C. Michael NelsonUniversity of Kentucky

Matthew CregorSouthern Poverty Law

CenterJeff Sprague

University of OregonKristine Jolivette

Georgia State University

Introductions Needs of At-Risk & Adjudicated Youth Front End: Prevention Mid Depth: Diversion Programs Deep End: Residential Treatment;

Secure Confinement

Youth with mental disorders may have a greater likelihood of arrest, due to problems with interpersonal skills, problem solving skills, and with impulsivity

(Mulford, Reppucci, Mulvey, Woolard, & Portwood, 2004)

Compared to youth in the general population, youth in juvenile correctional facilities

• Are about ten times more likely to be identified as having a diagnosis of conduct disorder or psychoses

• Are two to four times more likely to have ADHD

• Girls were 2-4 times more likely to have major depression and boys were twice as likely

(Fazel, Doll, and Langstrom, 2008)

J. Gagnon, 2008

Why do these troubled and disabled youth end up in the juvenile justice system?

When do their problems first emerge? What role do social institutions (family

services, early childhood programs, schools) play in either addressing or exacerbating these problems?

How does positive behavior support fit?

Stopping the School-to-Prison PipelineMatthew CregorSouthern Poverty Law Center

Stopping the School-to-Prison PipelineMatthew CregorSouthern Poverty Law Center

Referral to Juvenile or Adult Court

SCHOOL-TO-PRISON PIPELINE

SCHOOLS

Adult Prison

Juvenile Detentionor Secure Commitment

SCHOOL-TO-PRISON PIPELINE

SCHOOLS

Dropping Out

Adult Prison

Juvenile Detentionor Secure Commitment

Suspension & Expulsion

75% of state prisoners are high school drop-outs

Nationally, African-American children in public school are suspended or expelled at three times the rate of white students.

GRADUATION RATES

African-American men are incarcerated at 6.5 times the rate of white men

70% of children in juvenile correctional facilities have significant mental and emotional problems70% of children in juvenile correctional facilities have significant mental and emotional problems

EMOTIONALLY DISTURBED STUDENTS

-Worst graduation rate; nationally, only 35% graduate high school (compared to 70% for all students)

-More than three times as likely to be arrested before leaving school as all students

-Twice as likely to be incarcerated as an adult

Caddo

East Baton Rouge

CalcasieuJefferson

9.4%

HIGH SCHOOL GRADUATION RATECHILDREN WITH EMOTIONAL DISTURBANCE

TARGETINGFOUR LARGEST SCHOOL DISTRICTS FOR IMPROVING EDUCATION

- First in nation

- Appointment of special master

- Positive behavior interventions for ALL students

- Psychological services

- Eliminate illegal practices

- End segregation

- Vocational training services

JEFFERSON PARISH CLASS-WIDE SETTLEMENT

Jefferson

JEFFERSON PARISH

30% 25% 42%

OUT-OF-SCHOOL SUSPENSION RATE

Special Education Students Removed For More Than 10 Days

Special Education Students

Regular Students

JEFFERSON PARISH

Special Math or Reading Instruction for ED students

Before

0%

After

44%

Louisiana

Mississippi Alabama

HTTP://SSS.MPLS.K12.MN.US/POSITIVE_SCHOOL_CLIMATE_TOOL_KIT.HTML

WWW.TOLERANCE.ORG

Stopping the School-to-Prison Pipeline

Stopping the School-to-Prison Pipeline

Jeffrey Sprague• University of Oregon

Status of alternative ed in the U.S.• Who is served?• Who is overrepresented?

Alt Ed Definitions Alt Ed Research

• What do we know?• What do we need?

An applied example

39 percent of public school districts administer at least one alternative school or program for at-risk students

1.3 % of all public school students, are enrolled in public alternative schools or programs for at-risk students

33% to 75% of students in alternative and residential programs are identified as emotionally and behaviorally disordered

“Alternative education” (AE) can refer to any non-traditional educational service, but is often used to indicate a program provided for at-risk children or youth• (Aron, 2006).

10,900 public alternative schools and programs in the nation served at-risk students during the 2000-01 school year (NCES, 2001). • Urban districts, large districts (those with 10,000 or more

students), districts in the southeast, districts with high minority student enrollments, and districts with high poverty concentrations are more likely than other districts to have alternative schools and programs for at-risk students.

Students from ethnic minority groups tend to be over-represented in AE programs involving involuntary placement due to disciplinary problems• They are more likely to be under-represented in voluntary

charter or magnet schools that focus on specialized themes or content areas, such as foreign language immersion schools.

Universal Screening (clear criteria for entry and exit)

Individualized support and school-based adult mentoring

Intensive social and life skills training Alternatives to suspension and expulsion Stronger reward systems Increased monitoring in school Parent/Family collaboration Multi-agency service coordination Service Learning and/or community service

(Tobin & Sprague, 2002)

Small class size and small student body Choice to attend versus involuntary placement

(although students may be placed in AE involuntarily for a variety of reasons)

A personalized school environment High expectations for success Students feel included in the decision making

process Special teacher training Flexible teaching arrangements Parent involvement and collaboration Effective classroom management Transition support.

• Whether these characteristics are functionally related to student outcomes (positive or negative) is unknown (Quinn & Poirer, 2006; Tobin & Sprague, 2000a, 2000b, 2002).

Sponsoring agency• Public school

charter or magnet schools “turn around” schools for students who have been expelled collaborative efforts with businesses or non-profit charitable

organizations • Mental health agencies, particularly hospitals and

institutions providing residential treatment, operate AE programs for their school-age patients.

• Juvenile justice agencies provide AE programs for youth who are detained in a correctional facility or, sometimes, who are on probation and who may be placed in a group home or other institution where they cannot attend their neighborhood schools

• These various agencies may serve the same student at different times, creating a need for collaboration and coordination to facilitate transitioning from AE provided by one agency to AE provided by another, and sometimes to a traditional neighborhood school

Location• 59% of all public alternative schools and programs for at-risk

students are housed in a separate facility

No experimental study of efforts to implement PBS in separate alternative schools’ has been published to date• School within a school

Gottfredson (1997; 2001) Sprague & Nishioka (2001; 2005; in preparation)

• Exemplary alt ed programs Quinn & Poirer, 2006

José is a seventh grade student. Spanish is the primary language spoken in his home; English is considered his second language. José has difficulty sitting still and often engages in horseplay with other students by pretending to choke, hit, or kick them. This sometimes leads to fights and is viewed as disruptive by his teachers.

Cultural and language issues

Frequent discipline referrals for fighting, disruptive, and abusive language

Failing grades

High rates of aggressive behavior with peers

Attention problems in class

Adult mentoring Daily check-in and check-out

• Self-management training and practice Intensive social skills training and

academic support Alternative discipline with stronger

rewards Bi-lingual communication with

family

José’s grades improved greatly.• In 6th grade, his overall GPA was 1.25.• In his first semester of 7th grade, his GPA

was 3.11. Attendance:

• Satisfactory attendance maintained Behavior referrals:

• Behavior referrals decreased from 16 referrals in 6th grade to 3 referrals in 7th grade

Seven Schools•Three years implementation•Skills for SuccessPBS plus school w/in school

Implementation fidelity Student outcomes

•Sprague & Yeaton (in preparation)

ARSSA: Implementation FidelityAverage Scores for all Program Features

010

20304050

607080

90100

Per

cen

t o

f Im

ple

men

tati

on

03-04 73 44.7 61.4 39 65 41 54.1

Nov 04 85 92 86.3 98.3 95 84 74 88.3

May 05 99.5 99 99.1 100 97.9 98.5 99 98.9

1 2 3 4 5 6 7 8

.

97% Implementation Fidelity 99% Combined Implementation Fidelity by year 3

Math & LA teachers for 80 students who were participating in either the Skills for Success Classroom or receiving Mental Health services were surveyed. The teachers reported that during the last semester:

62% of the students were more attentive in class 68% of the students were behaving better in class. 75% of the students were getting along better

with other students.The average improvement in these three indicators

was 68%

Prior to SFS Math & LA grades averaged 0.50 (D-).

Both Math

& LA grades increased 1 full grade from D- to C-

Skills for Success InterventionGPA: Math & LA

0.00

0.50

1.00

1.50

2.00

2.50

3.00

Prior to SFS 1st Gr Period after SFS 2nd Gr Period afterSFS

3rd Gr Period afterSFS

GP

A

Math

LA

Absences dropped from an average of almost 7 per term to below 5 and

Referrals dropped from an average of almost 2.5 per term to below 1.

Skills for Success Intervention: Referrals & Absences

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

Prior to SFS 1st Gr Period after SFS 2nd Gr Period after SFS 3rd Gr Period after SFS

Ave # Referrals/Student Ave # Days Absent

The absence of clear research evidence regarding promising AE practices impedes the definition of optimal program characteristics and assessment of intervention fidelity

The relative impact of individual program characteristics on overall student outcomes should be examined

Research also should guide the development of a tool to aid in identifying the optimal alternative school placement based on individual student educational needs and the philosophy and programmatic components of alternative programs.

Link the he National Alternative Education Association (http://the-naea.org/) with (Association for Positive Behavior Supports, www.apbs.org).

Kristine Jolivette, Ph.D.

Residential Schools•24-hour monitoring of social, emotional, educational needs; involuntary enrollment (Gagnon & Leone, 2005)

•13% enrollment increase among students with EBD in past 10 years

•½ to ¾ total population receive special education services under EBD

•Program philosophy: Behavioral (53%), Psychoeducational (28%) (Gagnon & Leone, 2005)

•Students: high prevalence of mental health diagnoses, minorities, anti-social behaviors

National Council on Disability (2003) call for PBS in JJ

Researcher call for PBS extension to AE, Residential, and JJ settings

(Houchins, Jolivette, Wessendorf, McGlynn, & Nelson, 2005; Nelson, Sugai, & Smith, 2005; Scott, Nelson, Liaupsin, Jolivette, Christle, & Riney, 2001)

Limited experimental studies implementing PBS in AE, residential, or JJ settings• Unknown application in residential settings• NM & NC implementing PBS in all JJ educational settings• AL, ID, VE considering PBS for JJ• CA, IA, IL, WA PBS in at least one JJ facility

(National Center on the Education of Children who are Neglected, Delinquent, or At-Risk, 2007)

Two youth development principles• Appropriate Structure

Predictable routines, rules, and expectations Consistent implementation of supports by staff linked to positive expectations

• Positive Social Norms Teaching and modeling of appropriate, expected behaviors

Reinforcement for displaying these behaviors National Council on Disability (2003)

Incorporation of evidence-based interventions• Comprehensive -Durable• Relevant - Positive

Non-cla

ssro

om

Setting S

yste

ms

ClassroomSetting Systems

Individual Student

Systems

EducationSystems

PositiveBehavior Supportin School Systems

Educatio

n Pro

gram

Housing Units

Security Programs

Facility-wide System

PositiveBehavior Support

in Residential Systems

Nelson, 2004

Disconnect between:• Educational programming• Housing unit programming• Security programming• Mental health programming• Recreation programming• Other programming

Must work together to form a seamless system for the youth

Hierarchies and politics within and across systems• Power• History

Changing adult behavior = a positive change in youth behavior

Make “peace” with the history and move forward

Different types of and reporting mechanisms for data collected• Anecdotal, frequency, duration• Daily, weekly, monthly, semester reports

A common “merger” of data collected required Limited sharing of data

• Across staff within and outside of systems A shared data set with a schedule for sharing

“Big Picture” of whats going on often missing• Disconnect between morning, school, lunch, after-

school, afternoon, evening, nighttime events Common “debriefing” on a daily basis

“Saboteurs”• Lack of “buy-in” by ALL staff across systems

Administrator for each system sets the tone Needs to be a job expectation

Use of non-scientific strategies, interventions, and curricula• Lack of “knowing” or time to investigate/staying with current

practices Effectiveness related to the practices employed

Differential & low expectations of youth• Lack of administrative and staff consensus on

strategies/interventions A team (reps. from each system) needs to take the lead

• Expectations change dependent on the environment, staff, time of day, etc. Consistency is a key in prevention Common policies and procedures

• Trying to catch youth being “bad” (punishment focus) Equitable reinforcement for positive social and academic behavior a must

Freedom, control, independence

Reinforcement for implementation by staff a must• Matthew Effect – self-fulfilling prophecy

High & challenging yet achievable individual, grade, cottage, and facility goals a must

Residential School• For students with severe EBD referred by schools, mental health agencies, and the courts

• 1 – 12 grades• ½ Year 1 = 75 students; Year 2 = 75 students

• 11 teachers and 1 staff person per class Residential Units

• 8 units; 2-3 staff per shift• Students on-site 24 hours, 7 days a week• Students eat lunch on the units

Be a STARBe a STAR•Show respect

•Take responsibility

•Accept adult directions

•Respond appropriately

School

Hallway Bathroom Entrance Library Computer Lab

Transitions to and from

SchoolStairwell

SShow Respect

* Use inside voice* Maintain boundaries* Stay to the right side of the hall

* Clean up after yourself

* Use inside voice* Walk to class* Hold door for those behind you

* Use inside voice* Keep library clean and organized* Stay within the library room

* Use inside voice* Be kind to the computers* Keep computer area neat

* Walk* Stay on sidewalk* Use appropriate language

*Walk on the right side*Hold door for those behind you*Maintain your boundaries

TTake

Responsibility

* Keep hands and feet to yourself* Go directly to class

* Wash your hands* Use time wisely

* Go directly to class* Be on time

* Return books on time* Put books back in correct place

* Keep current computer settings* Print only with permission

* Go directly to school or unit

*Go directly to class*Walk safely*Stay in student area*Keep stairwell clean

AAccept Adult

Directions

* Listen to staff

* Exit when requested by staff

* Stay with staff* Act on first prompt

* Stay with staff

* Wait for teacher direction* Stay with staff

* Stay with staff

* Stay within staff’s sight*Listen to staff/teachers

RRespond

Appropriately

* Walk* Use appropriate language* Report problems to staff immediately

* Answer the knock* Report problems to staff immediately

* Report problems to staff immediately

* Wait your turn to check out books* Report problems to staff immediately

* Keep reward in mind* Report problems to staff immediately

* Speak only with those around you* Report problems to staff immediately

*Report problems to staff immediately*Address others respectfully

5-10 S.T.A.R.s Pens or pencils One night homework pass 11-12 S.T.A.R.s 30 minutes of computer access Word search book Puzzle 21-30 S.T.A.R.s Leisure books Teacher helper Library helper Kidz Club access 31-40 S.T.A.R.s Blockbuster gift certificate S.T.A.R store helper On-campus lunch with staff of your

choice 41-50 S.T.A.R.s Movie pass Bike ride with staff Garden time with staff 51 or more S.T.A.R.s Off-campus movie with staff Off-campus lunch with staff Picnic in the park with staff

Unit

Entrance HallwayUnit

Activity Living AreaKitchen Dining Area

Privilege Room

Bedrooms Bathroom

SShow Respect

*Enter calmly and quietly.*Wait for those ahead of you to enter before you do.

*Use inside voice.*Enter your room only.*Stay to the right side of the hallway.

*Use appropriate language.*Maintain boundaries.

*Use inside voice.*Keep area clean and organized.

*Keep area neat and clean.*Use only as much as you need.*Wait for peers to exit before entering.

*Use inside voice.*Stay in only for your allotted time.*Keep area clean.

*Enter and exit room quietly.*Keep your belongings on your side of the room.*Ask before touching another’s belongings.

*Knock before entering.*Flush the toilet.*Wash your hands.*Clean up after yourself.

TTake

Responsibility

*Go directly to designated area.*Take a seat and wait for instructions.

*Maintain boundaries.*Go straight to your room.

*Stay in designated area.

*Maintain boundaries.*Put items back where they belong.*Make agreements on seats and tv.

*Clean up after yourself.*Wash your hands.*Do your chores properly.

*Maintain boundaries.*Clean up after yourself.*Use appropriate language.

*Keep your room clean.*Keep only appropriate items in your room.*Keep track of your belongings.

*Use your time wisely.*Report problems before closing the door.

AAccept Adult

Directions

*Enter unit only when staff are present.*Follow directions the first time.

*Follow staff directions the first time.

*Follow directions the first time.

*Move when directed.*Stay within staff’s sight.*Follow staff directions the first time.

*Wait for staff directions before entering.*Stay within staff’s sight.

*Leave when asked to do so.*Clean up when directed.

*Remain in your room when directed.*Exit room when directed.

*Exit upon request.*Clean up when directed.

RRespond

Appropriately

*Use manners.*Report problems to staff immediately.

*Use appropriate language.*Walk quietly.*Report problems to staff immediately.

*Express yourself calmly and in an appropriate manner.

*Take out toys only with permission.*Use your manners.*Report problems immediately.

*Use your manners.*Report problems to staff immediately.

*Use appropriate language.*Follow directions the first time. *Report problems to staff.

*Be polite to roommate and staff.*Follow directions the first time.*Report problems to staff.

*Answer politely when someone knocks.*Report problems to staff immediately.

1-5 S.T.A.R.s Pens or pencils General school supplies Candy

6-10 S.T.A.R.s 15 minutes of computer access Journals Crayons

11-20 S.T.A.R.s Blockbuster gift certificate

On-campus lunch with staff

21-30 S.T.A.R.s Mr. Bill’s helper Art project with art teacher Picnic in the park with staff

Percent Change in DRs

Student Time Saved (based on 30 minutes)

School

Year 1 (Jan-May) – Year 2

(Jan-May)

38% decrease 6.19 days

HousingBaseline – Year 1 (implemented school year 2)

30% decrease 12.31 days

Lack of school baseline data

School and housing not interested at same time

24/7 concept a continual challenge for • Training• Buy-in• Implementation

Level of Support• How much? (initial training plus follow-up)• How configured? (all staff at one time or by individual

systems)• By whom? (university/local personnel, different based

on staff) Staff Issues

• Fusing of different philosophies and educational backgrounds

• Attitude (negativity, “catching youth being bad”)• Securing buy-in (how so across all staff)

Logistics• Time (release time, reconfiguration of duties)• Staffing (will it look different, impact on facility)• Resources (SWIS, research articles, behavioral

strategies) Financial

• Training costs (substitute teachers, more security)• Reinforcement (youth versus staff)

Start small Obtain endorsement & support at the

state level Link to an ongoing statewide PBS or

related initiative Adapt a data collection & decision

model Incorporate PBS into an existing

treatment or discipline model, if compatible

Nelson, Sprague, Jolivette, Smith, & Tobin, 2009

We need to work together to:Raise public awarenessImprove outcomes

Work smarter, not harder

Questions, comments?

Mike Nelson cpdmiken@email.uky.edu

Matt Cregor matthew.cregor@splcenter.org

Jeff Sprague jeffs@uoregon.edu Kristine Jolivette epeksj@langate.gsu.

edu