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
Learning Processes
Accessing Content • Test-‐taking skills • Note-‐taking skills • Time management • OrganizaDonal skills • Technology skills • MetacogniDon
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
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
Supporting Staff Behavior
Supporting Student Behavior
OUTCOMES
Supporting Social Competence & Academic Achievement
Supporting Decision Making
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
Supporting Staff Behavior
Supporting Student Behavior
OUTCOMES
Supporting Social Competence & Academic Achievement
Supporting Decision Making
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
Supporting Staff Behavior
Supporting Student Behavior
OUTCOMES
Supporting Social Competence & Academic Achievement
Supporting Decision Making
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!
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
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