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Blending Social and Academic Supports for Middle and High School students at-risk: Academic Seminar : Part 1

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 Jessica.swainbradway@pbisillinois.org. A word about bamboo…. Greg Bell, Water the Bamboo

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Blending Social and Academic Supports for Middle and High School students at-risk: Academic Seminar : Part 1

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  1. 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 Jessica.swainbradway@pbisillinois.org

  2. A word about bamboo… Greg Bell, Water the Bamboo http://www.youtube.com/watch?v=V4DUcHJ8qXs&feature=youtu.be What are you building that will take several years to realize?

  3. Agenda: Part 1 • Academic Seminar defined and conceptual framework • Links to school retention and drop out literature • Adolescent brain development • Importance of universal school-wide foundations to support implementation

  4. 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

  5. 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…

  6. Unicorn Dog

  7. Stage of T2 Implementation?

  8. Conceptual Foundation

  9. 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

  10. 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

  11. Secondary Supports • Increase structure and consistency • Increase positive adult interactions • Link academic and social supports • Increase home engagement • Are readily and continuously available • Increase progress monitoring

  12. 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. Support in the classroom… • Tier 2 isn’t “stuck” in the Academic Seminar Classroom • Or CICO Coordinator’s office… • Tier 2 in the classroom • START PBIS in middle and high school in the classroom • Differentiated instruction

  14. Drop Out Literature Wherever they roam…

  15. 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).

  16. 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)

  17. 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).

  18. Brain Development

  19. Path through the grassy field…

  20. 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

  21. Corpus callosum: communication between 2 sides of brain Regulating conscious and subconscious behaviors Frontal Lobe: Self control, judgment, emotional regulation Parietal Lobe: Sensory integration Temporal Lobe: Emotional maturity

  22. Prefrontal cortex • For adults, the Prefrontal area, is the “CEO” of the brain • Memory • Attention • Reasoning • Planning • Decision Making • Impulse Control

  23. Adolescent cognitive processes ARE VERY DIFFERENTfrom adult cognitive processes

  24. 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

  25. Reaches full maturity in 20’s Corpus callosum: communication between 2 sides of brain Immature until age 16+/- Frontal Lobe: Self control, judgment, emotional regulation Parietal Lobe: Sensory integration Restructured in teen years Still developing after age 16 +/- Temporal Lobe: Emotional maturity

  26. 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

  27. Universal Foundations

  28. 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

  29. 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

  30. 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”?

  31. 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

  32. 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

  33. 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

  34. 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?

  35. Ethnicity IEP status / Category Gender Other? 1. How do you currently “cut” data? 2. What are other ways to disaggregate that are meaningful to your school? Community?

  36. Bottom Line Tier 2 • Build capacity to support about 15% • Increase strength of universal systems • Consider brain development • Embed Tier 2 in the classroom

  37. Resources • PBIS.org • Pbisillinois.org • National Institute of Mental Health • National High School Center

  38. Questions?

  39. Until Tomorrow… Breakout D: 8:30-9:45 am Cypress

  40. 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 Jessica.swainbradway@pbisillinois.org

  41. Agenda: Part 1 • Academic Seminar defined and conceptual framework • Links to school retention and drop out literature • Adolescent brain development • Importance of universal school-wide foundations to support implementation

  42. 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

  43. 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

  44. Academic Seminar Outcomes Practices Explicit teaching, reinforcement of self-management skills. Work completion supports • Increase self-management sufficient to document increases in assignment completion, credit accrual.

  45. Academic Seminar Data Systems Early Identification Communication Amongst teachers From middle school Academic Class Check-In Check Out Decision-making rules Training, FTE • Screening data (grades, attendance, teacher referrals, discipline referrals). • Progress data (grades, attendance, assignment completion, CICO points, etc.) • Outcome data (grades, graduation rates, etc.)

  46. School Successes

  47. Academic Engagement Data, Participants

  48. Academic Engagement Data, Participants and Peers

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