johns hopkins university early identification and intervention program (jhu eiip)
TRANSCRIPT
JOHNS HOPKINS UNIVERSITY
EARLY IDENTIFICATION AND INTERVENTION PROGRAM
(JHU EIIP)
MISSION
What is the primary mission of the Johns Hopkins University Early Identification and Intervention Program?
Support to the BCPSS in its effort to provide services to the general education student population as well as to those students who require additional intervention for social and emotional well being
Primary Level School-/Classroom-Wide
Instructional and Support Systems that Benefit All Students
Secondary Level Services & Systems for
Students Below grade Level or Exhibiting At-Risk Behavior
Tertiary LevelSpecialized, Individualized
Services & Systems for Students with Special
Education or MH Diagnoses
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
WHAT EXISTED IN THE PAST?
BCPSS
STUDENT SUPPORT TEAM
CHARACTER EDUCATION PROGRAM
PATHS
PILOT INTERVENTIONSGood Behavior
Game – 1ST & 2ND
GENERATIONS
WHAT CURRENTLY EXISTS IN THE DISTRICT FOR SY’2005-2006?
BCPSS
STUDENT SUPPORT
TEAMPBIS
PILOT INTERVENTIONS
WHOLE DAYJHU EIIP
PROJECT ID
HOW DOES THE JHU CENTER INITIATIVES FIT WITH THE BCPSS
VISION?• PATHS TO PAX Universal social/emotional program for whole classroom intervention
• COPING POWERS(3-5) / INCREDIBLE YEARS (PK-2) Tier 2 Intervention including small group sessions with MHC for
identified students
• IDENTIFIED APPROPRIATE PROGRAMS Tier 3 Intervention including individual sessions with MHC for identified
students
• COMPUTERIZED ASSESSMENTINSPIRE
PATHS TO PAXWHOLE DAY
INSPIRE
Nonclassroom
Setting S
ystems
SCHOOLWID
E PATHS TO P
AX
ClassroomSetting Systems
Individual Student
SystemsTIERS II & III
INSPIRE
INCREDIBLE YEARS (K-2)
COPING POWERS (3-5)
TIER III
CHADIS + TREATMENT
School-Wide
INTEGRATING JHU CENTER INITIATIVES WITH BCPSS SCHOOL IMPROVEMENT INITIATIVES USING THE PBIS FRAMEWORK
Effective Curriculum/ InstructionVoluntary State Curriculum, BCPSS Curriculum, Direct Instruction, Whole Day
Social-Emotional Curriculum PATHS Lessons, PATHS to PAX Lessons
Positive Classroom Management Strategies Good Behavior Game (I & II; Paxis Version)
Parent Involvement PATHS to PAX, Whole Day
PBIS Practices▪ Common purpose & approach to discipline▪ Clear set of positive expectations & behaviors▪ Procedures for teaching expected behavior▪ Continuum of procedures for encouraging expected behavior▪ Continuum of procedures for discouraging inappropriate behavior▪ Procedures for on-going monitoring & evaluation
Early Identification & MonitoringINSPIRE
Individualized Academic Support
Student Support ServicesSchool-Based MHIncredible Years (K-3)
Parent GroupsStudent Skill Training Groups
Coping Power (4-5) Parent Groups Student Skill Training Groups
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
IEPSchool-Based MHPBIS Practices▪Function-based behavior support▪Comprehensive person-centered planning ▪Individualized instructional & curricular accommodations
PATHSTURTLE UNIT
PRE-KINDERGARTENPATHS LESSON VSC STANDARD VSC
INDICATOR(S)VSC
OBJECTIVE(S)
*R-1: READINESS LESSON 1
(RULES)
SOCIAL STUDIES
1.0 POLITICAL SCIENCEStudents will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens
1. Identify the importance of rules
a. Recognize why people have rules at home and at school
b. Generate and follow classroom rules, such as taking turns, walking inside, and forming a line to promote safety in the classroom
PATHS LESSONTURTLE UNIT
KINDERGARTENPATHS LESSON VSC STANDARD VSC INDICATOR(S) VSC
OBJECTIVES(S)
*R-1: READINESS LESSON 1 (RULES)
SOCIAL STUDIES
1.0 POLITICAL SCIENCEStudents will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens
1. Identify the importance of rules
a. Identify reasons for classroom rules and school rules, such as maintaining order and keeping the community safe
a. Recognize rules help promote fairness, responsible behavior, and privacy
GOOD BEHAVIOR GAMEComponents Common to WD and
P to P Versions of GBG
• Rule Definition• Team Structure• Counting Negative Behaviors• Timed Games• Awards for Low Negative Behavior Counts• Unannounced Counting Periods• Weekly Winners
Comparisons Between GBG VersionsComponents
WD GBG PtoP GBG
Basic GBG Key Components Yes Yes
Professional Development
-Intervention
-Instructional Methods
-Working with Parent
Yes
Yes
Yes
Yes
No
Yes
Length of Intervention Training 3 Days 3 Days
Teacher-Coach Ratio 3:1 12:1
Grades Targeted 1st PreK-5
Classroom Generalizations
-Problem Solving Meetings
-Kid of the Day Process
-Self Control
Yes
No
No
Yes
Yes
Yes
School-Wide Generalization No Yes
Implementation Support System
Data Collection & Reporting
COMPUTERIZED ASSESSMENT - INSPIRE
Provides resources to support high quality implementation, houses data that can be used for student assessment and referral process,
collects information that can be used to monitor implementation quality and improve service delivery.
Implementation Schedule Reminders
Communication & Community Building
Supplemental Materials
Integration Ideas & Support
• Individual Student Functioning (TOCA, DISC, Academic Indicators)• Classroom Observations• Individual, Classroom & Building Summary Reports of Data• Teacher Satisfaction Ratings• Implementation Dosage & Quality Ratings• School Climate Ratings
Referral Process
Communication
History of Services
Early Identification & Monitoring
Coping Power & Incredible Years
• These interventions would be targeted to those Tier 2 students with mild to moderate behavior problems identified as needing support. The school-based mental health clinician would implement the Coping Power and Incredible Years interventions.
• Coping Power (designed for children in grades 3 – 5) and the Incredible Years (designed for children in PK – Grade 2) have integrated child and parent components to reduce aggressive behavior at home and school, improve children’s behavioral functioning in school, improve children’s social competence and increase children’s ability to resolve problems.
WHAT’S INVOLVED IN PATHS TO PAX IMPLEMENTATION
Professional Development
Ongoing Classroom Observations
Good Behavior Game
PATHS Lessons
Consultations
Classroom Teacher
School Administrators
IST
Modeling
Average SpleemsOf All Teachers
0
5
10
15
20
25
School#1
School#2
School#3
School#4
School#5
Baseline
Winter
WHAT ARE THE NEXT STEPS?
OVER THE NEXT THREE AND A HALF YEARS . . .
The JHU Center for Prevention and Early Intervention will conduct a series of small scale studies to support the school district in its efforts to determine ways to improve classroom behavior, mental and emotional health, and academic success in students.
STAGES OF JHU EIIP IMPLEMENTATION
SY’ 2006-2007 • Add three additional schools,
Cohort 2, #027, #098, #220• Add three control schools,
TBD• Add 3rd and 4th grades to
Cohort 1 schools, #016, #051 #083, #102, #124
• Continue COPING POWERS (3-5) in pilot schools, #039, #095, #101, #160
• Begin INCREDIBLE YEARS (PK-2) in pilot schools, #039, #095, #101, #160
• Begin INSPIRE in Cohorts 1 and 2 schools
SY’ 2007-2008• Add 5th grade in Cohort 1
schools, #016, #051 #083, #102, #124
• Continue in three control schools, TBD
• Add 3rd, 4th, 5th grades to Cohort 2 schools, #027, #098, #220
• Begin COPING POWERS (3-5) and INCREDIBLE YEARS (PK-2) in Cohort 1 schools, #016, #051 #083, #102, #124
QUESTIONS