HIGH SCHOOL BEHAVIOR EDUCATION PROGRAM Amy Campbell

RESOURCES Presentation available on MiBLSi website Manual available at Full implementation manual by Jessica Swain-Bradway, Ph.D.

WHERE IT STARTS…

WHERE IT ENDS…

1-5% 5-10% 80-90% 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 D ESIGNING S CHOOL -W IDE S YSTEMS FOR S TUDENT S UCCESS Behavior Systems Academic Systems

TARGETED INTERVENTIONS Designed for students who are at-risk Minor truancy Disruption in class Failure to complete assignments Disorganized

TARGETED INTERVENTIONS Implemented similarly across students Efficient Cost-effective Continuously available

COMBINING ACADEMIC AND BEHAVIOR SUPPORT Failure to earn a high school diploma is a significant risk factor for: Unemployment Criminal Activity Greater health problems Reliance on public aid - Day & Newburger, Rumberger, 2001

FOUNDATIONS Strong relationship between academic failure and behavior problems Students who experience both academic and behavior problems are more likely to drop out

HS-BEP Decrease the instructional “punishers” a student is experiencing by providing: explicit instruction in organizational and self- management skills, and homework completion assistance Increase positive adult interaction and specific behavioral prompts through use of the HS-BEP Card, a daily behavior report card.

HS-BEP: THE BASICS Check-in with adult Class-by- class teacher feedback on report card Check-out with adult Parent Feedback Academic Seminar Academic and Social Behavior Concerns

ACADEMIC SEMINAR A class period that is designed to explicitly teach academic enablers Goal setting Using a planner Tracking progress Graduation plan Notebook organization Test preparation

ACADEMIC SEMINAR Introduces the skill (modeling) Allows the student to practice the skill and receive feedback (guided practice) Monitors whether the student is using the skill Provides feedback to students *Lesson plans available in manual

ACADEMIC SEMINAR Designed to provide structure to the program Introduce the program and teach the program Daily check-in occurs with classroom teacher (HS- BEP coordinator) Daily check-out occurs with classroom teacher (HS- BEP coordinator) Provides homework completion assistance *Students may participate in the academic seminar alone*

WHAT!!! A NEW CLASS!!??!! Ideally, the academic seminar would be a class that students take for credit, and attend everyday (first hour is ideal) However, that may not be possible depending on the school Zero hour? Summer school for at-risk eighth graders? Specific section of a course? Before/after school?

ACTIVITY: ACADEMIC SEMINAR 1. COULD YOUR SCHOOL OFFER AN ACADEMIC SEMINAR? 2. IF NOT, HOW COULD YOU PROVIDE THIS INSTRUCTION TO STUDENTS?

CHECK-IN/CHECK-OUT CYCLE Check-in with adult Class-by- class teacher feedback on report card Check-out with adult Parent Feedback

CHECKING-IN/OUT Typically, it occurs with the academic seminar teacher Must be a positive adult that the student trusts and respects Not a “friend” relationship, but must be positive Quick daily check Providing prompts and reminders Can help with problem-solving

DAILY REPORT CARD Aligned with the school-wide expectations Classroom teachers provide ratings at the end of each class period Tips: Create a card that is age-appropriate and discrete Do not make the card a punisher!

HOME SCHOOL COMMUNICATION The behavior report card is sent home each day Caregivers sign the card The student returns the signed card the next day

INCENTIVE SYSTEM

SYSTEMS AND DATA

TEAM-BASED SUPPORT Intervention should be managed by a team Administrator General Education Teacher Special Education Teacher Social Worker and/or Psychologist

STAFF TRAINING AND BUY-IN Provide training to all staff in implementing the program Ensure that content area teachers “buy-in” Program should be positive; avoid using the feedback and report card as a punisher

IDENTIFYING STUDENTS: HS BEP Freshman or Sophomore students Student is engaging in problem behavior, but no “crisis” behaviors. Student is placed at appropriate instructional level for academic courses (math, reading, history, etc). Student is not achieving at least a C in core classes due to lack of, or poor quality completion of: class/ homework, tests, or class projects. *8 th grade students recommended for summer school are a priority!!!

USING DATA Student may not be placed appropriately Lack the academic skills to complete tasks independently Student is placed appropriately Lack the structure, organizational skills, and incentive to complete tasks independently Can’t DoWon’t Do

IDENTIFYING STUDENTS Possible Data Sources Academic testing (MEAP, etc) Examine academic records Report cards and/or progress reports Attendance Office Discipline Referrals Other sources?

ACTIVITY: DATA SOURCES 1. WHAT DATA SOURCES DO YOU HAVE AVAILABLE THAT COULD ASSIST IN IDENTIFYING STUDENTS? 2. DO YOU HAVE DATA-DECISION RULES FOR IDENTIFYING STUDENTS WHO MAY BENEFIT FROM INTERVENTIONS?

FADING 1. Teacher only Phase: Teacher rates the student’s card until he/she earns 80% of points for 30 consecutive days 2. Agreement Phase: Student rates his or her own behavior. The classroom teachers check for agreement until the student reaches 90% agreement for 3 consecutive weeks 3. Independence Phase: Student continues to rate his/her card without teacher checks. The coordinator sends a weekly to classroom teachers to check on student.

ACTIVITY: 1) IS THE HIGH SCHOOL BEP A GOOD FIT FOR OUR SCHOOL? 2) WHAT DO WE NEED TO DO TO GET STARTED?

THANK YOU! Amy Campbell, Ph.D. Grand Valley State University