1. Academic Seminar: The High School Education Program Christopher Pinkney, Portland State University cpinkney@pdx.edu With thanks to: Jessica Swain-Bradway, Midwest PBIS Network Jessica.swainbradway@midwestpbis.org

2. Agenda Brief overview of Tier 2 supports within a Multi-Tiered System of Support Overview of Academic Seminar Q & A

3. Think, Pair, Share How many of your school’s students would benefit from increased organizational skills? What supports are currently available in your school for students at risk of academic and/or social failure? At risk of failing classes Engaging in repeated, minor problem behavior As an educator, what student behaviors do you find most reinforcing (rewarding)? What makes it all worth it?

4. Tier 2 Supports

5. Definition Tier 2 supports are any range of interventions that are: a)delivered in small groups to students with similar skill deficits, b)increase the structure and predictability of the school day, c)link academic and social supports, d)increase opportunities for students to receive positive feedback from adults, e)increase opportunities for students to learn, practice and be acknowledged for a specific skill set that is directly related to their area of need. Tier 2 practices are designed as an additionally layer of support for students who are not responding adequately to Tier 1 supports.

6. Purpose Tier 2 practices, systems, and data are functionally the same as Tier 1 foundations: to teach, practice and reinforce expected social behaviors to maximize academic engagement. Structurally, we focus Tier 2 on small groups of students with similar skill deficits. This “targeted” grouping allows us to be more efficient and specific in addressing obstacles to learning. Tier 2 ALWAYS builds on, and is much more effective (and manageable) within a Tier 1 system being implemented to fidelity.

7. 10 Critical Features for Tier 2 1.Intervention linked directly to school wide expectations and/or academic goals. 2.Intervention continuously available for student participation. 3.Intervention is implemented within 3 school days of determining the student is in need of the intervention 4.Intervention can be modified based on assessment and/or outcome data

8. Critical Features continued 5.Intervention includes structured prompts for what to do in relevant situations. 6.Intervention results in students receiving positive and/or corrective feedback from staff. 7.Intervention includes a school-home communication exchange system at least weekly.

9. Critical Features continued 8.Orientation process and introduction to materials is provided for students as they begin the intervention 9.Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff. 10.Opportunities to practice new skills are provided daily.

10. What is Academic Seminar?

11. Tier 2 Support Class for students at risk of academic and/or social failure Daily class 45 minutes 5-7 minute daily entry task 10-15 minutes of explicit instruction & practice 25-30 minutes in work completion – applying skills

12. What is 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

13. SYSTEMS DATA PRACTICES OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Supporting Student Behavior Supporting Staff Behavior 4 PBIS Elements

14. What is 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

15. What is 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

16. What Academic Seminar is Not It is not a solution for students in Crisis Violence Mental health Substance abuse Suicidal comments or suggestions High truancy rates (more than 3 times per week) It is not a replacement for all other academic support classes Supported work completion It is not the solution for every student in need of tier 2 support See eligibility slides later in presentation

17. Things to Consider What is the smallest thing you can do the have the biggest impact? What is the ONE thing you need all HS (and MS) students to do that would make a WORLD of difference in school and home? Improve one specific skill set that cuts across all content areas.

18. The Academic Seminar Course

19. Course Goals 1.Academic self-management skills 2.Increase positive adult interactions 3.Supported work completion 4.Increase progress monitoring of academic and social success

20. Academic Self-Management Skills Planner use and maintenance Notebook organization Creation of a graduation plan Goal setting for academic and social behaviors Tracking progress Test taking Study skills

21. Academic Seminar Curriculum – Expanded by RHS

22. Increase Positive Adult Interactions Greeting Asking for help Acknowledging help Asking “good” questions Requesting feedback

23. Student-Guided Supports Greeting Support Requests Acknowledgement Questions Feedback Requests Supportive Teacher Behaviors Greeting Individualized Support Advanced Notice Feedback Student Academic Engagement Academic Seminar

24. Course Goals Supported Work Completion Application of academic self- management skills Content specific support Increase in Progress Monitoring CICO points Summary reports twice per month Self-monitoring and evaluation

25. Think, Pair, Share How would you describe Academic Seminar to a peer? To a parent? What is the goal of Academic Seminar?

26. Eligibility and Monitoring

27. Eligibility At risk for failing 1 or more content area class Want to provide this support before students fail a 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

28. Eligibility Grades And WHY they are failing Credits Attendance Minor office referrals No BIG red flags Set them up for success- bigger hills are harder to climb.

29. Monitoring Daily participation in class Mid-term and semester grades, all classes Attendance Discipline CICO (if participating)

30. How do we do this?

31. Secondary Team Members Roles MemberRole Administrator Allocate resources, approve system level changes. Has working knowledge of school-wide, secondary, and tertiary systems already in place within the school. Behavior support personnel Facilitates identification of students who are not responding to universal supports. Provides suggestions for modifications: intensifying, individualizing, combining supports, fading, etc. Academic Seminar teacher(s) Teaches the Academic Seminar class. Enters progress monitoring data every 24-48 hours. Provides twice monthly summaries of: students responding to the intervention, students not responding and requiring additional supports. Facilitates communication between content area teachers and the Academic Seminar team. School counselor/Psychologist Facilitates identification of students who are not responding to universal supports. Facilitates communication between content area teachers and Academic Seminar team. Facilitates communication across all three tiers of supports. Content area teacher Provide information about current instructional practices within content area classrooms.

32. How do we implement? Hold onto the core features: Intense teaching of academic self-management Logically link self-management with the REAL work they have to do every day Aligned with SW expectations and acknowledgements Match intensity of intervention with intensity of need Use data to get kids in, monitor and get kids out Add a layer (CICO, mentoring, Check-N-Connect) as needed NOT the kitchen sink

33. How are Schools Implementing? 1.Identify the students Who can you grab? Quick math: what is 10% of your student population? 2.Create the schedule for offering the class How many sections do you need? How do fit within the master schedule? 3.“Taking over” a class that is not working well Study hall Advisory 4.Identifying a qualified teacher(s)

34. How are Schools Implementing? 1.Downloading and looking over the curriculum: Does it fit your population? What do you need to add? 2.AVOID adding more: smallest thing to make the biggest difference 3.Kids who need math help, still need math help. 1.Can you layer? 2.Can you prioritize and transition? 3.Can you add someone with math expertise to a section of AcSem to provide help during homework time. 4.NOT re-teaching alone, but using the organizational skills to help kids get organized to be successful in math THEN providing extra content support.

35. Student Testimonials (Baraboo School in Wisconsin) "I'm really glad I got to be in this class because it has helped me so much with my work and getting help on the subjects that I don't really understand." "I'm very thankful I'm able to have this class and I’d love to have it every year to help me graduate." "It helped me be organized and remember my things I need to get done and helped me bring my grades up to passing."

36. Thank you and Q & A Christopher Pinkney cpinkney@pdx.edu Jessica Swain-Bradway Jessica.swainbradway@midwestpbis.org You may find the Academic Seminar curriculum at www.pbis.orgwww.pbis.org Search “Academic Seminar”