Session Agenda Introductions & Overview of need for Screening (Barb; 20 min) Van-Far (20 min)...

Session Agenda

• Introductions & Overview of need for Screening (Barb; 20 min)

• Van-Far (20 min)– Administrator, Counselor, Classroom Teacher

• Hawthorn (20 min)– Administrator, Tier 2 Coach

• Closing & Questions (Barb 15 min)

2:30-3:45 – Wednesday – Northwinds

Use of Screening Instruments to Identify Students At-Risk for

Emotional & Behavioral Concerns

Van-Far Elementary SchoolHawthorn Elementary School

Barbara S. Mitchell, Ph.D.MO SWPBS Tier 2/3 Consultant

MO SW-PBS

Introductions

Van-Far Elementary• Amber Crane– Principal

• Robyn Jennings– Counselor

• Angie Morris– Classroom Teacher

Hawthorn Elementary• Lucinda Varner – Assistant Principal

• Penny Rassler– Tier 2 Coach

MO SW-PBS

Three Levels of ImplementationA Continuum of Support for All

Tier One• All students• Preventive, proactive

Tier One• All settings, all students• Preventive, proactive

Tier Two • Some students (at-risk)• High efficiency• Rapid response

Tier Two• Some students (at-risk)• High efficiency• Rapid response

Tier Three• Individual Students• Assessment-based• High Intensity

Tier Three• Individual Students• Assessment-based• Intense, durable procedures

Academic Systems Behavioral Systems

MO SW-PBS

What Do We Know?

• Approximately 1 in every 4 to 5 youth in the U.S. meets criteria for a mental disorder with severe impairment across their lifetime (Merikangas et al., 2010).

• Among those affected only 30% actually receive services (U.S. Public Health Service, 2000)

MO SW-PBS

What Do We Know?

• The most common conditions include– Anxiety (31.9%) – Behavior disorders (19.1%) – Mood disorders (14.3%)– Substance use disorders (11.4%)

• Approximately 40% of individuals meet criteria for multiple disorders.

(Merikangas et al., 2010)MO SW-PBS

What Do We Know?• The median age of onset occurs during school-

age years–6 years for anxiety–11 years for behavior–13 years for mood –15 years for substance use disorders.

(Merikangas et al., 2010)

MO SW-PBS

• Academic success is linked with social & behavioral skills

• Early identification with intervention can decrease the likelihood of academic failure– Prevent onset

• Preventive supports reduce the need for more intensive supports later.– Minimize impact of risk

What Do We Know?

MO SW-PBS

Outcomes• By the end of this session participants will be

able to…– Explain the advantages of screening for

emotional and behavioral concerns.

–Describe basic procedures for conducting a universal screening.

–Ask questions about implementation of a comprehensive identification process.

MO SW-PBS

Externalizing Behaviors• Aggression to others or things• Hyperactivity• Non-compliance• Disruptive• Arguing• Defiance• Stealing • Not following directions• Calling out

Who is At-Risk?

MO SW-PBS

Internalizing Behaviors• Exhibits unusual sadness • Sleeps a lot• Is teased or bullied by peers• Does not participate in games• Very shy or timid• Acts fearful• Does not stand up for self• Withdrawn• Avoids social interactions

Who is At-Risk?

MO SW-PBS

• Teacher nomination• Existing school data• Universal screening instrument

Allows for early intervention?Identifies internalizing & externalizing?

Identification Process

MO SW-PBS

• Advantages – Fast, efficient, and respectful– Include all children and youth of interest– If we make an error, the error tends to identify

students who are not at-risk– Informs schools about the student population– Find groups of students with common needs– Facilitates resource mapping of services

(University of Oregon Institute on Violence and Destructive Behavior)

Systematic Screening

MO SW-PBS

• Not common because…– History of being reactive rather than proactive

Impression that kids will “grow out of it”

– Concern about profiling/stigmatizing

– Fear of costs and potential to identify large number of EBD students

Systematic Screening

MO SW-PBS

• Not Common Because – Easier to screen vision & hearing because

response falls in the realm of the parents

– Political realities of managing parent reactions to behavior screenings; confidentiality

– Systems skill set • Do we know how to respond to behavior with

the same confidence that we respond to academic concerns?

Systematic Screening

MO SW-PBS

• Teacher, parent or student ratings• Ages 4-10 or 11-17• Respond to 25 items for each student

– Administered and scored by hand or on-line

– No cost

Strengths & Difficulties Questionnaire

MO SW-PBS

Strengths & Difficulties Questionnaire

• Results indicate level of risk–Close to average– Slightly raised–High –Very high

MO SW-PBS

Strengths & Difficulties Questionnaire

• Also includes information about signs reported. – emotional distress, – behavioral difficulties, – hyperactivity and attention difficulties, – difficulties getting along with other children, – impact of difficulties on the child’s life,– extent to which the child demonstrates kind and

helpful behavior.

MO SW-PBS

Van-Far Elementary School Vandalia, Missouri

Strengths & Difficulties Questionnaire (SDQ) – Teacher Version

MO SW-PBS

Van-Far Elementary School

• Mrs. Amber Crane– Building Principal

• Mrs. Robyn Jennings– School Counselor

• Mrs. Angie Morris– Classroom Teacher - Kindergarten

MO SW-PBS

End of School Year (2012)

MO SW-PBS

End of 1st Quarter - Major ODR Data (August to October 2012)

K 1st 2nd 3rd 4th 5th 6th0

10

20

30

40

50

60

55

45

49 49

52

47

40

0 0 0 1 0 0 0

0-1 ODRs2-5 ODRS6+ ODRS

MO SW-PBS

End of 1st Quarter - Classroom Minor Data(August to October 2012)

K 1st 2nd 3rd 4th 5th 6th0

10

20

30

40

50

60

54

43

47 4850

47

38

1 2 2 2 20

2

0-1 Minors2-5 Minors6+ Minors

MO SW-PBS

End of 1st Quarter - Screening Scores October 2012

K 1st 2nd 3rd 4th 5th 6th Total *0

5

10

15

20

25

30

35

40

32

1 1 12

3

13

7

5

12

6

12

1

34

HighVery High

MO SW-PBS

47 Students Identified with Overall Score in the

“High” or “Very High” range

Sorted Results - October 2012Emotional

DistressBehavior/

HyperactivityGetting Along with Others

Kindergarten 2 6 11st Grade 2 4 02nd Grade* 6 9 63rd Grade* 2 4 14th Grade 0 0 05th Grade 0 2 06th Grade 1 0 0Total 13 25 8

MO SW-PBS

Outcomes – April 2013Emotional

DistressBehavior/

HyperactivityGetting Along with Others

Kindergarten 2 / 1 6 / 4 1 / 21st Grade 2 / 0 4 / 3 0 / 02nd Grade 6 / 1 9 / 8 6 / 23rd Grade 2 / 0 4 / 2 1 / 34th Grade 0 / 1 0 / 0 0 / 05th Grade 0 / 1 2 / 1 0 / 06th Grade 1 / 1 0 / 6 0 / 2Total 13 down to 5 25 down to 24 8 up to 9

MO SW-PBS

Hawthorn Elementary SchoolCamdenton, Missouri

Strengths & Difficulties Questionnaire (SDQ) – Student Version

MO SW-PBS

Hawthorn Elementary

• Lucinda Varner– Assistant Principal

• Penny Rassler– Tier 2 Coach

MO SW-PBS

500 Students40 Teachers

HAWTHORN ELEMENTARY

School History

• Our building was created in 2006

• First two years were spent creating our mission and vision for the building– Happy, Progressive, Model School

• “Team Hawthorn” – teachers, students and families feel a part

School Wide PBS History• 2006-08

– Built knowledge of PBS– Discussions– Consensus for implementation– Planning/Training

• 2008-09– Began implementation of Tier I

• 2009-11– Continued implementation of Tier I– Improvements through trial/error

• 2011-12– More data review– Discussions of a need for Tier II team

• 2012-13– Continued to revise and improve Tier I– Began implementation of Tier II

Team Structures

• Tier I– Third Grade Teachers (2)– Fourth Grade Teachers (2)– Librarian– Focus Room Teacher *– Administrators *

• Tier II– Interventionist– Counselor– Third Grade Teacher– Fourth Grade Teacher– Focus Room Teacher *– Administrators *

* Crossover membership

Each team meets the 2nd and 4th Tuesday of the

month.

Tier I – Before School

Tier II – After School

What Does the Administrator Do?

• Ongoing evaluation of PBS• Communication

– Staff (Email, faculty meeting shout outs, surveys, etc.)

– Families (Newsletters, announcements, surveys, etc.)

– District (Administrator Meetings, Board Reports, etc.)

• Reallocate Resources– Staff (Counselor/Librarian schedules, CICO volunteers, etc.)

– Schedule (Monday morning meetings, coverage for trainings, etc.)

• Buy In• Building Access• Review referrals• Part of the decision making process

Review of Referrals

• Referrals for 2011-12

What about the students with repeated behaviors?

What Can We Do From Day 1?

Triage

Student Placement

Dig Deeper...

Strengths & Difficulties Questionnaire

• Review of data• During summer trainings, heard about the

SDQ• Tier II team decided to see if the building

would be interested in piloting • Received consensus from the staff• Communicated to families about the screening

tool and its purpose

Strengths & Difficulties Questionnaire

• School counselor and librarian administered the screening – Beginning of the year, during specials – About 20 minutes– Netbooks– Paper/pencil

Strengths & Difficulties Questionnaire

• Overview of results were considered and individual results were set aside for a time

• As the Tier II team began to receive teacher referrals, the individual results were then considered for further support

Consideration for Support

Triage

Social Groups

Environmental Interventions

Check In, Check Out

Additional supports considered based on ODRs, think sheets, minors, other concerns

The results…

Student Referrals ~ Comparison

Total Referrals ~ Comparison

Aug Sept Oct Nov Dec Jan Feb Mar Apr May0

5

10

15

20

25

30

35

40

45

50

2011-122012-13

2011-12 2012-130

50100150200250300350

Additional Examples• Parents complete rating questionnaire during

Kindergarten registration

• Parents and/or students complete ratings when new family registers for school

• Incoming 9th graders complete screening questionnaire when they create course schedule; risk scores used to assign advisory courses

• Classroom teacher screenings in the spring prior to transition to new building

MO SW-PBS

• Screening Instruments at a Glance–Name of Instrument–Description / Use–Age of Students–Method– Time to Administer–Cost–Ordering Information

Resources

MO SW-PBS

Resources

• Screening Considerations– Documented Purpose & Policy– Clearly Defined Procedures– Availability of Supports

• Universal Screening – General Requirements– Federal regulations

• Example Parent Notification Letter

MO SW-PBS

Resources

• Tier 2 Workbook • http://pbismissouri.org/archives/1816– Screening Handouts

• http://www.youthinmind.info– Information and protocols for SDQ– Complete questionnaire on-line

MO SW-PBS

Contact Information

• MO SWPBS Regional and/or Tier 2/3 Consultant

• Amber Crane, Principal, Van-Far Elementary– acrane@vf.k12.mo.us

• Lucinda Varner, Assistant Principal, Hawthorn Elementary– lvarner@camdentonschools.org

MO SW-PBS