ImplementaDon

•  That worked, let’s do it for real and implement all Ders across all schools (investment)

•  Let’s make it our way of doing business & sustain implementaDon (insDtuDonalized use)

Full ImplementaDon

Leadership Team Action Planning Worksheets: Steps

Self-‐Assessment: Accomplishments & Priori(es Leadership Team AcDon Planning Worksheet

Session Assignments & Notes: High Priori(es Team Member Note-‐Taking Worksheet

AcDon Planning: Enhancements & Improvements

Leadership Team AcDon Planning Worksheet

What is CCR?

•  Academic and Non-‐Academic factors – Non-‐cogniDve factors – So[ skills – 21st Century skills – What other terms have you heard?

Academic Engagement

TransiDon Knowledge

Social Skills

CriDcal Thinking

Learning Processes

Mindsets Student

College and Career

Readiness

From: Morningstar, ME., Lombardi, A., Fowler, C.H., & Test, D.W. (2014). Being ready for college and careers: A preliminary readiness model for students with disabili(es.

Academic Engagement

Behaviors –  A`endance –  ProducDvity (early planning)

– Work habits –  Class parDcipaDon –  Adaptability/flexibility

Mindset

Sense of belonging Growth Mindset Ownership of Learning Persistence Self-‐determina@on

Learning Processes

Accessing Content •  Test-‐taking skills •  Note-‐taking skills •  Time management •  OrganizaDonal skills •  Technology skills •  MetacogniDon

CriDcal Thinking

Social Skills

•  CollaboraDon •  AsserDon •  Responsibility •  Accountability •  Social awareness •  Empathy •  Adaptability

TransiDon Knowledge Adult Roles/Responsibili@es •  Financial literacy •  Accessing community resources •  Health and wellness •  AdvocaDng supports &

accommodaDons •  TransportaDon •  Independent living

Early Planning •  Career interests/goals Ded to

interests •  Managing applicaDon & interview

processes •  Financial planning Career Culture •  Professionalism •  Knowledge of career resources College Culture •  Campus resources •  Program of study •  Faculty expectaDons

Measuring CCR Skills

What can we learn from universal screening of non-‐academic factors?

Demographics •  1 Urban HS •  ImplemenDng PBIS with fidelity

– BOQ score was 89 during Dme of survey •  Total students enrolled = 2730

–  37% Hispanic –  27% Black –  27% Asian and/or Pacific Islander –  4% White

•  Response rate = 29% (786 respondents)

Map of Measures Measure Cri@cal

Thinking Engagement

Mindsets Learning Processes

Social Skills

Transi@on Knowledge

VocaDonal Skills Self-‐Efficacy X

Career Locus of Control X

CampusReady X X

GRIT scale (12-‐item) X

MDS3 Student Survey X X X

Academic Engagement Mean scores

Subscale M SD

Academic Engagement 1.80 .59

Parent Engagement 2.16 .60

Environment, Disorder 2.31 .49

Environment, Physical Comfort

2.47 .70

MDS3 Student survey 4 subscales Response scale 1 (strongly agree) to 4 (strongly disagree)

Mindset Mean scores

Subscale M SD

Grit 0.37 .49

Student connectedness 2.34 .63

Whole-‐school connectedness

2.25 .62

Culture of equity 2.19 .62

Grit Scale – 12 item 1 (not like me) to 5 (very much like me) MDS3 Student survey 3 subscales 1 (strongly agree) to 4 (strongly disagree)

Learning Processes Mean scores

Subscale M SD

Key Learning Strategies and Techniques

2.92 .79

Study skills 2.85 .80

Self-‐monitoring 2.80 .77

CampusReady 1 subscale – Key Learning Strategies and Techniques Response scale 1 (not like me) to 5 (very much like me)

CriDcal Thinking Mean scores

Subscale M SD

Key Cognitive Strategies 3.18 .83

Problem formulation 3.13 .92

Research 3.20 .92

Interpretation 3.14 .88

Communication 3.17 .89

Precision/Accuracy 3.23 .90

CampusReady 1 subscale – Key CogniDve Strategies Response scale 1 (not like me) to 5 (very much like me)

Social Skills Mean scores

Subscale M SD

Connection to teachers 2.16 .58

Rules and consequences 2.23 .57

Support 2.21 .64

*Bullying and aggression 2.40 .58

Perceived safety 2.50 .55

MDS3 Student survey 5 subscales Response scales 1 (strongly agree) to 4 (strongly disagree) *Except for Bullying and Aggression 1 (large problem) to 4 (not a problem)

TransiDon Knowledge Mean scores

Subscale M SD

Luck 2.16 .54

Internality 1.40 .44

Vocational Skills Self-‐efVicacy

3.60 .80

Career Locus of Control 2 subscales – Luck and Internality 1 (strongly agree) to 4 (strongly disagree) Voca(onal Skills Self-‐efficacy 1 (no confidence at all) to 5 (complete confidence)

Using the data

0

1

2

3

9 10 11 12

Respon

se m

ean

Mindset by Grade

Grit

Student Connectedness

Whole School Connectedness

Culture of equity

A closer look at Grit

Sample items: •  Setbacks don’t discourage me. •  I am diligent. •  I have achieved a goal that took years of work. •  I finish whatever I begin.

LimitaDons and Future DirecDons •  Low response rate – not truly school-‐wide at 27% •  Self-‐reported demographics •  Student percepDon data

•  Next steps: •  Explore relaDonship to academic CCR (e.g., grades, GPA, SAT or ACT scores)

•  Explore relaDonship to PBIS implementaDon fidelity

PBIS in High Schools •  Slower adopDon than in elementary schools

–  Numbers of schools –  Time needed to reach fidelity

•  Need for a modified framework with a`enDon to braiding iniDaDves

•  Could the PBIS framework promote school compleDon and the facilitate the development of CCR skills?

PRACTICES

Supporting Staff Behavior

Supporting Student Behavior

OUTCOMES

Supporting Social Competence & Academic Achievement

Supporting Decision Making

PBIS

Outcomes •  Measure both short term and long term outcomes – Risk factors – CCR Skills – GraduaDon

•  Consider including a clearly defined CCR skill goal as a part of your PBIS work

PRACTICES



OUTCOMES



PBIS

Data 2 Main Purposes •  Universal Screening: IdenDfy at risk students early •  Progress Monitoring: Monitor effecDveness of intervenDons

What data do we need? •  High school early warning systems

•  Academic Risk •  Behavioral Risk •  A`endance Risk •  Student demographics (IEP, Mobility ect)

•  Student percepDons of CCR skills!

PRACTICES



OUTCOMES



PBIS

What pracDces can we use to enhance CCR outcomes?

•  Embed CCR skills in your teaching for all kids •  Consider using your acknowledgement system to “target” different CCR skills

•  Use data to guide both!

Rules within RouDnes Matrix PBIS+CCR

Cafeteria Hallway Bus LEARNING

Respect

Responsibility

Be Informed

• Complete assignments with a professional appearance • Have goals and a plan to achieve them

• Be a`enDve and ready to learn • Keep track of missed assignments and have a plan to make them up

• Use course/reading content to answer quesDons • Self monitor your learning by asking clarifying quesDons

Primary Prevention: Classroom-Wide Systems for

All Students and Classroom Staff

Secondary Prevention: Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention: Specialized

Individualized Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

Examples: Core Reading/Math Curriculum

Maximize Structure Teaching Expecta@ons (including CCR Skills)

AcDvely engage students Acknowledge expected behavior

Examples More of Tier 1

Small Group targeted skill groups to review/reteach

Re-‐teaching expecta@ons Including CCR Skills

More acknowledgements for expected behavior (Check in Check Out)

More home school communicaDon

Examples Indiviualized learning strategies/

instruc@on FuncDonal behavior assessment

Individualized behavior intervenDon plan

Wrap around (RENEW )

Using PBIS Framework to

Deliver CCR Skills

Behavior Academics

PRACTICES



OUTCOMES



PBIS

Systems •  Integrate prac@ces into a Dered system of

support using data •  Provide ongoing training (coaching) for staff to support new pracDces and data systems

•  Provide incenDves for staff who model and teach CCR skills

•  Intervene early-‐ use universal screening!

QuesDons?

References Bradshaw, C. P., Waasdorp, T. E., Debnam, K. J., & Johnson, S. L. (2014). Measuring school climate in high schools: A focus on safety, engagement, and the environment. Journal of School Health. Duckworth, A.L., Peterson, C., Ma`hews, M.D., & Kelly, D.R. (2007). Grit: Perseverance and passion for long-‐term goals. Journal of Personality and Social Psychology, 9, 1087-‐1101. Lombardi, A. R., Conley, D. T., Seburn, M., & Downs, A. M. (2013). College and career readiness assessment: ValidaDon of the key cogniDve strategies framework. Assessment for Effec(ve Interven(on, 38, 163-‐171. Lombardi, A. R., Seburn, M., & Conley, D. T. (2011). Development and iniDal validaDon of a measure of academic behaviors associated with college and career readiness. Journal of Career Assessment, 19, 375-‐391. McWhirter, E. H., Rasheed, S. & Crothers, M. (2000). The effects of high school career educaDon on social-‐cogniDve variables. Journal of Counseling Psychology, 47, 330-‐341. Millar, R. & Shelvin, M. (2007). The development and factor structure of a career locus of control scale for use with school pupils. Journal of Career Development, 33, 224-‐249. Morningstar, M., Lombardi, A., Fowler, C., & Test, D. (2015). A college and career readiness framework for secondary students with disabiliDes. Career Development and Transi(on for Excep(onal Individuals. doi: 10.1177/2165143415589926

Integra(ng)College)and)Career) Readiness)into)SWPBIS… · Primary Prevention: Classroom-Wide...

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