Download Mt Horeb Elementary HAWKS Behavior Program

Mt Horeb Elementary HAWKS
Behavior Program
Debbi Finchum
Professional School Counselor
Mental Health in Schools
• Nearly 5 million children in the U.S. have some
type of serious mental illness (one that
significantly interferes with daily life). In any given
year, 20% of American children will be diagnosed
with a mental illness. http://www.webmd.com/mental-health/mental-illnesschildren
Types of Disorders found in
Children
•
•
•
•
ADHD
ADD
Depression
Disruptive
Behavior
Disorders-CD,
ODD
• Autism Spectrum
Disorders
• Eating Disorders
• Elimination
Disorders
• Bipolar
• PTSD
• Schizophrenia
• Learning and
Communication
Disorders
Does Mental Health in Children
Matter?
•
•
•
•
•
•
•
West Paducah, KY-1997
Fayetteville, TN-1998
Littleton, CO-1999
Jacksboro, TN-2005
Virginia Tech, VA-2007
Central High School, Knoxville, TN-2008
Newtown, CT-2012
What Does All This Mean?
• “According to the World Health Organization
(2004) as many as one in five children have
social, emotional, and behavioral needs for
support, and if they receive any services, they
receive them in school.”
• “Approximately 14% of young children have both
academic and behavior issues.” Early behavior
problems predict risk for later academic
problems.”
• “Regardless of the reasons behind a child’s risk
for failure, research has shown there is a window
for prevention of social behavior and early
academic problems.”
•
Academic and Behavior Supports for At-Risk Students
Response to Intervention
• “Tiered prevention approaches are designed to
support all students’ academic achievement
and/or social behavior success in an intentional,
systematic, and data-driven manner that often
includes changing the way in which schools
operate.”
Elements of a RTI Include:
• Teaching a strong core curriculum with “fidelity”
• Providing targeted interventions for the 15% of
students who need more help
• Individualizing instruction for 5% of students who
are really struggling
• Using evidence-based interventions
• Documenting student progress for objective
decision making
The Response To Intervention
Tiers
Behavior RtI
Before Tier 1
•
•
•
•
•
•
•
•
ADMINISTRATOR SUPPORT!!!!!!!!
Buy-In: 80% of staff needs to be on board ;)
Team-Driven Process
Evidence Based Curriculum, Instruction, and
Practice
Data-Based Decision Making
Family Involvement
A System of School wide Screening/Progress
Monitoring
Frequent communication
Tier 1: Teaching a Strong Core
Curriculum with “Fidelity”
• Establishing policies, procedures and incentive
systems in the class setting.
• Establish Behavior Expectations School Wide
Behavior Forms\Mt Horeb Elementary Positive
Behavior Supports Matrix Tier 1.docx
• Behavior Management Plan-Behavior
Forms\Positive Behavior Support Information\Mt
Horeb Behavior Management Plan.docx
• Behavior Log Documentation-3 ring BinderBehavior Forms\BehaviorTrackingForm1Teachers.pdf
• http://www.totalbehaviormanagement.com/additio
nalresources/
• School Wide Classroom Guidance Lessons
Tier 2:-Student Referrals
• Teacher nomination based on a perception of the
need for more support (behavior log information)
Behavior Forms\Mt Horeb Elementary SchoolGeneral Student At Risk Nomination.docx
• Increased classroom behavior problems (behavior
log information), student data pertaining to office
referrals or bus referrals
• An existing behavior plan in place
• Administrator recommendation
Tier 2-Data Based Decision
Making
• Team meets to discuss placement into Tier 2,
team includes parents, teacher, administrator,
special education teacher, counselor, and school
psychologist
• Decision made to place student
• Parent Meeting- explain HAWK program and what
child and parents can expect-Behavior
Forms\Positive Behavior Support
Information\HAWK parent packet and contract
info.docx
• Behavior Screening: School Social Behavior
Scales-Baseline screening-screener by Dr. Ken
Merrell (pioneer in behavior interventions for
children)
Tier 2-Intervention
• Brief behavior assessment
• Check In-Check Out Program (CICO)- Mt Horeb
Help A Winning Kid (HAWK) program
• Behavior Contract signed by student, parents,
administrator, teacher, and me!
• Behavior support plan written by team Behavior
Forms\Mt Horeb Elementary School-Tier 2
support plan.docx
• Behavior report card written using intervention.org
http://www.interventioncentral.org/
CICO
• Student checks in with me every morning from
7:45-8:10 and picks up a daily behavior report and
returns the previous days report.
• Student returns for check out from 2:20-2:40-daily
points are totaled to see if goal was reached.
• Students receive a small token-candy, pencil,
stickers, pens, erasers, or extra play time if goal is
met. (Decided in advance)
• Students show their report cards to principal for
her input.
CICO
Check-N-Connect Program Weekly Data Sheet
Student_____________________________________Start Date_____________________
CNC Contact______________________________
Week of _________________________________
Date
Check In
Check Out
# of points possible
# of points earned
% of points
earned
Goal Met
M
Y
N
Y
N
/
Y
N
T
Y
N
Y
N
/
Y
N
W
Y
N
Y
N
/
Y
N
T
Y
N
Y
N
/
Y
N
F
Y
N
Y
N
/
Y
N
Total
3/12-Tue
3/13-Wed
3/14-Thur
3/15-Fri
3/18-Mon
3/19-Tue
3/20-Wed
3/21-Thur
3/22-Fri
4/2-Tue
4/3-Wed
4/4-Thur
4/5-Fri
4/8-Mon
4/9-Tue
4/10-Wed
4/11-Thur
4/12-Fri
4/15-Mon
4/16-Tue
4/17-Wed
4/22-Mon
4/23-Tue
4/24-Wed
4/25-Thur
4/26-Fri
4/29-Mon
4/30-Tue
5/6-Mon
5/7-Tue
5/8-Wed
5/9-Thur
5/10-Fri
5/13-Mon
5/14-Tue
5/15-Wed
5/16-Thur
Axis Title
Progress Monitoring
Behavior Chart
40
35
30
25
20
Earned Points
Possible Points
15
Linear (Earned Points)
10
5
0
Small Group Counseling
• K-2 Strong Start http://strongkids.uoregon.edu/
• Grades 3-5 Strong Kids
• SEARS Assessment is available online for pre
and post group assessment.
• Individual Counseling or referrals as needed.
• Academic and Behavior Supports for At-Risk
Students, check out all intervention ideas
Tier 3
• Progress Monitoring Reports for Tier 2 students
are shown to school psychologist every 4 weeks
and interventions are discussed.
• After 9 weeks of progress monitoring, team
meeting to discuss progress. Special Education
teacher involved.
• Decision made to stay in Tier 2 or move to Tier 3
• BASC-2 if move to Tier 3.
• Functional Behavior Assessment Completed
• More intense interventions along with special
education teacher.
• Continue Progress Monitoring for 6 more weeks.
After Tier 3
• Team meeting with parents again to discuss
progress monitoring charts.
• Referral to Special Education via School
Psychologist
• Full comprehensive special education evaluation
Principal Remarks
• “I think this program has aided our students in
learning self-control and self-discipline. If
students learn to self monitor, that skill will follow
them for the rest of their lives. We are modifying
their behavior. I definitely think its is worth the
time. I think it cuts down on classroom
interruptions and increases learning time.
Probably my only concern is the amount of time it
takes for you to monitor the check in and out time.
However, I think that your positive attitude and
consistency is part of the reason it works so well
;)”
Sandra Austin-Principal MHES………
Teacher Remarks:
• “My main feedback on the program is that it offers
the classroom teacher a sense of support in
dealing with a difficult student. Many times when
you are dealing with a student it can feel like it is
your own fault for not dealing with him/her
correctly. I like that I can ask to change behaviors
that need to be focused on whenever one
becomes more obvious. I am hopeful that it has
been positive in my student’s life and I know that it
has been helpful in my own dealings with the
child.”
1st Grade Teacher, MHES
Student Remarks:
• “Welcome to our group! So glad you came to be a
part of us!”
• Student who made her goal for the 1st time- I
asked her what made today different? “ Because
today somebody really cares about me and what I
do and don’t do.”
• “Mrs. Debbi really doesn’t like it when you whine
sooooo take a big breath and blow it out your
nose really fast!”
• “Mrs. Debbi I made my goal today!!! Can I see
your happy dance!”
Time
• Using EZ Analyze I tracked my time with the Tier
2 Process we like to call our HAWK program
• Check In-36.4 hours
• Check Out- 38.4 hours
• Small Group-18.7 hours
• Completing behavior report cards-6.2 hours
• Making copies-3.2 hours
• Parent, Team, Psychologist Meeting-35.5 hours
• Total-138.4 hours
My Personal Information
• [email protected]
• Please email me if you want copies or want to ask
a question.
• Feel free to change things around to make it
personal to you and your school
• Thank you so much for your time and attention!!
btw- You all Rock!!!!!!!