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Providing Pro-Active Positive Programming for Students with the Most Significant Behavioral and Mental Health
Needs within a Public School District
KAREN F INIGAN, M.ED LISA HOYT, PH.D.DIRECTOR OF SPECIAL EDUCATION PRINCIPAL OF RENTON ACADEMYRENTON SCHOOL DISTRICT RENTON SCHOOL DISTRICT
Urban Collaborative Conference Los Angles, CA
May 2016
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
Renton Academy 2016
Number of Classrooms2 elementary school classrooms
2 middle school classrooms2 high school classrooms
Average Number of Students 50 Students
Number of Staff7 Special Education Teachers
14 Classified2 Administration
6 Related Service Support Staff
StudentDemographics
Hispanic Asian Black,
American Indian/ Alaskan NativeWhite
Multi-RacialLow 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)
But What is Re-ED ?
Re-EDucationfor children and youth with Emotional Disturbance
The Philosophical Framework of Therapeutic Re-EDucation
Nicholas Hobbs, Ph.D.
Founder of Project Re-ED
Hobbs’ asked a different question…
Re-ED provides the framework for developing a program that can change the lives of our students.
We are here because we believe that we can make a difference!
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
program
Program Philosophy & Systems
Structure
Climate & Group Process
Individual Programming: Builds Academic and Social Competence
Statement of Mission and Philosophical Framework
Meaningful Family Development
On
goin
g Pro
fessio
nal D
evelo
pm
en
tC
lear
Ref
err
al a
nd
Re
inte
grat
ion
Pro
cess
Balanced Behavior Management
Group Meetings & Pro-Social Skills Development
Effective Instructional Style & Strategies
Scheduled High Levels of Engagement
Effective
Crisis P
reven
tion
Dat
a B
ase
d D
eci
sio
n M
akin
g
Ru
les, R
ituals, R
ou
tine
sPo
siti
ve R
esp
on
ses
to
Fee
lings
& N
ee
ds
Meaningful Overall AssessmentAcademic Accommodations and ModificationsUseful and Effective FBAs & BIPsCulturally Relevant Supports and InterventionsEffective Therapeutic Supports
Elements of an Effective Re-EDucation Program for the 21st Century
© 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 AllyKS 9/22-5/31
1
2
3
4
5
6
1 12 23 34 45 56 67 78 89 100 111 122 133 144 155 166 177 188
Dates
Po
ints
Ea
rne
d
Series1
Linear (Series1)
Time is an AllySupporting 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…
Re-EDucation believes that all behavior has meaning and behavior reflects underlying needs. Our job is to respond to both.
Beyond the tip of the Iceberg
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
(Fullan & Steigelbauer, 2014)
"Educational change depends on what teachers do and think - it's as simple and as complex as that."
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 buildingsSpace 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
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.
Evaluation
Team
Mission
Vision
Re-ED
Professional
Learning
Communities
MTSS
PBIS
Weekly Classroom
Team Meetings
The
MTS
S V
isu
al
Renton Academy ROCKS
We are RespectfulWe Show Ownership
We CollaborateWe are KindWe are Safe
(WALKER & HOYT, 2014)
School-wide Expectations
School Expectations and Values
Playground
Students Staff
Respectful FollowT/C directions
Check it out…Put it back as
it was found
Transition on time
Give time warnings
Give reminders and cues in
positive language
Ownership Own your mistakes
Ignore negative behavior
Lead by example
Model positive play
Lead by example
Make amends
Collaborate Share Space and Equipment
Include everyone
Encourage peers
LetT/Cs know when things are
hard
Join students in games
Facilitate games and positive
interaction
Model making mistakes and being
a
good sport
Kind Give put-ups
Invite others to join
Give 4 to 1 ratio of
positives to correctives
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
Remind students of
rules and expectations
Support
Frequently scan playground for all
students
Anchored in school-wide values and expectationsLists expected behaviors by settingHelps students generalize and apply school-wide expectationsIn 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
Launch5-10 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
Launch5-10 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)
Restorative PracticesImplemented systems to include restorative justice practices. These include:Goal GroupsPositive MeetingsHarm CirclesRe-Entry CirclesWelcome Circles
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).
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
“Vision without implementation is hallucination”Thomas Edison
1.0
2.0
3.0
4.0
5.0
Renton Academy PEER-EBD Review 2013
Reviewer09/10
TeamRating09/10
ReviewerRating12/13
TeamRating12/13
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015.16
Total Days 97 151 124 97.5 36 150 8
0
20
40
60
80
100
120
140
160
Renton Academy Out of School Suspensions - Total Days
93%
7%
0 suspensions 1 suspension 2 suspensions more than 2 suspensions
44 out of 47 students have not been suspended from Renton Academy
Percent of RA Students Suspended
Incidents/School Day
0
1
2
3
4
5
6
7
8
9
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 Survey124 questions about our universal Programs
27 out of 30 T/Cs filled the survey
Data can be manipulated in a lot of ways
1
2
3
4
5
School Wide MTSS averages
3.90
4.27
3.93
4.13
3.61
3.13
4.52
3.30
4.30
0.00 1.00 2.00 3.00 4.00 5.00
How smart I am is something that I can change.
Even if the work is hard, I can learn it.
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.
I'm certain I can master the skills taught in class this year.
I really can't do much to change how smart I am.
I can do almost all the work in class if I don't give up.
I can learn new things but I can't really change how smart I am.
I understand my family culture and values
Mean Score: Self-efficacy and Mindsets
Strongly Disagree Strongly Agree
Copyright © 2013, Survey Items: Youth Development Executives of Kind County. Visual presentation: The Center for Educational Effectiveness., Inc.
Renton Academy Student Survey 2012
16
14.114
16.917 16.916
16.6
19
15.8
28
15.0
21
16.4
28
16.7
29
19.3
0.00
5
10
15
20
25
30
35
GZ Class AVG.
GZ vs Class Social Skills
SS 9.12
SS 10.12
SS 11.12
SS 12.12
SS 1.13
SS 2.13
SS 3.13
SS 4.13
SS 5.13
SS 6.13
Low < 18High > 18
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.
Karen Finigan, M.Ed.
