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Achievement in Dropout Prevention and Excellence (APEX II): PBIS

Implementation in High Schools in New Hampshire

2008 National Forum for Implementers of SWPBSChicago, Illinois

October 30, 2008

JoAnne M. Malloy, MSWInstitute on Disability, UNH

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Agenda

1. PBIS as a Dropout Prevention Strategy and the APEX II model

2. Key Features of PBIS-NH – How High Schools are Different

3. Case Example from a New Hampshire high school:

1. Universal Tier2. Secondary Tier3. Tertiary Tier

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Thanks to Our Colleagues!

• Hank Bohanon, Ph.D., Assistant Professor of Special Education, Loyola University of Chicago

• Kathleen Abate and Linda Thomas, Alliance for Community Supports

• Robert Wells, Ph.D., Educational Consultant, New Hampshire Department of Education

• Howard S. Muscott, Ed.D., Director, and Eric Mann, LCSW, NH New Hampshire Center for Effective Behavior Interventions and Supports

• William Preble, Ed.D., Associate Professor of Special Education, New England College

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High school dropouts: Why should we care?

• Is there an American Dream?• There are “two worlds” in education:

– Nearly 50% of all African-American and Hispanic students do not graduate in 4 years

– Children in low-SES households are 3 times more likely to dropout

– Children/youth with emotional handicaps dropout at rates of 50-60%

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Why should we care?

• Dropouts earn $9,200 less per year than high school graduates and about $1 million less over a lifetime than college graduates

• Dropouts were more than three times more likely than college graduates to be unemployed in 2004 and twice as likely as high school graduates to slip into poverty

• Dropouts are more than eight times as likely to be in jail or prison as a high school graduate

(Bridgeland and Scheppach, www.silentepidemic.org, 2008)

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PBIS-NH and APEX

• Summer 2002 – New Hampshire Department of Education

awards contract to create the New Hampshire Center for Effective Behavioral Interventions and Supports (NH CEBIS) with the express purpose of implementing positive behavioral support in K-12 schools

– NH DOE and UNH Institute on Disability is awarded APEX dropout prevention grant (funded by the US Department of Education, Office of Elementary and Secondary Education) to address dropout prevention in 2 NH High Schools

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APEX II

• Summer 2005- New Hampshire APEX II partners submit a second grant to OESE at the US Department of Education- awarded October 2005

• APEX II includes work with 10 of NH’s “lowest performing” high schools

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Youth with EBD….

• Disengaged from school/family/community

• Most likely disability group to be in a segregated academic setting

• Highest rates of disciplinary infractions• Perceived by teachers as having

significantly lower levels of social competence and school adjustment

(Lane, Carter, Pierson, & Glaeser, 2006)

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Key: Student engagement has emerged as the bottom line in preventing dropout

• Dropping out is the culmination of a long process of disengagement

• Keys to engaging students early on– Enter school ready to learn/early intervention

• Contextual keys to engaging students– Providing effective instruction – evidence

based, best practice– Creating cultural match/relevance – extend to

include strategies that are appropriate to student background and culture

(Alexander, Entwisle & Kabbani, 2001; Christenson, Sinclair, Lehr & Hurley, 2000; Cotton & Conklin, 2001; Cleary & Peacock, 1998; Finn, 1993; Payne, 2005)

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APEX- Model Assumptions

• School organization and systems 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)

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APEX II Model

• Work with 10 high schools in New Hampshire, 2006-2009

• To address school-based systems/climate issues:– Positive Behavioral Interventions and Supports (PBIS)

(Bohanon, et. al., 2004; Sugai & Horner, 1999)– Student Leadership Development

• To address issues for students most at-risk:– Rehabilitation for Empowerment, Natural supports,

Education and Work (RENEW) (Eber, Nelson & Miles, 1997; Cheney, Malloy & Hagner, 1998; Bullis & Cheney, 1999)

– 8th to 9th grade transition system and practices

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APEX II GOALS*

1. Work toward implementing Positive Behavioral Interventions and Supports (PBIS),

2. Provide leadership in the school-wide systems change process and support the dedication of staff time to participate in project activities,

3. Collaborate with project staff to develop a systematic transition from the 8th to 9th grade for at-risk students,

4. Collaborate with project staff to develop individualized school-to-career services for the most at-risk students using the RENEW model, and,

5. Develop and implement a high school student leadership initiative to focus on school climate issues.

*From 2005 MOU between districts and NH DOE

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APEX II Model Outcomes

1. Decrease dropout rates in participating schools by 50% during project period

2. Decrease rate of negative behavioral incidents in schools.

3. Increase numbers of at risk students or dropouts who graduate

4. Increase state test scores (10th grade) by improving the 8th to 9th grade transition for at risk students.

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APEX II PBIS Implementation

APEX II High School Implementation (SET Scores)

020406080

100

1 2 3 4 5 6 7

Avera

ge

School

2006-07 (BASELINE)School Year2007-08

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APEX II High Schools: Dropout Rates

02468

102003-04

2004-05

2005-06

2006-07

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PBIS is a comprehensive 3-tiered evidence-based systems approach to schoolwide discipline that can efficiently and effectively improve social, behavioral, and academic outcomes through the use positive, preventative, and function-based behavior support practices within the context of collaborative teaming and data-based decision-making.

Positive Behavioral Interventions and Supports

DefinedMuscott & Mann (2006)

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Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:

Specialized GroupSystems for Students

with At-Risk Behavior

Tertiary Prevention:RENEW Intervention

~80% of Students

~15%

~5%

APEX PBIS MODEL

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RENEW: The “Red Zone” Component of the APEX II Project

– For the most “at risk” students (60 per high school):

– Model components:• Person-centered planning• Individualized academic programming

(creative solutions and “Real World Learning” opportunities).

• Naturally supported employment • Interagency collaboration and braided

funding• School to Career transition articulation,

including post-secondary education• Mentoring

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SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PBIS Support Systems

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PBIS: How High Schools Differ

• School size varies• Teachers see role as

teaching behavior and academics

• Targeted behaviors are reflected in office referrals

• Teacher-student relationships are easily formed

• Easier to shape student behavior

• Outcome is educational gradual progress

• Larger numbers of students and staff

• Teachers see role as teaching academics

• Targeted behaviors are reflected in attendance, performance, and office referrals

• Impersonal atmosphere• Expectation of adult

behavior• Outcome is educational

mastery and competitive achievement

In General In High School

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BERLIN HIGH SCHOOL CONDUCT ACTION GUIDE

Be Responsible Have Respect Strive for SuccessIn the CLASSROOM

In the HALLWAY

In the CAFETERIA

In ASSEMBLIES/EVENTS

•Come prepared.•Be on-time—both feet must be through the classroom door by the time the bell stops ringing.•Pick up after yourself.•Respond to reasonable requests.•Complete your ‘own’ assignments and tasks as required.

•Model positive behavior and acknowledge it in others. •Help others in need.

•Honor others’ personal space.•Apologize if you bump into someone.•Use appropriate language and voice.•Display affection appropriately.

•Be on-time.•Practice polite table manners.•Leave the floor and table clean for the next group using the facility.•Consume only your own food and drink.

•Walk to the right.•Use time for intended purpose only.•Keep the hall and floors clean.

•Be silent during announcements.•Dress appropriately (see Dress Code).•Allow others’ expressions and ideas.•Use appropriate language and voice.•Honor others’ property.•Honor others’ property.

•Engage in learning.•Maintain a positive outlook towards school.•Model positive behavior and acknowledge it in others.

•Wait your turn in line.•Keep your hands, feet and food to yourself.•Use “please” and “thank you”.•Use appropriate language and voice.

•Eat lunch with someone who is eating alone.•Model positive behavior and acknowledge it in others. •Compliment the kitchen staff.

•Participate appropriately.•Come and go in an orderly fashion.•Pick up after yourself.•Sit with your class during school assemblies.

•Help create an environment where everyone can enjoy the activity.•Treat visitors kindly.•Use appropriate language and voice.

•Encourage others to enjoy the presentation or event.•Model positive behavior and acknowledge it in others.

revised: 9/27/07

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Recognizing Students for Exhibiting Behavioral Expectations

• Prepare your staff- “comfort level”

• Focus on ratio• Developmentally-

appropriate responses

• Actively Involve students

• Can include social and academic outcomes

In High School•Provide specific, verbal acknowledgement using words from the teaching matrix•Provide acknowledgement at a 4:1 ratio or better of positive to corrective contacts •Provide acknowledgement as quickly after the expected behavior as possible•Provide additional acknowledgement based on your schoolwide plan

In General

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Responding to Problem Behavior

• Office vs. Class vs. Dean vs. Security must be clear

• Consensus is difficult

• Do not forget tardies- attendance

• Prepare your staff to redirect students

In High School

Define problem behaviorsDifferentiate majors and minorsDetermine procedures for responding to minors and majorsCreate an efficient ODR form

In General

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Universal Leadership Teams

• Facilitate buy-in• Identify appropriate

data• Distribute

leadership• Utilize

departmental structures

• Account for diverse philosophies of education

In High SchoolStrategically formed representative and credible group of stakeholders including administration, staff and family representationGenerally 8-10 people depending on school size

Generally

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Classroom Management

• Prepare staff• Discipline with

Dignity• Pre-teach, Teach

and Re-teach• Stay out of

content• Effective use of

humor

In High School

Instructional/ Curricular Management

Environmental Management

Proactive Behavior Management

In General

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Teaching Expectations

• Include students• Use variety of

teaching methods• Do not rely on role

play alone• Incoprated into

instruction• Can include self-

determination components

• Prepare your staff

In High School

Develop a plan to teach the most important subsets of behavioral expectations in the context of the locations they occur.

Determine priorities for teaching plans based on data

In General

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Teaching Expectations

Examples• Staff orientation

meetings• Assemblies• Lesson plans

for homerooms• Posters• Booster weeks

Key Elements• Rationale• Negative

examples• Positive

examples• Practice

Center for School Evaluation, Intervention, & Training, Loyola University of Chicagowww.luc.edu\cseit

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Schoolwide Expectations Identify expectations of the setting Develop team/plan/support Directly teach expectations Consistent Consequences,

Acknowledge/Reinforce (Tall, Vente’, Grande)

Collect Data Communicate with staff On-going evaluation

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Data-based Decision Making

1. Set Goals: “If you don’t know where you’re going, you’ll end up somewhere else”

2. I D the Problem (scope and context) through the use of Data (Where we are now?)

3. Set objectives that you can measure4. Develop a plan to get the work done (who,

what, when where, how)5. Monitor and Evaluate progress – Use Data to

assess your progress (Did it work?)(Adapted from Horner, 2002)

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Outcome Data• We use outcome data to measure

how we did “after the fact”– DROPOUT RATES- Graduation Rates– COLLEGE ENTRANCE RATES– GRADES- REPORT CARDS– CREDITS EARNED– TEST SCORES

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Data Sources

Problem Behavior Incident Reports Office Discipline Referrals (SWIS)In and Out of School SuspensionsSurveys on Bullying, Harassment,

School Safety Tardies, Absenteeism, Staff Surveys,

Climate Surveys, etc.

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If…..then Logic

• If a freshman is skipping too many classes….then he/she will fail…. If she fails… then she will fall behind in credits….if she falls behind in credits… then she will likely fall behind grade-level not be promoted….if she fall behind….then she will be far more likely to dropout

• Therefore, we need to intervene when she is skipping classes as a freshman

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Case Study: One High School in New Hampshire

• Low SES community – high poverty rate

• Enrollments – 2005-06 = 573; 2006-07 =

569– 96% Caucasian

• Began implementing PBIS and APEX in 2005-2006 school year

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Universal Level: High School Example

• There were 429 office discipline referrals for major problem behavior or .75 per student on average in 2004-05, increasing to 1.2 % in 2007-08

• 4% received 6 or more in 2005-06, increasing to 6% in 2007-08

• Top problem behaviors were – Disrespect/defiance, – Disruption,– Inappropriate language, and– Skipping class

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Universal Team:Beginning Stages of

Implementation• Representative team• Ground rules and Member Roles • Team process

– Team checklists– Data present at all meetings– Communication with Staff and Community– Action Plan / Decision Log

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The Data- Fall of 2007

Behavior Frequency Graph

0

50

100

150

200

250

300

350

Problem Behavior

Fre

qu

en

cy

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Roll Out on Disrespect: February 20081. Introduce the expectation and the skill or behavior

• Be Respectful in the Classroom– Dress for learning– Use appropriate language– Listen, speak and respond politely– Keep surfaces graffiti free– Keep hands off the property of others– Keep classroom materials in the

classroom

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2. Share with classroom why respect is important

“We need to recognize that everybody, including you, has worth and brings value to the classroom.”

(Nick Guadagnoli)

FYI: Seasoned teacher buy in

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Further DiscussionCreation of T-chart

• Create a T-chart either on newsprint or the whiteboard.

• Ask students for further examples of what respect looks like and sounds like in the classroom

• Record suggestions on the T-chart.

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Review

• Review the expectations for “Be Respectful’ that are recorded on your classroom poster

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3. Identify the learning strategy

• Teacher will need 4 teams of 2 or 3 students willing to perform a skit.

• Hand out the skit cards• Ask students to get their props. • Students may need to improvise• Student will not get in trouble for skit

behaviors

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4. Have students perform skits

• Each block throughout the day received different skits to perform as exemplars and non-exemplars of expected behavior.

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5. Observation:

Following each skit, ask the class the following questions

1. Did the skit demonstrate respect or disrespect?

2. If the skit demonstrates respect, what did it look/sound like?

3. If the skit demonstrates disrespect, what did it look/sound like?

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Reinforcement and Recognition:• Praise and give “I got caught...” ticket• Students will turn in tickets for a daily raffle

drawing.• Each classroom elects a “respect student of the

week” and post these in classroom.• Each “respect student of the week” is eligible to

be picked as the high school respect student week.

• High school “respect student of the week” will be given the opportunity for “lunch with the principal”

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Did we make a difference?

• 277 reported incidents of disrespect during semester 1.– An average of 3 per day or 15.4 per

week

• 16 reported incidence of disrespect so far for semester 2– An average of 0.8 per day or 4 per week

This is a 74% reduction in disrespect referrals!!

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Major Disrespect ODR's 07-08

64

91

6052

56

22 22 2432

23

3.3 4.3 3.3 3.5 2.6 1.3 1 1.4 1.6 2.30

1020

3040

50

6070

8090

100

Sept. Oct. Nov Dec. Jan. Feb. Mar. Apr. May Jun

Disrepect ODRs

Av. DisrespectODR's per dayper month

RESPECT Roll out

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Average Referrals Per Day Per Month

For Disrespect: 2007-08

02468

1012

AugSep

tOct Nov

DecJa

nFeb M

ar AprM

ay Jun

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Primary Prevention:Roll Out on Attendance: Data

Sells!

• 06-07 attendance 91% which was down from 05-06 of 94%

• a month after the rollout, attendance was 95%• 07-08 end of year attendance was 92.7%• 06-07 staff reported data collection was

inconsistent at approx. 70%-75%• 07-08 current staff reporting on average 85% and

above• 17.5% reduction in unexcused absences• 5 % reduction in skips• 5.5% reduction in tardies

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Analysis

The Universal Team determined that:• Office discipline referrals had increased

from 2005-06 to 2006-07 because discipline problems that were previously ignored were being reported and recorded!

• The Universal Team learned about the importance of teaching, reinforcing, and follow-up.

• Teachers and students report a much more orderly and organized environment.

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High School Data: APEX II

74%

15%

5%

83%

11%

6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005-06 2006-07

6 or more

2-5 ref

0-1 ref

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Case Study High School: Dropout Rates*

0%

2%

4%

6%

8%

10%

2003-04 2004-05 2005-06 2006-07

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What We Have Learned about Universal Implementation at the

High School Level• High schools students (and faculty) DO

like “hoakey” reinforcers such as stickers, tickets, and praise…

• High school data must include an analysis of attendance and tardies because… if the student isn’t present he or she may not be able to keep up or catch up… and because of automatic failure policies,

• A predictable, positive environment reduces failure rates.

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High School Case Study: Forming the Targeted Team

APEX II and school staff began to discuss the status of the systems & practices at the Targeted “YELLOW” level of PBIS.

• Does a problem solving team exist? Is one needed?• Who is on the team currently? • Who could be added/taken off the team?• How do kids come to the team? • Is there an efficient, predictable referral system?• What is the role of the current team?• Does the team systematically develop and monitor

interventions for each referred child?

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Evolution of Targeted Team

• Identified a team that already focused on at- risk students (Student Intervention Team)

• Consensus to re-structure the team (membership and procedures)- Winter 2006

• Training: received formal training and weekly technical support

• Began using SWIS data to ID students• Began using Functional Behavioral

Assessment

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Team mission and Objectives

• The mission of the Targeted Team is to increase the likelihood of positive behavior and academic achievement of students.– The objectives include:

• To work with students at risk for development of chronic behavioral concerns.

• To identify reliable predictors of students behavior.• To determine likely function of behavior and

recommend function based behavior support plans.• To assist and support teachers, students, and

parents in achieving efficient and effective interventions.

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School Targeted Team Process

Functional Assessment Defined:• Functional assessment is a process

for identifying the events that reliably predict and maintain problem behavior.

• The Targeted Team uses the context of Functional Behavioral Assessment to drive problem solving

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• Targeted Team Student Assistance Form

• Student Name:_____________________ Grade:________________ Date:___________• Teacher Name: _____________________Rm___________________• What are your behavioral goals and /or expectations for this student?• What are the student’s academic and social strengths?

• Situations prompting the problem behaviorDescribe the problem behaviorWhy do these behaviors keep happening?

• What have you tried to change in the environment in which the problem behaviors occur?

• __ Modified assignments to match student’s needs __ Changed seating assignments__ Arranged tutoring to improve student’s academic skills __ Other__Changed schedule of activities__ Provided extra assistance__ Changed curriculum

• What have you tried to teach the student about expected behaviors?• __ Reminders about expected behavior when problem behavior occurs__Practiced

expected behavior in class__ Systematic feedback about behavior __ Other__ Clarified rules for the whole class__ Individual school-home contract__ Self management program__ Reinforcement program for expected behaviors__Written agreement with student__ Oral contract with student

• What responses to the problem behavior have you tried? • __ Note or phone call__ Referral to school counselor__ Individual meeting with

student__ Other__ Reprimand__ Time out__ Detention __ Conference with parent__ Loss of privilege__ Home-school communication

• Additional Comments:

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Behavioral Flowchart to Targeted TeamHigh School & Career Technical Center

Procedures for Target student Intervention Students can be referred to the targeted team by staff, parents, guidance administration or any person who has a concern for a student at Somersworth high school. This chart is a guideline of procedures for referring a student or group of students who may need an academic, behavior or social intervention. Administration Guidance Guidance Teacher

Is behavior academic or behavioral Referral?

Academic Behavioral

Student has 3 or more major referrals

Student is achieving 50% or less of assignments or

assessment category

Student teacher dialogue to

motivate student

If trend continues contact parent by

phone, email or letter

If trend continues conference with

parent and student

If trend continues

Student has 2 or more failures in a subject

Student has 2 or more failures in a quarter

Contact students other teachers to

brainstorm interventions

Complete Targeted Team referral form and file with

the team as soon as possible (for follow-up refer to

targeted team procedures)

Targeted team investigates

If student needs FBA

If Student needs IEP

Targeted team refers to special education

department

FBA is written and shared with the students teachers, administration, the referral source, the student and the universal team

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Targeted Team 2007-08• 33 students were referred as of June 2008• 13 Students have active behavior plans and are being

monitored by the TT• 6 students were referred by teachers for Academic

Failure/ Withdraw/ Lack of engagement • 5 students were referred by teachers for specific

Behavior incidents• 8 students were identified through the School-Wide

Information System with 2-5 office discipline referrals

• 6 students were candidates for RENEW services • 8 students were on IEP’s and were referred to

special education for additional assessments.

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Targeted Team Behavior ODR's

19

0

32

3

37

10

16

15

00

5

10

15

20

25

30

35

40

Two months prior toreferral

Two months post-referral

# of

ref

erra

ls

student 1

student 2

student 3

student 4

student 5

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Classes passed Pre and Post Targeted Intervention

0

4

2

4

0

4

0 00

6

2

6

0

1

2

3

4

5

6

7

1st semester 2nd semester

# of

cla

sses

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

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Targeted Data

• 33 referrals for the 2007-2008 school year• 19 FBA’s conducted for the year 2007-2008

Of the 19 students with completed FBA’s we found:

9 students received 6 out of 8 credits

11 students increased attendance

All 19 had a reduction in office referrals

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Interventions used

• Check and Connect • Mentoring • Credit recovery • Social skills • Homework lab• Home setting involvement • Counseling • Pass system• RENEW• Student Leadership Referral.

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RENEW- The Intensive Intervention at the High School

Level• 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 ameliorate his/her life so that s/he will more likely be successful in school and other life domains.

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RENEW Process in a Nutshell

1. Student Identified 2. RENEW school facilitator Identified3. Initial conversation between facilitator

and the student4. Future’s Plan (aka Person Centered Plan)5. Formation of a team according to the plan6. Routine check-ins to determine success of

the plan7. New plans/teams formed as new goals are

developed

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RENEW Process

Engage and Orient

Build resources and take

action

Assess results,

revisit plan

Person-centered

plan, specific

needs and next steps

are completed

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Identification & Referral

• Targeted Team• Key school individuals• Referral• SWIS Data• Parents

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The Initial Conversation

• Purpose: – Build rapport– Describe the purpose of RENEW– Go over the process of RENEW– Invite the student to participate in the

process– House keeping tasks (i.e.

consents/paperwork)

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Purpose of RENEW• Process that:

– Is all about the student– Places the student in charge– Creates plans for the student’s future– Identifies dreams and goals that are important

to the student– Allows the student to decide how they want to

achieve their dreams and goals, and who is going to help him/her along the way

– Is dedicated to the student no matter what happens. The process follows the student as long as the student wants to be involved and needs the support.

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Going over the ProcessIf you decide to participate we will:• Go through a person mapping process

– A process that helps us understand who you are and what is important to you

– Use of maps instead VS taking notes

• From there decide who we want to join us• Have group get-togethers regularly to

discuss what we can do to start working toward goals

• You will be in charge along the way and make all the decisions as to where we go and what we do

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Person-Centered Planning Models• Personal Futures Planning (Beth Mount)• MAPS [McGill Action Planning (Vandercook,

York & Forrest)]• Methods, Models and Tools, (Cotton, 2004)• Essential Lifestyle Planning (Michael Smull)• Group Action Planning, known as GAP

(Turnbull & Turnbull); and • PATH [Planning Alternative Tomorrows

with Hope (Pearpoint, O'Brien, & Forest)]

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Steps of the Futures Plan

• History• “You Today”• People in Life• Dreams• Fears• Goals• Next Steps

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75

76

77

78

79

80

81

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NEEDS LIST

• From Goals to Action Steps:– Goals: 1-2 years, post-high school– Objectives: What needs to happen to

meet goals? (education, money, skill needs)

– Barriers: What stands in the way? (money, housing, health care, long term care, vocational training, education, etc.)

– What are the NEEDS? NEEDS ARE NOT PROGRAMS

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Next Steps/Building a Team

• What are the first things that need to get done to help get you toward the student’s goals?

• Who should we need to invite to the student’s group to help?

• Who should we show the student’s plans to?• When will we hope to get the first steps

done?• What can we do before your first group

meeting?

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The Phases of Team Implementation

• Team performance model:– Orientation– Trust building– Planning/Goal Clarification– Commitment– Implementation/Analysis– High Functioning– Review/Renew/End

Drexler & Sibbet, 1999

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PROGRAM and AGENCY RESOURCES

• In-School:– Regular Education Services– Special Education Services– “504” Services– Guidance– Friends, tutors– Sports, teachers, clubs, etc.

• Out of School:– Social Service Agencies– Vocational Rehabilitation– Family Service Agencies– Community Resources and Organizations

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ODR's Pre / Post Intervention

00.20.40.60.8

11.21.41.61.8

2

1 2

OD

R's

Per

Mo

nth

Pre RENEW Post RENEW

87

Student ExamplesAbsences

0

2

4

6

8

10

12

14

1 2

05-06 School Year 06-07

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mb

er o

f A

bse

nce

s

88

Skip Monthly Rate

0

2

46

8

10

1214

16

18

1 2

Nu

mb

er o

f S

kip

s p

er M

on

th

Pre RENEW Post RENEW

89

Credits Earned

0

1

2

3

4

5

6

7

1 2 3

Year

Nu

mb

er o

f C

red

its

05-06 06-07 07-08

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What we have learned

• Students don’t move from one tier to the next; the interventions are cumulative….. All students receive universal supports, a subset of all students receive Universal and Secondary Level supports, and a subset of those students receive Universal, Secondary and Tertiary level supports…

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APEX II Contact Information

Dr. Robert Wells,Consultant, NH Department

of Education andDirector, APEX IIrwells@ed.state.nh.us

Kathleen Abate, Program Director

Alliance for Community Supports

gsffcmh@aol.com

Jonathan Drake, MSWdrake.j.d@gmail.com

JoAnne M. Malloy, MSWProject DirectorInstitute on Disability,

UCEDUniversity of New

Hampshirejmmalloy@aol.com

Maria Agorastou, MSWUNH Institute on DisabilityMaria.Agorastou@unh.edu

http://iod.unh.edu