blending social and academic supports for middle and high school students at-risk: academic seminar:...
TRANSCRIPT
Blending Social and Academic Supports for Middle and High School students at-risk: Academic Seminar: Part 1
Jessica Swain-Bradway, Ph.D.Illinois PBIS Network
A word about bamboo…
Greg Bell, Water the Bamboohttp://www.youtube.com/watch?v=V4DUcHJ8qXs&feature=youtu.be
What are you building that will take several years to realize?
Agenda: Part 1
Academic Seminar defined and conceptual framework
Links to school retention and drop out literature
Adolescent brain developmentImportance of universal school-wide
foundations to support implementation
Agenda: Part 2 (8:30 am Wed)
Curricular material, School and student level data, School-level and district systems necessary
for implementation, Link to the logic for building individual Tier
3 plans of support
Expectations
I will Be as clear and concise as possible, Provide relevant examples and, Embed activities
You will Ask questions when I am not clear, Share examples that link to the content,
Unicorn Dog will prompt all activities…
Unicorn Dog
Stage of T2 Implementation?
Conceptual Foundation
Academic Seminar
Tier 2 Support Class
• 45 minutes• Meets every day• 10-15 minutes of explicit instruction and practice in
organizational skills• 25-30 minutes in homework completion- applying organizational
skills– Curriculum (www.PBIS.org search Academic Seminar)
More complex than CICO• May be an appropriate addition to the foundation of CICO
Additional “layer” of T2• Addresses work avoidance
Conceptual Framework
Kansas University Learning Strategies Teaching organizational skills to students with learning
disabilities results in significant gains in grades without re-teaching or supplementing content skills.
Best practices in teaching tell us to: Increasing scaffolding Increase opportunities to practice correctly Increase reinforcement of skill fluency
PBIS tells us to: Create systems of support to maximize efficiency and
effectiveness
Secondary Supports
Increase structure and consistency Increase positive adult interactionsLink academic and social supportsIncrease home engagement
Are readily and continuously available Increase progress monitoring
Academic Seminar
Class functions as: MORE intense Extension of & Intensified
Universal Tier :• Expectations• Acknowledgements
Addition of Organization Skill Set Explicit instruction Frequent practice opportunities Explicit, frequent acknowledgement for
demonstration of organization skills
Support in the classroom…
Tier 2 isn’t “stuck” in the Academic Seminar Classroom Or CICO Coordinator’s office…
Tier 2 in the classroomSTART PBIS in middle and high school in the
classroom Differentiated instruction
Drop Out Literature
Wherever they roam…
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).
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).
Brain Development
Path through the grassy field…
Not just a cool hat…
• Observing which brain structures participate in specific functions …
• Functional Magnetic Resonance Imaging (fMRI) Blood oxygen levels
• Magnetoencephalography (MEG) Electrical currents in neurons
Frontal Lobe: Self control, judgment, emotional regulation
Parietal Lobe: Sensory integration
Temporal Lobe: Emotional maturity
Corpus callosum: communication between 2 sides of brain
Regulating conscious and subconscious behaviors
Prefrontal cortex
For adults, the Prefrontal area, is the “CEO” of the brain Memory Attention Reasoning Planning Decision Making Impulse Control
Adolescent cognitive processes ARE VERY DIFFERENTfrom adult cognitive processes
Surprise! (Not)
Adolescent brains actually function differently than adult brains.
The physical evidence gathered from fMRI and MEG images shows that the adolescent brain is only about 80 percent as developed as an adult brain.
Notably, the frontal lobes are responsible for planning, organization, and impulse control, are typically under-developed during adolescence. In some cases the “adolescent brain” may persist until about the age
of 30.
Elizabeth Sowell, Prof of Neurology, UCLA Lab of Nero Imaging
Frontal Lobe: Self control, judgment, emotional regulation
Parietal Lobe: Sensory integration
Temporal Lobe: Emotional maturity
Corpus callosum: communication between 2 sides of brain
Restructured in teen years
Reaches full maturity in
20’s
Still developing after age 16 +/-
Immature until age 16+/-
The Amygdala! Previously, erratic behavior during the teen years attributed largely to the influx of steroidal hormones around puberty.
Evidence from brain research suggest that differences in structure and functional connectivity may also play a role.
Adolescent brain functioning relies heavily on the instinctual part of the brain, the amygdala – which regulates our emotional responses
Universal Foundations
Universal Foundations
Bottom line, student success, across MOST of our students and groups (85%+)
Small groups that “fall out” of the data inspection: Because Universal doesn’t “fit” them? Because they need additional supports? There is a difference
Universal Foundations
Universal system must be extremely robust Withstand changes in funding, administration,
student body demographics, community trauma, etc.
Universal teams anticipate changes and challenges and build in systems to mitigate
Valued Outcomes? When students leave your doors, what do you
want them to be able to do?
Explicitly supported by universal systems (expectations, R+, consequences)?
Are your universal systems flexible enough to incorporate student views, community views, family views? Who is defining “success”?
Universal Foundations
Universal practices and systems: Academic enablers Student centered / Family Friendly
Define expectations, provide reinforcement for demonstration of academic enabling social behaviors.
Systems supporting student involvement Ownership
Universal Foundations: Academic Enablers
Expectations of high academic achievement Define, teach and reinforce the social
behaviors that support academic achievement Asking questions Organization Tracking progress
Treat Self-Management like a content area that happens in every classroom
Universal Foundations: Student Centered
From students, for students With family and community input
Start with “self” Define expectations Create acknowledgements Refine consequences
NOT Top Down: Example of Top Down- Respect means students are on time to
class because the teachers need to start teaching right away. Example of Student Centered- Respect means students are on
time so they receive all the information they need to be successful
Universal Foundations
How do YOU know it’s working? What evidence do you have? Does it all align? (fidelity, outcomes,
perception data, etc.)What information are you missing? For whom is it NOT working?
What isn’t working? Why isn’t it working?
GRADE% Meeting Attendance
criteria
% Students on track to
graduate
% Students passing all
content area classes
% Students Failing one
content area class
ODRs
9 75% 70% 60% 25% 50%
10 70% 60% 50% 10% 25%
11 87% 92% 78% 5% 13%
12 67% 93% 85% 10% 12%
EthnicityIEP status / CategoryGenderOther?
1. How do you currently “cut” data? 2. What are other ways to disaggregate that are meaningful to your school? Community?
Bottom Line Tier 2
Build capacity to support about 15%Increase strength of universal systems
Consider brain development Embed Tier 2 in the classroom
Resources
PBIS.orgPbisillinois.orgNational Institute of Mental HealthNational High School Center
Questions?
Until Tomorrow…
Breakout D: 8:30-9:45 am Cypress
Blending Social and Academic Supports for Middle and High School students at-risk: Academic Seminar: Part 2
Jessica Swain-Bradway, Ph.D.Illinois PBIS Network
Agenda: Part 1
Academic Seminar defined and conceptual framework
Links to school retention and drop out literature
Adolescent brain developmentImportance of universal school-wide
foundations to support implementation
Agenda: Part 2
Review School and student level data Curricular material:
Eligibility Skill sets Classroom features Instructional practices
Systems necessary for implementation School District
Link to the logic for building individual Tier 3 plans of support
Academic Seminar
Tier 2 Support Class
• 45 minutes• Meets every day• 10-15 minutes of explicit instruction and practice in
organizational skills• 25-30 minutes in homework completion- applying organizational
skills– Curriculum (www.PBIS.org search Academic Seminar)
More complex than CICO• May be an appropriate addition to the foundation of CICO
Additional “layer” of T2• Addresses work avoidance
Academic Seminar
Outcomes • Increase self-management
sufficient to document increases in assignment completion, credit accrual.
Practices • Explicit teaching,
reinforcement of self-management skills.
• Work completion supports
Academic Seminar
Data • Screening data (grades,
attendance, teacher referrals, discipline referrals).
• Progress data (grades, attendance, assignment completion, CICO points, etc.)
• Outcome data (grades, graduation rates, etc.)
Systems• Early Identification• Communication
Amongst teachers From middle school
• Academic Class• Check-In Check Out• Decision-making rules • Training, FTE
School Successes
School Demographics # students per term
% successful each term
% “Repeaters”% requiring additional supports
School Total Enrollment Academic Seminar
Archibald 800 80-90 75% 25% 6-10%
Ingenuity 800 80-90 60% 30% 6-10%
World * 200 12-15 95% 30% N/A
Canter ** 1,300 90-110 90% 25% 3-5%
Percentages represent average over the past 4 years.
* World High School is an international baccalaureate school. ** Exceptionally good at in-classroom differentiation of content
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Curricular Materials
Academic Seminar Handbook, 2nd Edition
Academic Seminar, 2nd Edition
Build skills necessary across content areas and school-levels (including college, post high school) Organizational Skills Student Guided Supports
Eligibility: Academic Seminar for Students who…
At risk for failing 1 or more content area class Not earning credits due to lack of work completion:
Have appropriate supports / skill level for content area classes 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”
Have organizational / self-management goals in IEP
Student Guided Supports
Interacting with TeachersGreetingAcknowledging HelpRequest for FeedbackAsking “Good” QuestionsAsking for Help
Organization Skill Set
Goal SettingTracking ProgressPlannerNotebookGraduation PlanTest TakingStudy Skills
• Utility across content areas
• Immediate access to classroom reinforcers
Scope and Sequence *p.20
Model, lead, testStudents only move to the next skill / and
the next level of instruction when they are at 95%
Classroom / Instructional Features *p 19
High structureBest practices in behavior management and
instructionDifferentiated instructionSet up for success
All worksheets, books, materials, etc.
Lesson Plan format *p 21
Pre-requisiteGoalsTime / materialsTeacher talk
Model, lead, testWrap-upFollow up activities Special notes
Systems
Systems: District
Support T2 implementationA commitment to staffing the class,
hiring staff and / or adding FTE as necessary to meet anticipated capacity,
funding related materials, Providing credit for course completionRegularly reviewing student progress data
(as with all interventions).
Systems: School
Strong Universal Tier 2 in the classroom Tier 2 Systems team Universal screening A commitment to staffing the class(es),
providing physical classroom and related materials, facilitating attendance of training opportunities for Academic
Seminar teacher(s), providing a regular planning period, regularly reviewing and sharing student progress data. Make AcSem 1st period Keep enrollment below 15 students per classroom
Systems: Classroom
45 minute daily classFive minute entry task, 10-15 minutes teaching and practice, 20-25 minutes supported homework completion. High density of explicit teaching, practice,
corrective feedback and reinforcement. Students may/ may not also be enrolled in
additional layers of Tier 2 support (Check In Check Out, Check & Connect, mentoring, etc.).
Questions / Obstacles / Facilitators
Activity 1- Make a list of questions• Be prepared to share
2- What obstacles can you see to implementing this type of class?• Be prepared to share
3- What systems would you need to have in place to facilitate implementation? • You guessed it, be prepared to share.
Exemplars
How Are Schools Doing This?
Freshman SeminarJunior / Senior Transition CourseRevamped Study HallElective In conjunction with CICO:
To address work avoidance
OR School Examples
NEHS• 80+ students per term• 9th, 10th, 11th & 12th
graders• IEP and Non IEP
11 / 12 extend curriculum to transition goals
• About 60% success rate (non-repeaters)
CHS• 80+ students per term• Mostly freshman • IEP and non-IEP • About 80%-85% success
rate (non-repeaters)
Linking to Tier 3
Increased T2 supportsScreening for T3
Small classroom setting provides increased information on student needs and functioning
Individualized Wraparound, RENEW, FBA
Not THE entire T3 intervention Place to monitor goals, plan implementation, etc. IF it fits
Resources
WWW.PBIS.org (Search Academic Seminar)Chapter 10 in Responding to Problem
Behavior in Schools: The Behavior Education Program, Second Edition, Eds. Crone, Horner, & Hawken ISBN: 978-1-60623-600-0
Thank you! [email protected]