Providing Pro-Active Positive Programming for Students with the Most Significant Behavioral and Mental Health Needs within a Public School District Urban Collaborative Conference Los Angles, CA May 2016 KAREN FINIGAN, M.ED DIRECTOR OF SPECIAL EDUCATION RENTON SCHOOL DISTRICT LISA HOYT, PH.D. PRINCIPAL OF RENTON ACADEMY RENTON SCHOOL DISTRICT
Learning Target Participants will gain deeper understanding of Emotional and Behavioral Disabilities and evidenced/research based interventions and services so that we can effectively support students with challenging behavior in school districts.
A History of Poor Outcomes for Students with EBD Cycle of poverty, school failure, antisocial behavior & criminality (Walker, Ramsey, Gresham, 2004) Ongoing problems with discipline and antisocial behavior increase as students get older (Bradley, 2008) More academically capable, but fail more frequently (Bradley, 2008) More than half (55%) drop out of school (Bradley, 2008) Significant over-representation of students of color, while under identifying girls and students with internalizing issues (Hosp & Reschly, 2004) Increasingly low overall social and emotional functioning that continues into adulthood (Wagner, 2003)
Prevalence of EBD U.S. Department of Education estimates that approximately 1% of the student population has EBD Research has found that it is closer to 7% (Moore et. al, 2000) For a school district the size of Renton School District (15,000 students) that translates into: 150 students at 1% 1, 050 students at 7%.
Renton School District wanted to: Serve ALL of the students within their own community Develop positive programming that is evidence based Have control over hiring staff, selecting and developing curriculum, and decision making Offer more opportunities for students to integrate back to the comprehensive schools Decision: Build a Therapeutic Day School Program for students with EBD: Renton Academy
Number of Classrooms Average Number of Students Number of Staff Student Demographics Renton Academy 2016 2 elementary school classrooms 2 middle school classrooms 2 high school classrooms 50 Students 7 Special Education Teachers 14 Classified 2 Administration 6 Related Service Support Staff Hispanic Asian Black, American Indian/ Alaskan Native White Multi-Racial Low Income Percent enrolled the entire year 16% 2% 38% 2% 34% 8% 76% 40%
5 Keys to Successful Program Development for Students with Challenging Behavior 1. Common Philosophical Framework 2. Investment in Front Line Staff 3. Fiscal Responsibility with Cost Understanding 4. Data Collection 5. Clear Systems and Structures that are Understood by All through Collaboration, Coaching, and Reflective Practice
1. Common Philosophical Framework Programs that have a well developed philosophical foundation that is used as part of ongoing decision making are more effective than those who do not. Provides a framework for decision making, program development and implementation. (Cheney & Barringer, 1999; Senge, 2000)
Philosophical Framework: Therapeutic Re-EDucation Programs that have a well developed philosophical foundation that is used as part of ongoing decision making are more effective than those who do not. Provides a framework for decision making, program development and implementation. (Cheney & Barringer, 1999; Fullan 2007; Senge, 2000)
The Philosophical Framework of Therapeutic Re-EDucation But What is Re-ED? Re-EDucation for children and youth with Emotional Disturbance Nicholas Hobbs, Ph.D. Founder of Project Re-ED
We are here because we believe that we can make a difference! Hobbs asked a different question Re-ED provides the framework for developing a program that can change the lives of our students. Special Education Glass of Water
Meaningful Philosophical Frameworks Are strength based Integrate and align with evidence based practices Focus and unify the direction and approach of the program Provide a structure & foundation for problem solving and decision making Communicate focus and priorities of program to stakeholders
Clear Referral and Reintegration Process Data Based Decision Making Positive Responses to Feelings & Needs Elements of an Effective Re-EDucation Program for the 21 st Century Program Philosophy & Systems Statement of Mission and Philosophical Framework Structure Balanced Behavior Management Climate & Group Process Group Meetings & Pro-Social Skills Development Individual Programming: Builds Academic and Social Competence Meaningful Overall Assessment Academic Accommodations program and Modifications Useful and Effective FBAs & BIPs Culturally Relevant Supports and Interventions Effective Therapeutic Supports Effective Instructional Style & Strategies Rules, Rituals, Routines Effective Crisis Prevention Ongoing Professional Development Scheduled High Levels of Engagement Meaningful Family Development Bridget Walker & Frank Fecser
Re-EDucation at Renton Academy The 12 principles of Re-EDucation are the foundation in which all of decisions are made It in the basis for the program structure, curriculum, and interventions are selected It is how the staff communicates with each other, students, outside teams and families about priorities
Time is an Ally KS 9/22-5/31 6 5 Points Earned 4 3 Series1 Linear (Series1) 2 1 1 12 23 34 45 56 67 78 89 100 111 122 133 144 155 166 177 188 Dates
Time is an Ally Supporting Practices: Functional Behavioral Assessments Behavior Intervention Plans Clear and consistent structure Understanding of the 9 Stages of Development High rates of academic and behavioral feedback Strength based programs School Wide Positive Behavior Supports Data Based Decision Making Just Manageable Difficulty Stimulus Cues
2. Invest in Frontline staff T/Cs have a unique role Primary change agents are those who spend the most time with the children Integrates educational and therapeutic supports and interventions within one role This concept has versatility and power to facilitate change
Beyond the tip of the Iceberg Re-EDucation believes that all behavior has meaning and behavior reflects underlying needs. Our job is to respond to both.
Teacher/Counselors Responsibilities Create experiences of success Experiential Education Individualized Curriculum Strength based programming Alternative educational opportunities Foster community Service Learning Projects Goal Groups Field Trips Family and Community Events Find and embrace teachable moments Willing to stop and indulge a child s curiosity Develop relationships of trust Constant engagement walking & talking TCs Structure and Predictability Consistent programming Positive Meetings Model healthy relationships Cross Talking Full Value Contract Professional Learning Communities Evaluation Teams Classroom Team Meetings Have Fun
Professional Development 2014-2016 Re-Education Training Life Space Crisis Intervention MTSS Goal Groups SIOP Training TWA Training Writers Workshop Readers Workshop Cultural Competence Trauma Informed Classrooms Review 360 PBIS Restorative Practices Lesson Design Structure Leveled Literacy Transition Planning FBA/BIP Training Crisis Response Strategies, 3 days High Yield Strategies IEP Training Leveled Literacy Intervention Dreambox Joy
"Educational change depends on what teachers do and think - it's as simple and as complex as that." (Fullan & Steigelbauer, 2014)
Fiscal Responsibility with Cost Understanding The complexity of the social-emotional-behavioral supports needed to promote academic success for students with serious needs can easily overwhelm the capacity of school resources (Fredericks, 1994) Highly restrictive placements are extremely costly to schools and other collaborating systems, and assuring least restrictive placement of youth in special education with EBD has been associated with significant cost savings (Cunningham et al., 2008) You are going have to spend so spend smart!
Cost of Secondary EBD programs in 2005 12 secondary students with EBD placed in out of district placements. Tuition 12 @ 70, 000 $840, 000 Transportation 12 @ 18,000 ($100 a day) $216, 000 Total $1,056,000 Two self-contained middle school EBD classrooms Staffing $ 280,000 Total potential budget: $1,336,000
$19, 000 Difference, plus Renton Academy 47 Students $34,554 per student Closing Renton Academy 47 Students $53,413 per student Unintended Consequence Space for 4-5 new classrooms in school buildings Space available for students in out of district placements
Clear Systems and Structures that are Understood by All through Collaboration, Coaching, and Reflective Practice The single most common request for assistance from teachers is related to behavior and classroom management (Rose & Gallup, 2005). School discipline issues such as disruptive behavior and violence also have an increased effect on teacher stress and burnout (Smith & Smith, 2006) and significantly influence the persistence of new teachers in their teaching careers (Ingersoll & Smith, 2003). Early intervention and treatment for students at-risk for emotional and behavioral disorders (EBD) is essential to prevent more serious behaviors from developing (Kauffman, 2005; Greer-Chase, Rhodes, & Kellam, 2002). Teacher s classroom management practices have a significant, positive effect on decreasing problem behavior in the classroom (Oliver, Wehby, & Daniel, 2011)
The Three Tiered Model Exists Even in Specialized Settings: What Differs is the Frequency and Intensity of the Supports
Protocol Around More or Less Services
MTSS Work Group and Handbook
The MTSS Visual MTSS Evaluation Team Mission PBIS Vision Re-ED Weekly Classroom Team Meetings Professional Learning Communities Figure 1. MTSS Visual Framework at Renton Academy and Griffin Home School. This visual demonstrates the systemic framework of supports and practices that support the implementation of School-wide PBIS and RTI. These are the adult practices that support student universal, targeted and intensive interventions.
School-wide Expectations Renton Academy ROCKS We are Respectful We Show Ownership We Collaborate We are Kind We are Safe (WALKER & HOYT, 2014)
School Expectations and Values
Playground Students Respectful FollowT/C directions Check it out Put it back as it was found Ownership Collaborate Transition on time Own your mistakes Ignore negative behavior Lead by example Share Space and Equipment Include everyone Encourage peers LetT/Cs know when things are hard Kind Give put-ups Invite others to join Safe Safe language Keep hands, feet and objects to yourself Gentle tags Play int/c approved areas LetT/Cs know if you are angry Staff Give time warnings Give reminders and cues in positive language Model positive play Lead by example Make amends Join students in games Facilitate games and positive interaction Model making mistakes and being a good sport Give 4 to 1 ratio of positives to correctives Invite others to join Remind students of rules and expectations Support Frequently scan playground for all students Anchored in schoolwide values and expectations Lists expected behaviors by setting Helps students generalize and apply school-wide expectations In specialized settings: Details expected behaviors of staff to promote consistency Reviewed and practiced daily
Goal Setting Groups
Tracking Individual Student Progress: Circle of Courage Reclaiming Youth International
Universal Lesson Structure LAUNCH 5-10 minutes EXPLORE 25-30 minutes SUMMARIZE 5-10 minutes
Launch 5-10 minutes T/C Moves Provide an entry task to warm-up or activate the activity Introduce Learning Target and success criteria Introduce behavioral expectations/requirements for success Preview the current lesson and activities Connect current lesson to previous lessons Model meta-cognition during the lesson Ask higher order thinking questions
Launch 5-10 minutes Student Moves Complete and engage in the entry activity Read and reflect on the Learning Target Identify behavioral expectations for success Engage in interactive routines like turn and talk to process and apply mini-lesson Participate in group discussions
Classroom Structure Checklist Each classroom is reviewed throughout the year using the School/Classroom Structure and Management Checklist ( Walker & Hoyt, 2014)
Implemented systems to include restorative justice practices. These include: Goal Groups Positive Meetings Harm Circles Re-Entry Circles Welcome Circles Restorative Practices
ROCKS Talk: Problem Solving
Recognizing Student Success Rockhopper Awards for students, presented at monthly assemblies ROCKS tickets to recognize a student or class caught demonstrating the school expectations Frequent Feedback on personal goals and daily passports
4. Data Based Decision Making Job of school leaders to assist practitioners in collecting and analyzing data (Joyce & Showers, 2002). Having explicit systems to collect and share the data with the entire school staff can increase short and long-term commitment to an innovation (Fullan, 2005). Implementation fidelity and outcome data can be used to improve implementation quality (Adelman & Taylor, 2003; Greenwood, Delquadri, & Bulgren, 1993; Martinez & Harvey, 2004) Monitoring implementation data allows for the innovation to be improved and refined over time (Berman & McLaughlin, 1976; DeStefano et al., 2001; Huberman, 1983;Weissberg & Utne-O Brien, 2004).
Vision without implementation is hallucination Thomas Edison Data Based Decision Making Efficient systems of collecting and reviewing data on student academic and behavioral performance are in place Used to assess effectiveness of overall program Also used to provide individualized interventions and supports for students
5.0 Renton Academy PEER-EBD Review 2013 4.0 3.0 2.0 1.0 Reviewer 09/10 Team Rating 09/10 Reviewer Rating 12/13 Team Rating 12/13
Renton Academy Out of School Suspensions - Total Days 160 140 120 100 80 60 40 20 0 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015.16 Total Days 97 151 124 97.5 36 150 8
Percent of RA Students Suspended 7% 44 out of 47 students have not been suspended from Renton Academy 93% 0 suspensions 1 suspension 2 suspensions more than 2 suspensions
Incidents/School Day 9 8 7 6 5 4 3 2 1 0 Sep Oct Nov Dec Jan Feb Mar Apr May Jun 2008-2012 2012-2013 2013-2014 2014-2015 2015-2016
School and Classroom Expectations Every student is rated on each expectation every 45 minutes. This is reviewed with the student at each rating interval and is summarized in a report for families daily.
The MTSS Survey 124 questions about our universal Programs 27 out of 30 T/Cs filled the survey Data can be manipulated in a lot of ways
5 School Wide MTSS averages 4 3 2 1
Renton Academy Student Survey 2012 Mean Score: Self-efficacy and Mindsets How smart I am is something that I can change. 3.90 Even if the work is hard, I can learn it. 4.27 I'm certain I can figure out how to do the most difficult class work. I can do even the hardest school work if I try. 3.93 4.13 I'm certain I can master the skills taught in class this year. 3.61 I really can't do much to change how smart I am. 3.13 I can do almost all the work in class if I don't give up. 4.52 I can learn new things but I can't really change how smart I am. 3.30 I understand my family culture and values 4.30 0.00 1.00 2.00 3.00 4.00 5.00 Strongly Disagree Strongly Agree Copyright 2013, Survey Items: Youth Development Executives of Kind County. Visual presentation: The Center for Educational Effectiveness., Inc.
35 GZ vs Class Social Skills 30 28 28 29 25 SS 9.12 21 SS 10.12 20 19 19.3 SS 11.12 15 16 14 17 16.9 16.9 16 14.1 16.6 15.8 15.0 16.4 16.7 SS 12.12 SS 1.13 SS 2.13 SS 3.13 SS 4.13 10 SS 5.13 SS 6.13 Low < 18 High > 18 5 0 GZ Class AVG. 0.0
5. Collaboration, Coaching, and Reflective Practice When known tools fail to produce behavioral success with students, teachers begin to feel inadequate, incompetent, and helpless and typically resort to more traditional means of behavior management, i.e. punishment (Sugai & Horner, 2002) Research has found that a lack of self-awareness may actually lead to problem student behaviors and negatively impact classroom management and learning (Richardson & Shupe, 2003; Sutherland & Wheby, 2001)
Always consider yourself! Self-evaluation promotes teacher introspection and helps identify the crucial aspects of teaching. Teacher behavior, such as asking high quality questions and providing positive praise, affects student behavior and can result in increased on-task behavior and lower levels of inappropriate behavior (Good & Brophy, 1994; Kauchak & Eggen, 2007; Sutherland & Wehby, 2001). Strong programs must build systems of self-evaluation and reflection! (Regan, 2011)
Collaboration, Coaching, and Reflective Practice Professional Learning Communities (All Teams) Daily 45 minutes team time Grade Band Lesson Design Cycles Data Carrousels Full Value Contract Leadership Team Distributed Work Groups Courageous Conversations Self-Care Group Student Intervention Team Evaluation Team 3 data Carrousels a year Joy PLC PEER-EBD data Classroom Observations School Improvement Plan Work Groups for SIP
The constant challenge is to design a daily program so engaging, so varied and new, yet orderly and stable so meshed with the growth of the child s mind, so rich in human interchange filled with success in matters small and large, so unconcerned with failure, so appreciative of individuality and of common purpose.. so joyous, so aware that the disturbed child finds him or herself immediately committed to a new way of living at once more satisfying to him or herself, and more satisfactory to the people in his/her life - Nicholas Hobbs, Ph.D. the architect of Re-EDucation. From the book, The Troubled and Troubling Child, 1982
Thank you! Lisa Hoyt, Ph.D. lisa.hoyt@rentonschools.us lisahoytphd@comcast.net Karen Finigan, M.Ed. karen.finigan@rentonschools.us