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A Recipe for Success:

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Title: A Recipe for Success:


1
  • A Recipe for Success
  • Data, Behavior, and Relationships
  • May 29, 2008
  • JoAnne M. Malloy, Project Director
  • Institute on Disability
  • University of New Hampshire

2
Dropouts, Data, Behavior and Relationships
  • Why should we care?
  • Background How PBIS (Positive Behavioral
    Interventions and Supports) is changing schools
    in New Hampshire
  • Data-based decision-making
  • Behavior- why we need to understand human
    behavior
  • Relationships- The importance of the teacher

3
Thanks to My Colleagues!
  • Hank Bohanon, Ph.D., Assistant Professor of
    Special Education, Loyola University of Chicago
  • Lucille Eber, Ed.D., Director, Illinois EBD/PBIS
    Network
  • Camilla Lehr, Ph.D., Minnesota Department of
    Education
  • Robert Wells, Ph.D., Educational Consultant, New
    Hampshire Department of Education
  • Howard S. Muscott, Ed.D., Director, NH New
    Hampshire Center for Effective Behavior
    Interventions and Supports

4
High school dropouts Why should we care?
  • Is there an American Dream?
  • There are two worlds in education
  • Nearly 50 of all African-American and Hispanic
    students do not graduate in 4 years
  • Children in low-SES households are 3 times more
    likely to dropout
  • Children/youth with emotional handicaps dropout
    at rates of 50-60

5
Dropout and SES(US Census 2000)
6
Dropout and Race/Ethnicity(US Census 2000)
7
Dropouts in Delaware
8
Why should we care?
  • Dropouts earn 9,200 less per year than high
    school graduates and about 1 million less over a
    lifetime than college graduates
  • Dropouts were more than three times more likely
    than college graduates to be unemployed in 2004
    and twice as likely as high school graduates to
    slip into poverty
  • Dropouts are more than eight times as likely to
    be in jail or prison as a high school graduate
  • (Bridgeland and Scheppach, www.silentepidemic.org,
    2008)

9
NHs Dropout Prevention Initiative APEX
  • Summer 2002
  • New Hampshire Department of Education awards
    contract to create the New Hampshire Center for
    Effective Behavioral Interventions and Supports
    (NH CEBIS)
  • NH 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

10
APEX- Model Assumptions
  • The quality of a schools organizational and
    systems features 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)

11
APEX 1
12
HS 1 Benefits of APEX
and PBIS
56 Reduction in ODRS
13
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 works with 10 of NHs lowest performing
    high schools to adopt the 3-tiered Positive
    Behavioral Interventions and Supports (PBIS)
    system

14
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

15
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)

16
The 1st Ingredient DATA
  • Teachers use data every day
  • OUTCOME DATA- How did we/you do?
  • Quantitative data to benchmark progress- How are
    we/you doing?
  • Qualitative Data to understand- Why are we/you
    doing this?

17
The 1st Ingredient DATA
  • The function of data
  • OUTCOME DATA
  • THE NEWS JOURNAL 10/31/2006
  • Of every 10 freshmen entering Delaware high
    schools this fall, six likely will earn their
    diplomas in 2010.The rest will leave school
    quietly, some with less than two years left. They
    will quit because school is too boring or too
    hard or because they already missed so many days
    they couldn't pass if they tried.Others will
    leave to get a job, take care of a relative or
    become a parent. Some will give up because, in
    their teenage minds, two years is a long time,
    and they can't see the end in sight

18
Outcome Data
  • We use outcome data to measure our progress
    toward the goal.
  • DROPOUT RATES- Graduation Rates
  • COLLEGE ENTRANCE RATES
  • GRADES- REPORT CARDS
  • CREDITS EARNED
  • TEST SCORES
  • What do Delawares dropout data tell us?

19
Data-based Decision Making
  • Set Goals If you dont know where youre
    going, youll end up somewhere else
  • I D the Problem (scope and context) through the
    use of Data (Where we are now?)
  • Set objectives that you can measure
  • Develop a plan to get the work done (who, what,
    when where, how)
  • Monitor and Evaluate progress Use Data to
    assess your progress (Did it work?)
  • (Adapted from Horner, 2002)

20
Data-based Decision-making
  • Need real time data to improve our practice
  • Choose the benchmarks based upon a string of
    logic
  • Who are likely to be our dropouts?
  • African American, Hispanic, and poor students
  • Skip too many classes, are truant
  • Have a high number of behavior problems
  • Have stressors outside of school
  • Have learning challenges

21
If..then Logic
  • If a freshman is skipping too many classes.then
    he/she will fail. If she fails then she will
    fall behind in credits.if she falls behind in
    credits then she will likely fall behind
    grade-level not be promoted.if she fall
    behind.then she will be far more likely to
    dropout
  • Therefore, we need to intervene when she is
    skipping classes as a freshman

22
Qualitative Data
  • Ask/know Why
  • Why do our students dropout?
  • Individual students
  • Why is she skipping classes?
  • Which classes does she skip?
  • Is she doing drugs?
  • Does she understand the work?
  • Does she want to avoid peers or the teacher?
  • Is there something else more attractive is going
    on?
  • Other theories?

23
Ingredient 2 Understand Behavior
  • We are always assessing the behavior of others
    and taking action based upon what we believe is
    going on
  • Behavior has a purpose
  • may be functional
  • may be communicative

24
Why You Need to Know Why
  • So you can prevent the undesired behavior
  • So you can teach the desired behavior (reinforce
    and support)
  • Unhelpful
  • He skips my English class because.
  • He doesnt like to do the work
  • Hes lazy, unmotivated
  • He likes to socialize
  • He doesnt come to school because.
  • Hes from a bad family, none of them value school

25
Why You Need to Know Why
  • Helpful
  • He skips my English class because.
  • He doesnt have his homework done and he doesnt
    want to be embarrassed
  • He cant read that well and doesnt want be seem
    dumb
  • He is distracted and likes to meet up with his
    friends during that block
  • He doesnt come to school because.
  • Hes living in a car and has no way to shower or
    clean up
  • Hes hanging out with his friends who dont come
    to school
  • Hes taking care of his dad who is sick
  • Hes so far behind and has no support to do his
    homework

26
Understand Behavior
  • Have you ever had a bad day at work, and then
    yelled at your kids, your spouse, or the dog when
    you got home?
  • Behavior can communicate. Anger, fear,
    happiness..

27
We can prevent bad and teach desired behavior
  • Teach, Re-teach and Pre-teach
  • Example If the student cant read out-loud,
    dont ask him to read out loud or, tell him
    ahead of time so he can practice
  • Support- offer reinforcement for the desired
    behavior

28
Ingredient 3 Relationships
  • Why young people leave school
  • Irrelevance of school to their perceived futures
  • No follow along- students easily get lost
  • No personal connection to school disengagement
  • Lack of challenge

29
The Silent Epidemic(Bridgeland, DiIulio,
Morison, 2006)
  • Ensure Strong Adult-Student Relationships within
    the School
  • While two-thirds (65 percent) said there was a
    staff member or teacher who cared about their
    success, only 56 percent said they could go to a
    staff person for school problems and just two
    fifths (41 percent) had someone in school with
    whom to talk about personal problems. More than
    three out of five (62 percent) said their school
    needed to do more to help students with problems
    outside of class. Seven out of ten favored more
    parental involvement (p. 13)

30
Do We Need Zero Tolerance?
  • Students are suspended for disrespect and
    disruption far more than for serious behaviors
  • Pre-school children are being expelled for
    behavior problems
  • Disproportionate rates of African-American and
    disabled students are suspended and expelled
  • (Skiba Petersen, 1999)
  • Does it work? Does it change behavior?

31
Is Relationship-building Part of the Teachers
Job?
  • Today many young people not only fail to develop
    the capacity to care, but also seem not to know
    what it means to be cared for.Kids seem to be
    able to survive material poverty, and many can
    ignore much of the violence in the mediaif they
    have continuing relationships with adults who
    obviously care for them s
  • (Noddings, 2002, p. 25 26)

32
Discipline
  • What comes to mind when I say this word -
    discipline?
  • From Disciplina - to teach

33
Teaching or Coercion?
  • Am I
  • .exerting my will over the child or teaching
    and caring for that child?
  • enforcing the rules because I have to or
    because it will help the child learn?
  • providing and example or exerting my power over
    the child to ensure she does what I think is
    right?

34
Punishment
  • Punishment stops a behavior
  • But punishment by itself has some major side
    effects
  • Increases escape/avoidance
  • Encourages sneaky behaviors
  • Generates desire for revenge
  • Makes behavior harder to change
  • Does not teach
  • You cant find a big enough hammer
  • It works both ways
  • It makes us filter (e.g., Hes always mean to
    me!)

35
The Teachers Role
  • Knower-teacher
  • Disciplinarian
  • Mentor
  • Role-model
  • Care-taker

36
The Power of Relationships
  • It is becoming increasingly apparent that
    socially supportive relationships can have
    powerful and lasting effects on the lives of
    children and youth (Cassidy Shaver, 1999
    Richman, Rosenfeld, Bowen, 1998).
  • (Murray, 2002)

37
Everyone is Different
  • To build relationships with your students, you
    dont have to
  • Try to be nice to someone you really dislike
  • Give out tokens or rewards when you really dont
    believe in it
  • Share personal information or try to be friends
    with students

38
Everyone is Different
  • To build relationships with your students, you
    should
  • Try to behave in a respectful way, even when
    students arent displaying respect for you or
    others
  • Share personal stories when you want to and when
    it will help youth to learn about themselves and
    about life
  • Know a little bit something about all of your
    students
  • Show that you care when you really DO care

39
Creating Opportunities to Cultivate A Caring
EnvironmentCheck Connect(Sinclair,
Christensen, Lehr, 2004)
  • Role of the Mentor
  • Teach the behavior that is expected
  • Demystify education
  • Set clear goals and identify ways to succeed
  • Use of role playing, tutoring, model positive
    skills
  • Identify ways to connect student to the life of
    the school academic, behavior, cognitive

40
Role of the Mentor
  • Neutral person responsible for helping students
    stay connected to school
  • Cross between a mentor, advocate and case manager
  • Primary goal is to keep education a salient issue
    for the students, family members, and their
    teachers
  • (Check and Connect, 2006)

41
Additional Interventions for Relationship-Building
  • Advisories- Not for counseling, but to orient
    students to school expectations and norms,
    provide support for students, allow for
    individual connections between students and
    adults
  • Academic and vocational support programs- allow
    for students to receive extra help

42
Example of Implementation of an Advisory A 56
Reduction in ODRs
43
  • Resiliency does not come from some rare or
    special qualities, but from everyday magic of
    ordinary human resources in children, in
    their families and relationships, and in their
    communities. (Masten, 2001, p. 235)

44
Self-determination
  • Theory, research, and practice have suggested
    that to keep youth in school, educators must
    encourage students perceived competence and
    self-determination (Eisenman, 2007, p. 3).
  • Self-determination skills include goal-setting,
    problem solving, help-seeking.

45
Data, Behavior Relationships
  • Work together
  • Make caring a priority
  • Understand the reasons why students and parents
    behave the way they do
  • Look at and use the data unique to your school
    and communityoften
  • Work smarter!
  • Have fun!

46
Contact Information
  • Dr. Robert Wells,
  • Consultant, NH Department of Education and
  • Director, APEX II
  • rwells_at_ed.state.nh.us
  • Kathleen Abate, Program Director
  • Alliance for Community Supports
  • gsffcmh_at_aol.com
  • JoAnne M. Malloy, MSW
  • Project Director
  • Institute on Disability, UCED
  • University of New Hampshire
  • jmmalloy_at_aol.com
  • UNH Institute on Disability
  • http//iod.unh.edu
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