Fostering Youth Leadership in Education : Exemplars from NH...•Survey students for reinforcers •...

ThisproductwasdevelopedbytheFloridaPosi6veBehavioralInterven6onsandSupportProject,aproject

fundedbytheStateofFlorida,DepartmentofEduca6on,K-12PublicSchools,BureauofExcep6onalEduca6onand

StudentServices,throughfederalassistanceundertheIndividualswithDisabili6esEduca6onAct(IDEA),PartB.

Ignite Symposium Individual Student PBS

Facilitator: Lauren Evanovich, Ph.D., University of South Florida

14th International Conference of Positive Behavior Supports

Presenters:

•  1.FritzManson,YouthMOVENHCamdenSteady,YouthMOVENHHaileyHeinrich,YouthMOVENHHeidiClou6er,UNHIOD

•  2.Dr.LauraC.Moran,PaTTANHarrisburg

•  3.KarinLeveke,SchoolPsychologist,PrairieLakesAEA

Fostering Youth Leadership in Education : Exemplars

from NH Fritz Manson, Youth MOVE NH

Camden Steady, Youth MOVE NH

Haley Heinrich, Youth MOVE NH

Heidi Cloutier, UNH IOD

The University of New Hampshire Institute on Disability

Agenda

u  Introductions

u  What is Youth MOVE NH

u  Exemplars from NH

u  Youth Leadership Summer Institute

u  Youth Leadership Teams/ initiatives

u  In School Peer Support/ School Leadership Teams

Youth MOVE New Hampshire Youth MOVE Initiatives

Youth Leadership

Principles of Authentic Youth Engagement

u Empathy vs. sympathy

u Recognize that youth have the expertise of their experiences

u Empower the youth to drive

u Encourage & embrace diversity and mutual understanding

Leadership In & Out of School

u  Policy:

u  Statewide Youth Leadership Council

u  Student focus groups to inform systems development

u  Recruit youth to give policy advice to state leaders

u  Student Engagement:

u  Student Culture & Climate Teams

u  Youth Advocacy & Leadership Trainings

u  PBIS Summer Youth Leadership Institute

Engagement Using Social Media

u  Platforms:

u  Facebook

u  Instagram

u  Weebly website creator

u  email

u  Other Media Tools:

u  Metrics for reach, views, etc.

u  Linked social media accounts

u  Liking & sharing partner pages

Lessons Learned from Training 238 Youth Leaders in NH Over 10 years

Ø  NH Annual Conference on Positive School Culture and Climate Youth Leadership Institute

Ø  Year 1 = token youth, individual opportunities to meet with state Leaders

Ø  Took a few years to learn what shared leadership is

Ø  Since 2012 co-develop, co-present Leadership curricula

Ø  Moving towards Youth Led, Adult Supported

0 5 10 15 20 25 30 35 40 45

2016

2015

2014

2013

2012

2011

2010

2009

2008

2007

Youth Leadership Participants by Year

Youth Leadership Practice Profile

http://implementation.fpg.unc.edu/resources/handout-2-practice-profile-examples

NH Youth Leadership Training Institute Fostering Youth Voice & Leadership in NH

u  Universal Team Representatives

u  Elected Youth School Board Representatives

u  Youth Leadership & Culture/ Climate Teams

u  Dual Capacity Building of Youth & Professional Workforce in statewide trainings

u  Co-constructed practice profiles to guide program development in Youth Leadership, peer support

Questions? More Information

Youth MOVE u  Learn More here:

http://nh4youth.org/families-youth/youth-move-new-hampshire

u  Like us on Facebook:

https://www.facebook.com/YOUTHMOVENH/

UNH IOD/ RENEW u  Check out our website:

www.renew.unh.edu

u  Like us on Facebook:

https://facebook.com/IOD.RENEW

u  Follow us on Twitter

https://twitter/RENEW_IOD

PennsylvaniaTrainingandTechnicalAssistanceNetwork PennsylvaniaTrainingandTechnicalAssistanceNetwork

Increasing Graduation Rates for Students With Disabilities: Getting Students On-Track

Dr. Laura C. Moran

Educational Consultant PaTTAN Harrisburg

PaTTAN’s Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the Bureau of

Special Education, and to build the capacity of local educational agencies to serve students who receive special

education services. 18

PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP)

teams begin with the general education setting with the use of Supplementary Aids and Services

before considering a more restrictive environment.

19

Agenda

I.  Introduce Pennsylvania’s State Systemic Improvement Plan (SSIP) and Process

II.  Highlight Several Coherent Improvement Strategies for Supporting Students with Disabilities and Getting them On-Track for Graduation

20

Part I: Pennsylvania State Systemic Improvement Plan (SSIP)

21

What is the SSIP?

SSIP is a comprehensive statewide multi-year plan to increase the graduation rate and decrease the dropout rates for students with disabilities. The SSIP does the following: •  Incorporates evidence-based practices proven to

work for all students including students with disabilities, diverse students, and students low SES.

•  Provides a framework for LEAs to follow and implement the strategies.

22

State Identified Measureable Result

•  State Identified Measureable Result (SIMR): Increase the graduation rate of students with disabilities and reduce the number of student with risk factors that impact the likelihood of school completion.

•  Developed and determined by multiple stakeholders (e.g., over 200 participants).

23

SSIP Learning Sites

•  12 high schools across the Commonwealth of Pennsylvania and supported by educational consultants in the three PaTTAN offices (Pittsburgh, Harrisburg, and Malvern)

•  HUNE (organization in Philadelphia)

24

Intervention Framework

The Intervention Framework was developed by the National Dropout Prevention Center for Students with Disabilities. That organization is now identified as the National Technical Assistance Center on Transition (NTACT). Based on their feedback and support, this framework is being used for the SSIP and has been successful in other states, LEAs, and schools.

25

Phase 1 Develop State and Local Leadership Teams

Phase II Use an Early Warning System to analyze data of students

Phase III Identify Target Areas for Intervention (based on the needs of students with disabilities at-risk

Phase IV Develop Improvement Plan (or revise current improvement plan)

Phase V Implement, Monitor, and Evaluate

Early Warning System Attendance, Behavior, Course Performance

Identification of Students with Disabilities who are Off-Track

Development of Plan For those Students with Disabilities who are Off-track

SSIP Process for Supporting Schools

26

Part II: Several Coherent Improvement Strategies to Support

Students with Disabilities

28


SSIP Coherent Improvement Strategies

Multi-Tiered System of Support (MTSS) Behavior

Strategy 3: Implement increasingly intensive evidence-based methodologies toward improved social, emotional, and

behavioral outcomes

Tier 2: Strategic 5-10% of students

Tier 1: Universal 80-90% of students

Intensive

TPS FBA – BIP

Hi-Fidelity Wraparound RENEW

Check and Connect

Targeted Interventions

Check In/Check Out Increased cues and prompt

Intensified instruction Small group / Individual interventions

(Standard Protocol)

School Wide Behavior Systems • Targets 100% of Students

• Clear expectations all settings -Teach behaviors • Rules, routines, and physical Arrangements

• Effective Instruction • Procedures to encourage expected behaviors and discourage

infractions • Policy of consistent administrator and staff implementation

• Data Analysis

Tier 3: Intensive 1-5% of students

PBIS Framework

31

Check & Connect

32

RENEW – Tier 3 Support

RENEW GOALS ü High School Completion

ü  Employment

ü  Postsecondary Education

ü Community Inclusion

RENEW PRINCIPLES ü  Self-Determination

ü Unconditional Care

ü  Strengths-Based Supports

ü  Building Family, Natural and Community Supports

ü  Individualized School-to-Career Planning

33

“RENEW is a structured school-to-career transition planning and individualized wraparound process for youth

with emotional and behavioral challenges.”

SSIP Learning Sites Implementation Status

34

Implementing Schoolwide

PBIS

Recognition for PBIS

Check and

Connect

RENEW

4 2 applications for 2016-17

7 1



Attendance Strategies and Alternative Programming

Strategy 4: Promote the implementation of attendance strategies and alternative

programming that will increase the likelihood of graduation

Sample Tiered Approach for Attendance

Tier 3

•  Check and Connect or Mentor Program •  Truancy Elimination Plans (Attendance Success Plans) •  Home Visits •  Intensive Case Management with coordination of public agency and legal

response as needed

Tier 2

•  Check In and Check Out or provide a mentor to check in with students •  Provide personalized early outreach to identify barriers/problem solve

solutions •  Meet with families to create attendance plan

Tier 1

•  Recognize good and improved attendance on a weekly/monthly basis •  Survey students for reinforcers •  Monitor attendance and set schoolwide goals (create a campaign within the

school and community) •  Educate students and families about the importance of attendance (website,

social media messages, posters, newsletters, trainings) •  Identify and address common barriers to getting to school •  Establish a positive and engaging school climate (PBIS is an eventual goal) •  Attendance Director will make visits to elementary and middle schools to

spread attendance awareness with students, teachers, and families •  Share PaTTAN Attendance/Family Engagement publications on website and

school office

36



Family Engagement

Strategy 6: Embrace a philosophy of partnership that empowers families and

communities to become more meaningfully involved

Action Plan – Included Family Engagement

38

Resources

39

PaTTAN Publications

40

Recursos en Español

41

PaTTAN Resources – Access Publications

•  www.pattan.net •  Under “Educational Initiatives” click on “Increasing

Graduation Rates and Decreasing Dropout Rates”

42

Online Resources

•  Pennsylvania Training and Technical Assistance Network (PaTTAN) -- www.pattan.net

•  National Technical Assistance Center on Transition -- http://transitionta.org/

•  Pennsylvania Standards Aligned System (SAS) – www.pdesas.org •  Pennsylvania Secondary Transition Guide –

www.secondarytransition.org •  Attendance Works hWp://www.aWendanceworks.org/•  PA Career Zone

https://www.pacareerzone.org/

43

Contact Information www.pattan.net

Presenter: Laura C. Moran, Ph.D. PaTTAN Educational Consultant Harrisburg, PA Email: [email protected]

Commonwealth of Pennsylvania

Tom Wolf, Governor

44

MOSW-PBS

UniversalScreeningToolsUsingUniversalScreeningToolswithTeamstoCreateaPlanof

Action

MOSW-PBSPBISIowa

Introduc6ons

•  KarinLeveke– SchoolPsychologist,PrairieLakesAEA

MOSW-PBSPBISIowa

Outcomes

•  DiscussUniversalScreeningToolsasanef@icientandeffectiveprocessforidentifyingstudentsforTier2Intervention

•  ShareUniversalScreeningPlanningSheetasatoolteamscanuseforcreatingaplanofactionforTier2InterventionwithUniversalScreeningData

MOSW-PBSPBISIowa

Outcomes



MOSW-PBS

ImplementUniversals

Iden6fyStudents

DescribeProblem

Iden6fyFunc6on

Select&ProvideInterven6on

EvaluateOutcomes

Collect&ReviewData

BAT–A

BAT–C,D,E

BAT–F,G

Schoolwide,NonclassroomandClassroomSystems

Tier1implementedwith@idelity?

Yes

No

Teacher/Parent

NominationExistingSchool

DataScreeningInstrument

TeacherandTeamcollectdata

TeamsummarizesdataDescribeproblem

ObtainAttention

Escape/AvoidTasks

Escape/Avoid

Attention

Function?

Check & Connect

CheckInCheckOut

AcademicSupport(s)

SmallGroup

SocialSkillEnvironmentalInterventions

FBABIP

Revised 10/12/2011

20-24 MOSW-PBSPBISIowa

Effec6veTeamProcess

•  Themostdirectlyin@luentialroleinsustainabilityistheschoolteam

– Schoolteamfunctioning,especiallytheuseofdatafordecisionmaking,hasthestrongestassociationwithsustainedimplementation(McIntoshetal.,2014)

MOSW-PBSPBISIowa

TheLeadershipTeam

•  Theprocessrecommendedforeffectiveschoolimprovementisbasedonstrongleadership,shareddecision-making,andconsensusbuildingamongallstaff.

•  TheworkofSWPBSbeganwithaleadershipteam.AsTier2developmentbeginstheteamcontinuestoassiststaffintheon-goingprocessofsustainingapositiveschoolenvironmentthatmeetstheneedsofallstudents.

MOSW-PBSPBISIowa

•  Createasystemthatincludes– Aprocesstoidentifystudents�atrisk�– Asetofreadilyavailableinterventions– Aprocedureformatchinginterventionsaccordingtostudentneed

– Amethodformonitoringprogressthatusesobjectivedata

•  Providetrainingandsupporttoschoolstaff.•  Summarize,review,andevaluateprogrameffects.

TeamResponsibili6es

MOSW-PBSPBISIowa

ü TeacherNominationü ExistingSchoolData•  UniversalScreeningInstrument

Allowsforearlyintervention?

Identi4iesinternalizing&externalizing?

Systema6c&EarlyIden6fica6on

MOSW-PBSPBISIowa

•  Universalscreeningisrecommendedasanevidenced-basedpractice– President’sNewFreedomCommission&SpecialEducationTaskForce

– SurgeonGeneral– SafeSchools/HealthyStudents

StandardizedScreeningInstrument

MOSW-PBSPBISIowa

•  Advantagesofsystematicscreening– Fast,ef@icient,andrespectful–  Includeallchildrenandyouthofinterest–  Ifwemakeanerror,theerrortendstoidentifystudentswhoarenotat-risk

–  Informsschoolsaboutthestudentpopulation– Findgroupsofstudentswithcommonneeds– Facilitatesresourcemappingofservices

(UniversityofOregonInstituteonViolenceandDestructiveBehavior)


MOSW-PBSPBISIowa

•  Screeningnotcommonbecause…– Behaviorisoftenviewedaspurposefulratherthanenvironmental

– Schoolstendtobeareactiveratherthanproactivewithrespecttobehavior

–  Impressionthatkidswill“growoutofit”– Concernaboutpro@iling/stigmatizing– FearofcostsandpotentialtoidentifylargenumberofEBDstudents


MOSW-PBSPBISIowa

•  ScreeningNotCommonBecause– Easiertoscreenvision&hearingbecauseresponsefallsintherealmoftheparents

– Politicalrealitiesofmanagingparentreactionstobehaviorscreenings;con@identiality

– Systemsskillset• Doweknowhowtorespondtobehaviorwiththesamecon@idencethatwerespondtoacademicconcerns?


MOSW-PBSPBISIowa

•  School-AgeInstruments(K-12)ü Social,Academic,&EmotionalBehaviorRiskScreener(SAEBRS)

ü Strengths&Dif@icultiesQuestionnaire(SDQ)– Behavioral&EmotionalScreeningSystem(BESS)

– SystematicScreeningforBehaviorDisorders(SSBD)


MOSW-PBSPBISIowa

Prepara6onforUniversalScreening

•  RequirementsforUniversalScreening•  Haveinstrumentsavailableforparentreview.– Notifyparentsabout

•  allacademicandbehavioralscreenings.•  theresultsofscreenings.•  follow-upinterventionsthatwillbeprovided.

•  SampleletterisavailableMOSW-PBSPBISIowa

ParentNo6fica6onLeWer

MOSW-PBSPBISIowa

Outcomes



MOSW-PBSPBISIowa

Outcomes

ü DiscussUniversalScreeningToolsasanef@icientandeffectiveprocessforidentifyingstudentsforTier2Intervention


MOSW-PBSPBISIowa

Prepara6onforUniversalScreening

•  UniversalScreeningConsiderations•  Documentedpurposeandpolicy

– Clearlyde@inedproceduresforthescreeningprocess

– Assessmentofavailablesupports

MOSW-PBSPBISIowa

UniversalScreeningConsidera6on

MOSW-PBSPBISIowa


MOSW-PBSPBISIowa


MOSW-PBSPBISIowa

StudentIden6fica6onPlan

•  UniversalScreeningisincorporatedintotheschool’sStudentIdenti@icationPlan

•  Theteamcreatesadata-basedprocessforidentifyingstudentswhoneedadditionalsupportsandintervention

•  Adheretoprinciplesof– Soonerratherthanlater– Externalizing&internalizing– Allstudentshaveopportunitytobeconsidered

MOSW-PBSPBISIowa


MOSW-PBSPBISIowa


MOSW-PBSPBISIowa

Implementa6onExamples•  ParentscompleteratingquestionnaireduringKindergartenregistration

•  Parentsand/orstudentscompleteratingswhennewfamilyenrollsinschool

•  Incoming9thgraderscompletescreeningquestionnairewhentheycreatecourseschedule;riskscoresusedtoassignadvisorycourses

•  Classroomteachercompletescreeningsinthespringpriortotransitiontonewbuilding

MOSW-PBSPBISIowa

UniversalScreeningDataPlanningTool

•  AfterUniversalScreeningDataiscollected,theTier2Teammeetstoreviewdata

•  Purposeofmeeting– ToreviewUniversalScreeningData– Toprioritizestudentsidenti@iedinneedofTier2InterventionandSupport

– Tocreateaplanofactionbasedondata

MOSW-PBSPBISIowa

RoadblocksforTeams

•  UniversalScreeningDatacanbeoverwhelmingfortheteamordif@iculttointerpret

•  Teamsareunsurehowtousedatatoprioritizestudentstomakeadecision

•  TeamsareunpreparedtotakeactionbasedontheUniversalScreeningData

MOSW-PBSPBISIowa

UniversalScreeningAc6onPlan

MOSW-PBSPBISIowa


MOSW-PBSPBISIowa


MOSW-PBSPBISIowa

UniversalScreeningResults

MOSW-PBSPBISIowa

UniversalScreeningResults

MOSW-PBSPBISIowa

Discussion:Iden6fyingStudentsforTier2Supports

Withyourteam…

•  ReviewyourplanforidentifyingstudentsinneedofTier2Supports.

•  Whatmethodsdoyouplantouseforidenti@ication?

MOSW-PBSPBISIowa

NextSteps

•  Follow-upwithteamscurrentlytrainedastheycontinuepilotingandprovidingfeedback

•  IncorporateUniversalScreeningActionPlanningToolintostate-widestandardizedtraining

•  CollectdatafromTier2Teamsregardinguseofthetoolstodeterminetrainingandtechnicalassistanceneeds

MOSW-PBSPBISIowa

Contact

•  KarinLeveke [email protected]

•  [email protected]

MOSW-PBSPBISIowa

References2015-16MOSW-PBSTier2TeamWorkbookhttp://pbismissouri.org/wp-content/uploads/2012/04/2015-MO-SW-PBS-Tier-2-WB-073115.pdfLembke,E.(2010).AsktheexpertsresponsefromEricaLembke.Washington,D.C.:National CenteronResponsetoIntervention.RetrievedMay19,2011,fromhttp:// www.rti4success.org/resources/ask-expertMcIntosh,K.,Predy,L.K.,Upreti,G.,Hume,A.E.,Turri,M.G.,&Mathews,S.(2014). Perceptionsofcontextualfeaturesrelatedtoimplementationandsustainabilityof school-widepositivebehaviorsupport.JournalofPositiveBehaviorInterventions, 16(1),31-43.Sprague,J.,Cook,C.,Wright,D.,&Sadler,C.(2008).RTIandbehavior:Aguidetointegrating behavioralandacademicsupports.Horsham,Pennsylvania:LRPPublications.Umbreit,J.,Ferro,J.,&Liaupsin,C.J.&Lane,K.L.(2007).Functionalbehavioralassessment andfunction-basedintervention:Aneffective,practicalapproach.PrenticeHall.

Thank you!

• Ques6ons?

Fostering Youth Leadership in Education : Exemplars from NH...•Survey students for reinforcers •...

Documents

Transcript of Fostering Youth Leadership in Education : Exemplars from NH...•Survey students for reinforcers •...