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Dropout Prevention Using a 3-Tiered Model to Address the Needs of ALL Students

Dropout Prevention Using a 3-Tiered Model to Address the Needs of ALL Students. August 11, 2010 McKenzie Harrington JoAnne Malloy, UNH. Dropout and SES (US Census 2000). Dropout and Race/Ethnicity (US Census 2000). NH Dropouts 2008-09. All students: Annual Event Dropout Rate: 1.7%

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Dropout Prevention Using a 3-Tiered Model to Address the Needs of ALL Students

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  1. Dropout Prevention Using a 3-Tiered Model to Address the Needs of ALL Students August 11, 2010 McKenzie Harrington JoAnne Malloy, UNH

  2. Dropout and SES(US Census 2000)

  3. Dropout and Race/Ethnicity(US Census 2000)

  4. NH Dropouts 2008-09 • All students: Annual Event Dropout Rate: 1.7% • Students with Disabilities: Annual Event Dropout Rate: 4.5% • Largest Disability Subgroups of Dropouts: • Students with Learning Disabilities • Students with Emotional Disabilities

  5. Drop Outs Characteristics: • Academic failure (Allensworth & Easton, 2005; Balfanz, & Herzog, 2005), • Problem behavior (e.g. disruption, disrespect, etc.) (Sweeten, 2006; Tobin & Sugai, 1999), • History of grade retention (Allensworth et al, 2005), • Poor teacher relationships (Barber & Olson, 1997) • Low attendance (Balfanz, & Herzog, 2005; Jerald, 2006; Neild & Balfanz, 2006), and • Diagnosed with a disability (NTLS-2, ; Wagner, Newman, Cameto, Levine, Garza, 2006).

  6. School as a Risk FactorOsher, Dwyer, and Jackson (2004) Alienation Academic Frustration Chaotic Transitions Negative Relationships with Adults and Peers Teasing, Bullying, Gangs Segregation with Antisocial Peers School-driven Mobility Harsh Discipline; Suspension, Expulsion, Push Out/Drop Out

  7. School as a Protective FactorOsher, Dwyer, and Jackson (2004) Connection Academic Success Supported Transitions Positive Relationships with Adults and Peers Caring Interactions Interaction with Pro-social peers Stability Positive approaches to disciplinary infractions

  8. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  9. APEX II • Funded by the U.S. DOE Office of Elementary and Secondary Education under its Dropout Prevention Initiative • 2006- 2009 • 10 participating high schools in NH with the highest annual dropout rates • Regular Education, high school reform • Institute on Disability at UNH staff used the “consultant expert” model to provide PD and support

  10. APEX Model Relates Directly to What the Research Tells Us The quality of a school’s 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. What is APEX ? Leadership and Vision Teaching and Instructional Practices (PD) Systems: Schedules, Settings, Environment Assuring the Conditions for a Positive Education Experience and Outcome for Every Student Data and Data-based Decision making Positive Behavioral Supports Students and Parents-Needs and Goals

  12. APEX Model To address school-based systems/climate issues 1. Positive Behavioral Interventions and Supports (PBIS) (Bohanon, et. al., 2004; NH CDEBIS; Sugai & Horner, 1999) 2. Student Leadership Development To address issues for students most at-risk: 3. Rehabilitation for Empowerment, Natural supports, Education and Work (RENEW) (Bullis & Cheney, 1999; Cheney, Malloy & Hagner, 1998; Eber, Nelson & Miles, 1997; Malloy & Cormier, 2004; ) 4. 8th to 9th grade transition system and practices

  13. Data-based Decision Making • Set Goals: “If you don’t know where you’re going, you’ll 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)

  14. APEX II Annual Event Dropout Rates: 2004-2009

  15. Rehabilitation, Empowerment, Natural supports, Education and Work {RENEW} • A process that utilizes the strengths of the individual, fosters his/her self determination and builds a system of care around the individual in order to improve his/her quality of life so that s/he will more likely be successful in school and other life domains.

  16. Educational Outcomes for Youth with Emotional and Behavioral Disorders: • 40%-60% dropout of high school (Wagner, 1991; Wehman, 1996; Wagner, Kutash, Duchnowski, & Epstein, 2005) • Experience poorer academic performance than students with LD (Lane, Carter, Pierson & Glaeser, 2006) • 10%-25% enroll in post-secondary education (compared to 53% of typical population) (Bullis & Cheney, 1999) • High rates of unemployment/underemployment post-school (Bullis& Cheney, 1999; Kortering, Hess & Braziel, 1996; Wagner, 1991; Wehman, 1996) • High rates of MH utilization, poverty, incarceration (Alexander, et al., 1997; Kortering, et. al., 1998; Lee and Burkham, 1992; Wagner, 1992)

  17. RENEW GOALS • High School Completion • Employment • Post-secondary Education • Community Inclusion- Linkages with community resources and supportive relationships

  18. RENEW Strategies • Person Centered Planning • Individualized Team Development and Wraparound services • Braided Funding (Individualized Resource Development) • Flexible Education Programming • Individualized School-to-Career planning • Naturally supported employment • Mentoring • Sustainable Community Connections

  19. RENEW Case Example: “Avery” • Student Situation when Enrolled (2007) • 16 years old • Significant behavior problems (drugs, disrespect) • Referred through Targeted Team • Receiving”504” education services • Mom unemployed and abusing drugs and alcohol • Frequently moving between mom and dad’s home, • Failing all classes (repeating freshman year)

  20. RENEW:Office Discipline Referral Data: Cohort 1 Cohort 2

  21. Skipping Data: Cohort 1 Cohort 2

  22. Credit Data: Cohort 1 Cohort 2

  23. From APEX II to RESPONDS • 2 APEX II High Schools have continued as NH RESPONDS demonstration sites • Secondary transition for youth with emotional and behavioral disorders (EBD) is one of the focus areas of NH RESPONDS (using the RENEW model and in collaboration with VR, behavioral health, & the Community of Practice in Secondary Transition)

  24. APEX III New contract from the NH Department of Education, Bureau of Special Education to continue the work of dropout prevention, with an emphasis on students with disabilities. January 2010 through June 2011. Working with 6 demonstration high schools, and statewide training and technical support.

  25. APEX III GOALS (Feb 2010 through June 2011) • Focus on building Tiers 2 and 3. Project Goals: • Work intensively with 6 high school demonstration sites to build a problem-solving capacity at Tiers 2 and 3. • Create, train, and support Tier 2 behavior support teams at each site to reduce problem behaviors. • Provide direct services using the RENEW model to 60 high risk youth.

  26. APEX III GOALS (cont.) 4. Train high school staffs to provide the RENEW model. 5. Assist sites to develop meaningful relationships with parents and create youth-driven supports and services. 6. Train and support schools to develop meaningful individualized learning plans, provide work-based learning, ELOs, and additional forms of alternative education. 7. Develop and provide statewide training for all high schools.

  27. Questions?

  28. Contacts Santina Thibedeau, McKenzie Harrington, Amy Jenks, NH Department of Education, Bureau of Special Education (603) 271-3741 JoAnne Malloy UNH Institute on Disability (603) 228-2084 JoAnne.Malloy@unh.edu www.iod.unh.edu

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