Jarice butterfield

Santa Barbara County SELPA’s Steps to Improving Outcomes for Students in

Center for Therapeutic Education (CTE) ED

Programs

THE AIMS LEVELS SYSTEM

Dr. Jarice Butterfield, Kellie Butkiewicz, M.A. PPS,

Sandy Fahey, MFT, Stacy Tolkin, M.A., LEP, PPS, and

Reza Shahroozi, M.Ed., PPS

Introduction: Process of Change in CTE ED Programs Step One

Needs Assessment Conduction by SELPA: Students were remaining in CTE ED programs on

average 6+ years No consistent system for controlling externalizing

behaviors Therapy services 1x per week by outside

agencies no contracted by SELPA No social skills or social emotional curriculum Students were consistently not attending –

truancy issues were not being addressed Students in some programs were in CTE year

after year but only in one or two periods

2

Introduction: Process of Change in CTE ED Programs Step 2

Research Evidence-based Best Practices Implemented

Students should not be in restrictive settings more than one year on average before returning to LREs

Successful programs include multi-tiered levels system for addressing behavior

Students with externalizing behaviors have behavior intervention plans – FBAs as appropriate

Successful programs include social direct instruction and evidence-based social emotional curriculums

Non attendance is addressed through IEP team / behavior plan if appropriate

Successful programs gradually transition students out to least restrictive environments based on their level of functioning over time

3

Introduction: Process of Change in CTE ED Programs Step 3

Consultation with Experts in the Field / Staff Development

Year 1: SBCSELPA contracted with NPS’ to provide staff

development in best practices SELPA purchased materials and literature on best practices Students with externalizing behaviors have behavior

intervention plans – FBAs as appropriate AIMS levels system was developed Half time therapists were contracted by SELPA for all CTE

programs Day treatment programs much like private NPS’ were

opened at high school level Computer-based credit recovery and course available State of the art technology purchased Vans were purchased for programs

4

Introduction: Process of Change in CTE ED Programs Step 3 Cont’d.

Year 2: Diana Browning Wright and Dr. Clay Cook provided ongoing

staff development, observations, and coaching Community-based learning implemented such as equine

therapy, etc. TIERS program combined with AIMS levels system Second Step and Steps to Success implemented as social

skills and social emotional curriculums

5

Acquire Implement and Maintain Skills (AIMS) MISSION STATEMENT

Developed in collaboration with the teachers, behavior specialists, and support staff in all of our 12 CTE ED programs for students identified as exhibiting Emotional Disturbance under IDEA.

“We believe every child has the right to experience academic, social, and emotional success within a safe and consistent environment in order to live happy, fulfilling, and productive lives.”

Core Values: Responsibility, Hope, Opportunity, Joy, Safety, Respect, Emotional Regulation.

6

AIMS Program Philosophy and Anticipated Outcomes

AIMS was developed as a structured, tiered levels system designed to measure student progress within the most restrictive educational settings in order to approximate students more quickly to less restrictive environments.

AIMS is an acronym for the 3-pronged levels system designed to teach students core emotional regulation skills necessary for least restrictive environment (LRE) settings.

Acquire + Implement + Maintain Skills is the AIMS motto.

7

AIMS PhilosophyContinued

We chose a 3-pronged system in order to align the AIMS levels system with the theory based 3-tiered model in education. Our students are all at the Intensive tier within the larger tiered model, but even at Tier 3, AIMS provides us with three measurable tiers within.

Level 3: Maintain Skills (measured over 20 consecutive days minimally)

Level 2: Implement Skills (measured over 20 days)

8

Level 1: Acquire Skills (measured over 20 consecutive days minimally)


AIMS was designed through careful review of the available educational research , looking for best practices in education as evidenced by student outcomes.

This is the theoretical framework behind using points and levels within the CTE ED Special Education setting serving students with emotional behavioral disorders (EBD)

After reviewing the available research, SBCSELPA adopted a consultation model to enhance AIMS, through collaboration with Diana Browning Wright and Clayton Cook (more to come in later discussion)

9

AIMS Philosophy Continued

There is a large body of educational research to support the use of a three-tiered framework for providing instruction and intervention across educational settings.

This three-tiered framework is the cornerstone of Response to Intervention (RTI/MTSS) in both academic and behavioral practices.

The three tiered framework is considered best practice for providing evidence based assessment, instruction, and intervention practices.

10


AIMS adopts this three-tiered practice, with three levels of measurable skill instruction including student acquisition of skills, student implementation of these skills, and student maintenance of these skills in order to demonstrate mastery and readiness for generalization in LRE settings.

The selection of skills taught within the AIMS levels system is based on psycho-educational research, and includes the intentional (ie curricular) and systematic instruction of crucial social skills (SS) and social-emotional skills (SEL) through evidence based and SEL curriculum.

11


Perhaps the most guiding mission behind the AIMS levels system is our need to provide students with the external framework necessary in order to remediate significant skill deficits, so that ultimately this external framework will lead to increases in internal skills such as locus of control and emotional regulation for these highly sensitive and emotionally dysregulated population of young people.

EBD is unique within IDEA because it is “curable”. The underlying mental health conditions present in students identified as EBD are treatable.

12

AIMS Philosophy Continued

With a combination of intensive mental health support in the form of cognitive behavior therapy (CBT) therapeutic interventions, academic and developmental support in the form of evidence based curricula, and behavioral support in the form of applied behavior analysis (ABA) supported practices including FBA related behavior interventions and ongoing behavior monitoring, students in the AIMS levels system programs will learn the skills necessary to self-monitor their own behavior, self-regulate their emotional responses to stressors, and make progress academically with the goal of transition to LRE.

13

SBC SELPA CTE ED Program Components: Staffing Roles

District/LEA Special Education Administrator- serves as the top level administrator and regional operator of the CTE ED program, ensures all program components are in place, and provides support to site administration ongoing.

District/LEA School Site Administrator- Serves as the on-site go to person in the event of a crisis or emergency; assists staff access to general supplies or equipment not funded through mental health funding, and assists with students discipline.

14

Staffing RolesContinued

Special Education Credentialed Teacher- Serves as the case manager and teacher to each student. Sets up the IEPs and prepares the IEP paperwork. Coordinates IEP goals and monitors academic progress and IEP goal progress.

Behavioral Instructional Assistants- Provides academic support, data collection, and supervision (and other duties to include behavior support as determined by case manager) to students individually and in groups under the supervision (direct or indirect) of special education teacher/case manager.

15

Staffing Roles Continued

School Psychologist- Provides oversight for all mental health services, drafts and monitors all IEP mental health goals by collaborating with the community mental health clinician and other IEP team members, and conducts all assessment related to initial and triennial evaluations.

BCBA- Provides consultation to classroom staff and parents, conducts behavioral assessments and drafts behavior intervention plans (BIPs).

16

AIMS Points and Levels Procedural Summary

Data Tracking

Daily team meetings for a duration of 20 minutes should be held to discuss points and daily events.

Use of Review 360 as a data collection tool, and various self-rating scales may be used.

BCBAs review data during weekly class support to help evaluate intervention effectiveness and facilitate a data driven decision making process.

17


Students on Daily Level- Acquire

Depending on the classroom and need, students will earn access to honors room one to five days a week. Honors room will have activities, and access to preferred items for approximately 20 minutes.

Students will be given feedback daily and be permitted to a student store if they meet criteria of 80% (or 85%) depending on the class.

Students will be required to “pay” for access to the “honors” activities by surrendering 80%(or 85%) their points. Any points over the minimum required points to earn access to honors activity will be banked to use in the weekly student store. A concrete example will be given under sample student store section.

18


Students on Weekly Level- Implement

Once a week students will earn access to extra privileges not available to those on the daily level. Examples of other weekly privileges include: Outings, special lunches, access to better student store items, subject switch. Outings are determined by the teacher with the input of students and available staff.

Students on a weekly monitoring system, will no longer be given feedback on points daily. Points will be tallied up at the end of the week (e.g. Friday) to determine if they will continue to earn weekly honors activity for the following week.

19


Students on Natural Level - Maintain

Students have access to weekly and daily privileges, plus extra privileges not available to students on the daily or weekly level. Examples of other natural privileges include: Use of kitchen, Teacher assistant privileges

In addition, point sheets removed.

20


Bonus Points

Are not to be counted as part of the 80% of points. Only the scaled 0-3 points are used to accumulate 80% of points to earn honors room.

However, points not used to access the “honors” activities, can be used in conjunction with bonus points to purchase items from the student store.

21


Student Store

Student store will be offered 2-3 times a week (or more depending on classroom). Student will be able to purchase items from the student store with their bonus points.

Students will not be able to earn access to student store on any day they have had zero out behaviors or did not earn 80% of points for the time since the last student store.

22


Movement Criteria

A student will move up to the next level after each 17/20 consecutive days of making a minimum of 80% of their points. The most current 7 days of each 20 days before moving up must have 80% or better of their daily points to be eligible to move up.

Any drop back in levels is a team discussion, after a student has a zero behavior on a higher level or is unsuccessful in meeting criteria to move forward for two consecutive weeks.

23


Zero Out behaviors include but are not limited to:

Unprovoked aggression

Elopement off campus

Provoked Aggression

Elopement on Campus

Sustained non-compliance (two consecutive intervals of zero points in one consistent domain)

24


Sample Student Store

A classroom with 11 intervals has a total of 99 points possible for the three pillars targeted.

Since students are to bank all points over 80% to use towards student store, a student that obtains 100% of their points (i.e, 99 points) for a day will earn 20 bonus points to bank. Because, 80% of 99 points is 79 points. Anything over 79 points is bankable toward the student store (20 points).

25


When planning the “prices” for items in the student store, it is important to include and account for bonus points. Hypothetically, one bonus point should be given in each interval for pro-social behaviors or meeting student objectives. For this example classroom with 11 intervals a student should be earning 11 bonus points a day.

Therefore, a student that obtains 100% of their points and earns one bonus point in each 11 intervals can earn a total of 31 points a day to use (or bank) in a student store.

26


For this example, the classroom priced highly preferred items to cost about 3 days of points, and always has something available for students that have just barely made their day. However, there is no specific recommendation as each classroom will need to tailor their reinforcement level to match the needs of their students. Another idea to keep in mind when setting up your student store is to use round numbers to make it easier to calculate when exchanging points for items. As well as, knowing your kids and their preferences will immensely impact how you price items. For this sample store, the students highly preferred sodas, and beef jerky, and points are rounded to the nearest 5th.

27

CTE Intensified Level 1 Supports

What all students in CTE receive:1. Establishing Relationships with ALL Students2. Physiology to Learn3. Positive Behavior Supports (PBS)4. Social skills & Social Emotional Learning

Curricula5. Proactive Classroom Management Strategies6. Good Behavior Game (classroom

management)7. Points and Levels System

28

28

CTE Intensified Level 1 Supports Continued

8. Progressive response system to problem behavior

9. Effective Academic Instruction*10.Honors Room/Outings11.Boring Room to encourage better behavior12.Relentless Parental Outreach and Support13.Daily De-Briefs to facilitate teaming and

consistency across staff14.Self-Governance

29

29

16 Proactive Classroom Management 16 Proactive Classroom Management StrategiesStrategies

1. Strategically and intentionally establishing positive relationships with all students in the class

2. 5 to 1 ratio of positive to negative interactions (Magic ratio)

3. Smiling and being nice4. Positive greetings at the door to precorrect

and establish a positive climate5. Communicating competently w/ students

Relationship Strategies

30

30

1. Organizing a productive classroom

2. Providing numerous opportunities to respond

3. Classroom rules/expectations and procedures are visible and known by every student

4. Teach, model, and reinforce social-emotional skills

5. Transitions are managed well

6. Independent seatwork is managed and used when needed

7. Teacher proximity and mobility

8. Motivation system to reward desirable behavior

9. Goal setting and performance feedback

10.Visual schedule of classroom activities

11.Effective cuing systems to release and regain attention

Procedural Strategies

16 Proactive Classroom Management 16 Proactive Classroom Management Strategies ContinuedStrategies Continued

31

AIMS Targeted Progress Monitoring Procedures

The best way to conceptualize Brief Behavior Rating Scales (BBRS) is to think of them as CBMs for behavior.

In the appendices, you will find 5 separate Brief Behavior Rating Scales targeting the following behaviors:

Inattentive Behaviors

Depressive Behaviors

Aggressive Behaviors

Anxious Behaviors

Social Skills

32

AIMS Targeted Progress Monitoring Procedures -

Continued

As a part of our AIMS data collection process, the following procedures are recommended for collecting progress data:

Administration of BBRS

Choose the rating scale that is most specific to the student’s area of need

Administer the scale prior to the implementation of the student’s Behavior Intervention Plan to establish a baseline (pre-intervention).

Subsequently administer the scale at regular intervals that are reasonable for your individual programs.

33


Continued

Review of BBRS

Compare new rating scale from that of the previous reporting period.

Note whether the student is demonstrating improvement, regressing, or maintaining their current level of functioning.

Discuss future steps with IEP team.

34


ContinuedRationale for BBRSCan evaluate the progress of individual students

Regular data collection and review encourages team members to continually engage in a problem solving process

Can better suggest causal links between changes in programming (e.g. behavior support plans, implementation of SEL and Social Skills curriculum, therapeutic techniques) and the student’s behavior

Data collected across dosage conditions can assist physicians in evaluating and titrating various medications (for students currently taking prescription medication).

35

AIMS Treatment Integrity Data Collection Procedures

In order to ensure the fidelity of adherence to best practices, periodically teachers and specialists working within AIMS classrooms will evaluate the components of their programs. See Appendix for “10 Elements of ED Programming Periodic Self-Reflection for Fidelity”.

Teachers are asked to complete the Fidelity Check monthly, and report within their PLC groups regarding challenges and successes in implementing the AIMS points and levels system with fidelity.

Additionally, specialists assigned to the program including school psychologists, mental health specialists, and behavior analysts, will also contribute to fidelity checks utilizing Review 360 forms, or the “10 Elements of ED Programming” form.

Treatment integrity data collected should be used in the data driven decision making processes related to programs, and inform planning and curriculum.

36

Need for More Restrictive Educational Setting

If a student is not responding to the Center for Therapeutic Education (CTE) and AIMS Levels System even with the intensified Level 2 and 3 Supports over time and the Districts resources have been exhausted, the District may choose to request a Consideration for placement in a Non Public School (NPS) and Residential Treatment Center (RTC) funded by SELPA. To begin this process it is recommended that the LEA/district special education administrator contact the SELPA Director to consult about the case at the earliest sign of a potential referral for NPS RTC being requested.

37

The referral form (available in SEIS Document Library) is to be completed by the District along with a signed assessment plan and all indicated documentation and sent to the SELPA Director. The SELPA Director will review the case and consult with the SELPA Mental Health Specialist. The SELPA Mental Health Specialist will then contact the LEA/District Special Education Administrator and School Psychologist to begin the joint assessment process. Within 60 days of the signed Assessment Plan, the LEA schedules an IEP meeting to review the findings and to discuss if a NPS RTC placement recommendation meets the requirements of the Local Plan in order for the placement to be funded by the SBCSELPA.

Need for More Restrictive Educational Setting

Threat Assessment Protocol in CTE ED Programs

Adapted from the Diana Browning Wright TIERS Model

After the threat is made:

Staff member is made aware of the threat, threat reported to Case Manager and Site Administrator immediately.

.

39

Threat Assessment Protocol in CTE ED Programs - Continued

Step 1:

Case manager (possibly in combination with mental health provider or behavior specialist), evaluates the threat using the “11 Questions” guide (attached). The principal or other site administrator also interviews the recipient of the threat and any witnesses. Note: Main focus is to understand the context in which the threat was made and what the student intended by making the threat

40

Threat Assessment Protocol in CTE ED Programs - Continued

Step 2: Must decide if threat was Transient or Substantive. This is a critical step in the process.

Transient threats can be readily identified as expressions of anger or frustration (or perhaps inappropriate attempts at humor) that dissipate quickly when the student reflects on the meaning of what he or she has said.

Substantive threats represent a sustained intent to harm someone beyond the immediate incident. If there is doubt whether a threat is transient or substantive, the threat is regarded as substantive. One way to identify a threat as substantive is to look for certain characteristics derived from the FBI report (O’Toole, 2000) that suggest that the threat is likely to be serious:

The threat includes plausible details, such as a specific victim, time, place, and method of assault;

The threat has been repeated over time or communicated to multiple persons;

The threat is reported as a plan, or planning has taken place; The student has accomplices, or has attempted to recruit

accomplices; hat the student intended by making the threat

41

Threat Assessment - Continued

Step 3 (for Transient Threats only):

A transient threat can often be resolved quickly at step three without engaging the full team in a comprehensive threat assessment.

The administrator may require the student to apologize or explain to those affected by threat, or take other action to make amends for the student’s behavior. The administrator may also respond with a reprimand or other disciplinary consequence if the behavior was disruptive or violated the school’s discipline code.

If a transient threat was sparked by an argument or conflict, the administration can involve other team members (e.g. case manager, mental health specialists) in helping to address or resolve the problem.

NOTE: If Transient threat is resolved, staff does not need to proceed with steps 4-7.

42


Step 4 The substantive threat is determined to be serious or very serious. The distinction between serious and very serious threats is based on the intended severity of injury.

Serious Threats: A serious threat is a threat to assault, strike, or beat up someone. Go To Step 5

Very Serious Threats: A very serious threat is a threat to kill, sexually assault, or severely injure someone. A threat involving the use of a weapon is generally considered a threat to severely injure someone. Go Immediately to Step 6.

43


Step 5: Team members (including administration, case manager, mental health specialists, behavior specialist, etc.) take actions to protect potential victims.

Protective actions depend on the circumstances of the threat, as well as how soon and where the threat might be carried out. Immediate protective actions include cautioning the student about the consequences of carrying out the threat and contacting the student’s parents.

Team must also notify the intended victim of the threat.

44


Step 6: Team members (same as Step 5)take immediate action to assure that the threat is not carried out.

Additionally, the student may be suspended from school, as determined by designated LEA/district administrator.

The team may conduct a more comprehensive safety evaluation that includes both a mental health and law enforcement component. A manifestation determination may also be conducted if the behavior results in a recommendation for expulsion or exceeds 10 days of suspension during the current school year.

Team may also consider calling SAFTY for further mental health assessment. Law enforcement may also conduct further investigations of student.

45


Step 7:

Team integrates findings from the safety evaluation into a written safety plan. The safety plan is designed both to protect potential victims and to address the student’s educational needs.

The IEP team should meet and discuss whether the student can return to school or should be placed in an alternative setting. If the student is permitted to return to school, the plan describes the conditions that must be met and the procedures in place to monitor the student when he or she returns.

46

Next steps…Ongoing Support and Training

Diana Browning Wright - TIERS

Training for new staff

Coaching

Self-Monitoring

SBCSELPA Staff Support

Review 360

Collaboration between programs

47

Questions48

Thank You!

Santa Barbara County SELPA

(805) 683-1424

[email protected]

49

Jarice butterfield

Health & Medicine

Transcript of Jarice butterfield