addressing the school-to-prison pipeline through a multi-tiered framework of behavioral support dr....
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Addressing the School-to-Prison Pipeline through a Multi-tiered
Framework of Behavioral SupportDr. Brenda K. Scheuermann
Texas State UniversityDr. C. Michael NelsonUniversity of Kentucky
*Webinar sponsored by the Connecting School Mental Health with Juvenile Justice and Dropout Prevention Practice Group, the IDEA Partnership, the Center for School Mental Health, and the UNH Institute on Disability.
Connecting School Mental Health with Juvenile Justice and Dropout Prevention Practice Group
MissionCommitted to working across stakeholders
to advance knowledge and best practice related to effectively integrating
school mental health with juvenile justice and dropout prevention.
Addressing the School-to-Prison Pipeline through a Multi-tiered
Framework of Behavioral Support
Dr. Brenda K. ScheuermannProfessor, Texas State University
Dr. C. Michael Nelson Emeritus Professor, University of Kentucky
What is the school-to-prison pipeline? What factors put students at risk for entry? What is the multi-tiered framework of
behavior support (PBIS)? How can implementation of PBIS in schools
help prevent entry and improve services and outcomes for affected youth?
Overview
What it is: School policies and practices that push students out of traditional school settings into more restrictive settings, including juvenile justice settings
Pathway:
5
School-to-Prison Pipeline/Discipline Gap
Students failing
academical-ly and
behaviorally
Reactive disciplinary
policies (zero tolerance,
criminalization of behavior)
Disciplinary exclusion
(AE, suspension, expulsion)
Youth disengage-ment from
school
Court involvement and juvenile
detention
M
Parent or caregiver of an at-risk child Classroom teacher School support services professional
(counselor, psychologist, social worker, speech/language therapist, etc.)
School administrator Community provider (mental health, social
services, juvenile court worker, etc.)
Polling Question 1: What is your professional or personal role?
Youth in Secure Juvenile Care
• Special education classification• Mental health disorders• Drug and alcohol abuse• History of abuse, neglect, and
witnessing violence • Average literacy 5th-9th grade
66-75% of Incarcerated Youth have these Characteristics
• Nationally, black youth under age 18 represent 15% of the juvenile population, but they make up:
» 26% of juvenile arrests; » 31% of referrals to juvenile court; » 44% of the detained population; » 34% of youth formally processed by the juvenile
court;» 46% of youth sent to adult court; » 32% of youth adjudicated delinquent; » 40% of youth in residential placement; and» 58% of youth in state adult prisons.
Racial Disproportion in the Justice System
Why do these troubled, disabled, and minority 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, mental health & juvenile delinquency programs) play in either addressing or adding to these problems?
Questions
What Factors put Students at Risk for Pipeline Entry?
Ethnic Minority (disproportionally African-American)
High school age, Male
Educational Disabilities
Poor Mental Health Status
History of Neglect, Abuse
12
Characteristics and Needs of Students Most at Risk
Citations 1, 11
Yes, with students who have been or are currently incarcerated
Yes, with students who have some of the characteristics that place them at risk.
No
Polling Question 2: Have you or do you work with students who are at-risk for involvement with the juvenile justice system?
Each additional referral to the office reduces a student’s chances of achieving proficiency on standardized tests at the end of the school year, and reduces academic growth over the year
The effect persists into the next academic year and the year after, influencing achievement and growth for three years
Adverse effects hold for all disciplinary outcomes, but out-of-school suspension had the most devastating and lasting impact
What is the Impact of School Discipline on Academic Progress and Achievement?
Office of Civil RightsTransformed Civil Rights Data Collection (CDCR, 2009-10)
Arrests and Referrals of Minorities
Students with Disabilities
Only 35% of students identified as emotionally disturbed graduate with a regular high school diploma.
35%
Students are more likely to drop out if:
They have been suspended repeatedly They have been expelled for any period of
time They have been retained in a grade below
their age-level peers
The more days a student misses, the more likely he or she is to drop out of school
School Policies and Practices that may Promote Pipeline Entry
Zero Tolerance High Stakes Academic Testing Repeated
• Office Discipline Referrals • Suspensions • Expulsions
Below grade level
achievement
Disruptive, acting-out classroom behavior
Repeated office disciplinary
referrals
Loss of instructional
time
School exclusion, alternative educational placements
Greater academic deficits,
delinquent activity
School disengagement
(truancy, dropping out)
Juvenile court involvement, incarceration
21
How the pipeline works for at-risk youth
Citations 1, 11
“Quality educational interventions may constitute the most effective and economical protective factors against delinquency” (Center on Crime, Communities, and Culture, 1997)
Keeping youth engaged in school is a logical and cost-effective prevention.
Preventing entry: Most effective, least expensive
What Should We Do?
Look for alternatives to traditional school discipline practices
that are:
◦ Proactive
◦ Preventative
◦ Based on teaching, modeling, and reinforcing appropriate
expected behaviors and skill sets
◦ Fairly and equitably applied across all youth
◦ Consistent across persons and settings
◦ Economical in terms of resources, effort, and teacher/student
time spent engaged in instruction
◦ Supported by empirical evidence
23
Addressing the Needs of Students with Challenging Behavior
Citations 1, 4, 5, 13–21
Goal: Design systems to enhance
protective factors
Schools and juvenile justice systems are the most
important factors over which we have the greatest control.
B
Protective Facto
rs Related to Positi
ve Outcomes
Academic success
Friends, positive
peer network
Behavioral competenc
e
Positive relationship with one
or more adults
Orderly, clear,
predictable environme
nts
Appropriate behavior effectively produces desired
outcomes
a. To a great extent!b. Not as much as is neededc. Not at alld. Not applicable
Polling Question 3: In your professional role, to what extent are you able to influence programs and practices to enhance protective factors for youth?
Based on all the evidence…
We advise designing programs based on an approach known
as “multi-tiered systems of support”
Cancer treatment; nursing homes; dentures; organ
transplantsMedication; medical
treatment; fill cavities; vision
correctionCheck-ups; diet;
exercise; vaccinations;
fluoride; seatbelts
U.S. Public Health:3-Tiered Logic Model
Walker et al., 1996
All
Some
A few
PBISPositive Behavior
Interventions and Supports
PBIS is an evidence-based, systems-wide, multi-tiered framework for enhancing
protective factors and improving student outcomes.
Individualized behavioral assessment
and interventions, wrap-around servicesCheck-in with adults during the day; small group instruction in
behavioral skills; academic supportsClear expectations;
procedures for teaching and acknowledging expected behaviors,
continuum of procedures for responding to
unacceptable behavior
PBIS: 3-Tiered Logic Model
All
Some
A fewPBIS team
Relevant data
Problem-solving
PBIS team to lead and coordinate
Data to determine needs and monitor progress
A few overarching expectations
Expectations defined for all areas and activities
Expected behavior is systematically taught and prompted
Environmental enhancements
One or more systems for acknowledging appropriate behaviorContinuum of responses for inappropriate behavior
Systems-level components of PBIS
Let’s look at a few examples of
systems-level PBIS
PBIS team
PBIS team members:◦ Juvenile correctional officers◦ Teachers◦ Case managers◦ Administrators◦ Treatment providers
“I did not know Ms. X, a Caseworker, before PBIS, but she has not only been my right hand co worker for PBIS but has become a good friend that I can call on for help anytime.”
Helps foster interdisciplinary cooperation
Expectations defined for all areas and all activities
Provides clarit
y
and predictabilit
y
for all
Acknowledgment for Appropriate Behavior
Immediately useful and relevant data
1st Period 2nd Period 3rd Period 4th Period 5th Period 6th Period Before School
Passing Pe-riod PM
Series1 63 67 76 52 87 61 1 1
5152535455565758595
Infraction Times, June 2011
Time
Ref
erra
ls
Reductions in:
Office discipline referrals
Disciplinary actions
Specific behavior problems
Problems in specific areas
Rapidly increasing body of research indicates PBIS, implemented with fidelity, can produce:
PBIS and Reducing Suspensions in KY
2007-08 2008-09 2009-100
2
4
6
8
10
12
10.52 10.6
9.499.22
8.36
6.9
KY Average
PBIS DistrictsSuspensions per 100 Students
M
PBIS and Keeping Kids in School
M
PBIS is being implemented in alternative educational programs, including youth correctional programs
Texas (state-level secure facilities)◦ Education programs◦ Facility-wide
Georgia, Colorado, Arizona, Illinois◦ All state-level secure facilities
California, Iowa, Oregon, Washington◦ PBS in at least one JJ facility
B
Texas (2011)• School settings:
42% decrease in major incidents with a “security” (administrative segregation) referral but no admission
21% decrease in major incidents with a security referral and admission
• Non-school settings• 31% decrease in major incidents with a
security referral but no admission
• 26% decrease in major incidents with a security referral and admission
1999 - present: OSEP funded National TA Center for PBIS; PBIS implemented in >20,000 schools
1990s-present: Research documenting outcomes
2000-present: PBIS adopted by advocacy groups (e.g., ACLU, NAACP, Southern Poverty Law Center)
2014: PBIS adopted in 5 state-wide Juvenile Justice Systems (TX, GA, AZ, IL, CO)
2014: IMPACT (Integrating and Mobilizing Preventive Actions for Collaborative Tiered youth supports)
42Where we are headed with Multi-tiered Systems of Support (PBIS)
Citations 1, 11
a. To a great extent!b. Perhaps – the concepts are applicable,
but I’m not sure how this would be accomplished.
c. Not at alld. Not applicable
Polling Question 4: Do you see applications for PBIS (multi-tiered systems of support) in program with which you work?
National Technical Assistance Center for Positive Behavioral Interventions and Supports http://www.pbis.org
National Evaluation and Technical Assistance Center for the Education of Children and Youth Who are Neglected, Delinquent, or At-Riskhttp://www.neglected-delinquent.org
National Center for Mental Health and Juvenile Justicehttp://www.ncmhjj.com
School to Prison.org: Challenging the School-to-Prison Pipelinehttp://www.schooltoprison.org
Resources
Brenda Scheuermann◦ [email protected]
Mike Nelson◦ [email protected]
Contact us if you have questions