National Dropout Prevention Center

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• National Dropout Prevention Center
• Myrtle Beach
• February 19, 2008
• Dropout Prevention and PBIS Case Study of Berlin
  High School, Berlin, NH
• Donna Couture, APEX II facilitator and
• Julie King, Math Teacher and Internal PBS Coach,
  Berlin HS
• JoAnne Malloy University of New
  Hampshire/Institute on Disability

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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- Model Assumptions

• School organization and processes 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

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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

• Work toward implementing Positive Behavioral
  Interventions and Supports (PBIS),
• Provide leadership in the school-wide systems
  change process and support the dedication of
  staff time to participate in project activities,
• Collaborate with project staff to develop a
  systematic transition from the 8th to 9th grade
  for at-risk students,
• Collaborate with project staff to develop
  individualized school-to-career services for the
  most at-risk students using the RENEW model,
  and,
• 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

• Decrease dropout rates in participating schools
  by 50 during project period
• Decrease negative behavior incidents in schools.
• Increase numbers of at risk students or dropouts
  who graduate
• Increase state test scores (10th grade) by
  improving the 8th to 9th grade transition for at
  risk students.

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APEX II at Berlin High SchoolBerlin, New
Hampshire
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Gary Bisson, Principal

• I have come around to the belief that the most
  important thing I can do for high school students
  is to promote a positive and compassionate school
  climate.
• When students experience consistency, kindness
  and concern we have more learning, more
  satisfaction, less negative behavior and fewer
  dropouts.

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What is PBIS?

• Positive Behavioral Interventions
• and Supports
• Encourages a Positive Climate School Wide
• Data-Based Decision Making
• Establish Positive and Consistent Behavioral
  Expectations
• Teach Behavioral Expectations to all Students and
  Staff
• Reinforce Demonstrated Expectations
• Re-Teach/Re-Direct Behavior When Needed
• Process Naturally Creates a 3-Tiered Approach

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3 Tiered Approach
Green (80-90) Students without serious Problem
Behaviors
Yellow (5-15) Students At Risk for Problem
Behavior
Red (1-5) Students with Chronic/Intense Problem
Behavior
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What Have We Done So Far?

• Faculty voted to adopt PBIS
• Formed Universal Team
• Attended First Universal Team Training (2 day
  Summit)

JAN 07
FEB. MARCH 07

• Attended Coach and Universal Team Training
• Began to Develop Behavioral Matrix

APRIL 07

• Continued to Develop Behavioral Matrix and
  Other Universal Documents

JUNE - JULY 07

• Attended PBIS Summer Institute
• Continued to Develop Universal Documents

AUG. OCT. 07

• Attended APEX II Summer Institute (2 Day Summit)
• Attended UT and Targeted Team Trainings
• PBIS Kick Off with Staff and Students

NOV. 07

• Analyzed Data
• Planned Roll Out

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What Have We Done So Far?

• Continued to Plan Roll Out
• Analyzed Data
• Began to Form Targeted Team

DEC 07
JAN. 08

• Finalized Roll Out Plans
• Formed Student Leadership Group (attended summit)

• Implementing Roll Out on Disrespect
• Targeted Team Implementing
  FBAs on identified students
• Continue to Analyze Data

FEB.- APR. 08
APR. JUNE 08

• Analyze Data, Possibly Plan a Second Roll Out
• Continue to Attend Trainings and Plan
• for the Next School Year

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BHS Universal Team (Green)

• Universal Team is designed to create a UNIVERSAL
  SYSTEM
• Universal Team is made up of
• Administrators
• Teachers
• Para-Educators
• Community Members
• Parents
• Students
• PBIS Facilitator

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BHS Targeted Team (YELLOW)

• A systems approach to meeting the needs of
  students at risk begins with an Effective,
  Efficient and Representative Team!
• Targeted Team is made up of
• Administration
• Special Education Professionals
• School Psychologist
• Guidance Counselors
• Student Assistant Counselors
• Classroom Teachers
• PBIS Facilitator

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BHS Intensive Team (RED)

• Designed to address the needs of the students
  that exhibit patterns of problem behavior,
  particularly those that are dangerous, highly
  disruptive, and/or impede learning.
• Will be officially formed next year
• PBIS Facilitator currently working with several
  students using RENEW
• Seeing several positive results
• Decrease in ODRs
• Increase in attendance
• Interest in careers and post-secondary education
• Improvement in Grades

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BHS Kick Off

• Reviewed PBIS Philosophies
• Reviewed Documents Universal Team Created
• Motto
• Logo
• Conduct Action Guide
• Discipline Definitions
• Flow Chart
• Minor-Level Tracking Form
• Major-Level Reporting Form
• How to Teach PBIS to Students
• Start Small
• Being On Time
• Being Silent During Announcements

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Be RESPONSIBLE Have RESPECT Strive for SUCCESS!  
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(No Transcript)
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BERLIN HIGH SCHOOL DISCIPLINE REFERRAL DEFINITIONS
BEHAVIOR
MINOR-LEVEL (Classroom Managed)
MAJOR-LEVEL (Office Managed)
ABUSIVE LANGUAGE, INAPPROPRIATE LANGUAGE,
PROFANITY
Using inappropriate or profane language (not
directed at an individual).
Directing inappropriate or profane language at a
staff member or peer, especially if used
aggressively OR repeated violations of the
minor-level behavior.
ALCOHOL
No minor offense level.
No student shall possess, ingest, sell, provide,
or be under the influence of alcohol. No student
shall possess, sell, or provide any paraphernalia
associated with the use or sale of alcohol. No
student shall possess, sell, or provide any
substance that is a look-a-like to alcohol.
ARSON
No minor offense level.
Student plans and/or participates in malicious
burning of property .
BOMB THREAT, FALSE ALARM
No minor offense level.
Student delivers a message of possible explosive
materials being on-campus, near campus, and/or
pending explosion.
COMBUSTIBLES
No minor offense level.
Student is in possession of substance/object
readily capable of causing bodily harm and/or
property damage (firecrackers, gasoline, lighter
fluid , lighter, matches, etc.)
DEFIANCE, DISRESPECT/INSUBORDINATION/NON-COMPLIA
NCE
Student engages in brief or low-intensity failure
to respond to reasonable requests.
Student refuses to respond appropriately to
reasonable requests, talks back, and/or engages
in socially rude interactions OR repeated
violations of the minor-level behavior.
DISRUPTION
Student engages in brief or low-intensity
inappropriate disruption.
Students behavior causes an interruption in a
class or activity. Disruption includes sustained
loud talk, yelling, or screaming, horseplay or
rough-housing and/or sustained out-of-seat
behavior OR repeated violations of the
minor-level behavior.
DRESS CODE VIOLATION
Student wears clothing that is near, but not
within, the dress code guidelines of BHS and
corrects the violation immediately upon request.
Student is unable or unwilling to correct a dress
code violation upon request OR repeated
violations of the minor-level behavior.
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BEHAVIOR
MINOR-LEVEL (Classroom Managed)
MAJOR-LEVEL (Office Managed)
FIGHTING/PHYSICAL CONTACT/AGGRESSION
Student engages in non-serious, but inappropriate
physical contact.
Students actions involve serious physical
contact with malicious intent where injury may
or does occur (e.g. hitting, punching, hitting
with an object, kicking, hair pulling,
scratching, etc.) OR repeated violation of
minor-level behavior.
FORGERY/THEFT
No minor offense level.
Student has signed a persons name without that
persons permission. Student has written a note
of dismissal or excuse for missing school.
Student is in possession of, having passed on, or
is responsible for removing someone elses
property.
HARASSMENT, BULLYING
No minor offense level
Student delivers disrespectful messages (verbal
or gestural) to another person that includes
threats and intimidation, obscene gestures,
pictures, or written notes. Disrespectful
messages include negative comments based on
race, religion, gender, age and/or national
origin sustained or intense verbal attacks based
on ethnic origin, disabilities or other personal
matters.
INAPPROPRIATE DISPLAYS OF AFFECTION
Student engages in an inappropriate display of
affection that may result in others feeling
uncomfortable (e.g. kissing, inappropriate
hugging or touching, sitting on the lap of
another, etc.)
Repeated violation of the minor-level behavior.
INFORMATION AND ELECTRONICS TECHNOLOGY VIOLATION
Students personal electronic device, including
but not limited to cell phones, IPODs, pagers,
walkmans, CD players, MP3 players, etc. is
visible and/or audible during school hours.
Student engages in use of a personal electronic
device including but not limited to cell phones,
IPODs, pagers, walkmans, CD players, MP3 players,
etc. during school hours OR repeated violation of
the minor-level behavior. Student engages in
inappropriate use of technology
LYING/CHEATING/ACADEMIC DISHONESTY
No minor offense level.
Student uses plagiarized papers/projects, or is
involved in any unauthorized sharing and/or other
form of cheating.
No student shall possess, ingest, sell, provide,
or be under the influence of a controlled
substance not prescribed by a medical
practitioner. No student shall possess, sell, or
provide any paraphernalia associated with the use
or sale of controlled substances. No student
shall possess, sell, or provide any substance
that is a look-a-like to controlled substances.
No student shall possess, ingest, sell, or
provide any prescribed or over the counter
medications. These necessary medications must be
administered by the school nurse.
No minor offense level.
OTHER DRUGS
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BEHAVIOR
MINOR-LEVEL (Classroom Managed)
MAJOR-LEVEL (Office Managed)
SEXUAL HARASSMENT
No minor offense level.
Student engages in unwanted physical/verbal
behavior of a sexual nature.
SKIPPING CLASS, TRUANCY
No minor offense level.
Student leaves class/school without permission or
stays out of class/school without permission.
TARDIES
No minor offense level.
Students two feet are not in the door by the
time the bell stops ringing and student does not
present a written excuse or obtain prior verbal
permission from the attending teacher.
TOBACCO
No minor offense level
Student is in possession of or is using tobacco.

UNPREPARED FOR CLASS
Student comes to class without all necessary
materials.
Repeated violation of the minor-level behavior.
VANDALISM/PROPERTY DAMAGE
Student unintentionally damages or destroys
property (request for restitution may be
managed by the main office).
Student deliberately damages or destroys
property.
WEAPONS
No minor offense level.
Student is in possession of items such as, but
not limited to knives, firearms, explosives,
incendiaries, martial arts weapons, electronic
defense weapons, clubs, billies, metallic
knuckles or containers containing chemicals such
as pepper gas or mace, or the use of any object
as a weapon.
revised 8/21/07
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BERLIN HIGH SCHOOL PROBLEM BEHAVIOR INTERVENTION
PROCEDURE
Send Student to Office (Phone Office if Necessary)
OBSERVE PROBLEM BEHAVIOR
Redirect/ Remind and Employ Individual Classroom
Management Procedures
YES
NO
Write Referral
Is Behavior Major?
Send Referral to Office As Soon as Reasonably
Possible
Did Behavior Reoccur?
Teacher
NO
Review Referral Form with Student
Administrator
YES
Redirect/ Remind and Employ Individual Classroom
Management Procedures
Review Referral Form with Staff if Necessary
Determine Consequence
Did Behavior Reoccur?
NO
Follow Through with Consequence
YES
Acknowledge Compliance
Follow Up with Concerned Parties
Behavior is Now Major
File Documentation
revised 7/27/07
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(No Transcript)
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BERLIN HIGH SCHOOL Major Level Office
Referral Form Student Name _____________________
________________________ Grade
____________ Date _______________________________
___ Referring Teacher ___________________________
_______________ Time of Incident
____________________________________________ Locat
ion ?Classroom ?Library ?Study Hall
?Hallway ?Cafeteria ?Bathroom ?Special
Event ?Parking Lot ?Bus Others Involved
?None ?Peers ?Staff ?Teacher ?Substitute
?Unknown ?Other ______________________________
______

• (Select Only One)
• Abusive Language/Inappropriate Language/Profanity
• Alcohol
• Arson
• Bomb Threat/False Alarm
• Combustibles
• Defiance/Disrespect/Insubordination/Non-Complianc
  e
• Disruption
• Dress Code Violation
• Fighting/Physical Contact/Aggression
• Forgery/Theft
• Harassment/Bullying
• Inappropriate Display of Affection
• Information/Electronics Technology Violation
• Lying/Cheating/Academic Dishonesty
• Property Damage/Vandalism
• Sexual Harassment
• Skipping Class/Truancy
• Tardy

• (Select Only One)
• Avoid Adult
• Avoid Peer
• Avoid Task/Activity
• Obtain Adult Attention
• Obtain Items/Activities
• Obtain Peer Attention
• Other

Teacher Comments ________________________________
__________________________________________________
___ ______________________________________________
__________________________________________________
______ Administrator Signature (if applicable)
__________________________________________
Date ____________________
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Other PBIS Projects

• Universal Team decided demonstrating the Dress
  Code was necessary
• First need to re-write dress code
• Students had input
• Used school wide assembly to demonstrate the
  appropriate dress code and the inappropriate
  dress code
• Fun experience for such a controversial issue!

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BHS Roll Out

• Data showed us that DISRESPECT is our target
  behavior
• Avg. of 38 of all referrals are for
  disrespect/insubordination/non-compliance
• Universal Team decided that students should teach
  this expectation
• Need to focus on reinforcement system!
• Gotchas, Boosters, Celebrations
• Goal is to reduce disrespect referrals by 20!!

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(No Transcript)
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SWIS Data
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Roll Out on Disrespect

• What? 38 of all ODRs occur in the
  Disrespect/Defiance/Insubordination/Non-Compliance
  category
• When? Quarter 3 (9 weeks)
• How? Teach, Reinforce, Remind
• Who? UT, Administration, Students
• Why? To achieve goal of reducing ODRs in the
  Disrespect category by 20 at the end of the roll
  out period.

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Roll Out Data
There is currently a 35 decrease in Disrespect
Referrals from the average of Quarter 1 and 2
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SWIS Data
National Average Daily Referrals Per Day (High
Schools)
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BHS Student Leadership Team

• Formed a representative group of students
• Attended Leadership Summit in January
• Developed a list of initiatives they would like
  to accomplish
• Instill an Advisory Period
• Survey students and faculty regarding school
  climate perceptions
• Develop Student Judiciary Board
• Help new students get better acquainted with BHS
• Work on Freshman Transition

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District-Wide Plans

• Work with Student Leadership Group and Junior
  High School to effectively and positively
  transition Freshman students
• Currently searching for funding sources to
  implement PBIS at all schools in the district