Success Through Success Through Levels- Levels-

Building Blocks for Building Blocks for SuccessSuccess

Presented by Michael Wilson, MSSWPresented by Michael Wilson, MSSW

Michigan State University &Michigan State University &

Harrison District 2 Schools: Behavioral SpecialistHarrison District 2 Schools: Behavioral Specialist

Colorado Springs, ColoradoColorado Springs, Colorado

Quote of the Day:Quote of the Day:“The quality of a school as a “The quality of a school as a

learning communitylearning communitycan be measured by how effectively can be measured by how effectively

it addressesit addressesthe needs of struggling students.”the needs of struggling students.”

-Jim Wright, 2005-Jim Wright, 2005

Do you agree or disagree with this statement? Why?

Objectives of This PresentationObjectives of This Presentation

1. Explain the needs of an intervention at Carmel 1. Explain the needs of an intervention at Carmel Middle SchoolMiddle School2. Describe a tri-fold method for systematic 2. Describe a tri-fold method for systematic changechange3. Put forth the “Success Through Levels” 3. Put forth the “Success Through Levels” Intervention Plan Intervention Plan Explain the pieces already in placeExplain the pieces already in place Explain what this new intervention plan can do for Explain what this new intervention plan can do for

CarmelCarmel

4. Set up Relevant Policy and Law Implications 4. Set up Relevant Policy and Law Implications for Interventionsfor Interventions

Evaluation:Evaluation:

In order to better facilitate this discussion In order to better facilitate this discussion in the future, we will utilize two in the future, we will utilize two instruments:instruments:

1. Clear to Partly Cloudy & Issue Bin1. Clear to Partly Cloudy & Issue Bin

2. Plus/Delta (+/^)2. Plus/Delta (+/^)

Clear to Partly Cloudy/ Issue Clear to Partly Cloudy/ Issue BinBin

In the back of the room, I have posted a In the back of the room, I have posted a poster along with several post-it notes. On poster along with several post-it notes. On a post it note, please post things that you a post it note, please post things that you may wish to know in this presentation.may wish to know in this presentation.Throughout: As we go, please Throughout: As we go, please anonymously post your issues with the anonymously post your issues with the presentation and they will be addressed as presentation and they will be addressed as we go. we go.

TOTO

Plus, Delta EvaluationPlus, Delta Evaluation

Later, we will evaluate my performance Later, we will evaluate my performance using the PLUS/DELTA technique. using the PLUS/DELTA technique.

This technique allows me to take your This technique allows me to take your thoughts, and utilize them to continuously thoughts, and utilize them to continuously improve how I give these services to improve how I give these services to people such as yourself.people such as yourself.

Knowledge Learned Knowledge Learned

After this presentation, attendees should:After this presentation, attendees should:

-Know what RTI and PBS are-Know what RTI and PBS are

-Know how to use RTI in the classroom-Know how to use RTI in the classroom

-Understand the reasons for use of RTI/PBS-Understand the reasons for use of RTI/PBS

-Have knowledge of a new Intervention plan: -Have knowledge of a new Intervention plan: Success Through Levels and how to use it Success Through Levels and how to use it in your classroom.in your classroom.

Presentation InformationPresentation Information

This presentation is designed to educate This presentation is designed to educate staff at a professional development day in:staff at a professional development day in: Education on Response to Intervention and Education on Response to Intervention and

Positive Behavior SupportPositive Behavior Support Implementing a new Behavioral Support PlanImplementing a new Behavioral Support Plan

Carmel Middle School OverviewCarmel Middle School Overview

Carmel Middle School is located in the southeast side of Carmel Middle School is located in the southeast side of the urban city of Colorado Springs, Colorado.the urban city of Colorado Springs, Colorado.Carmel enrolled a total of 653 for the 2007-2008 school Carmel enrolled a total of 653 for the 2007-2008 school year. year. Carmel serves students grades 6-8 (ages 10-14).Carmel serves students grades 6-8 (ages 10-14).Carmel is an Advanced Placement and ESL (English as Carmel is an Advanced Placement and ESL (English as a Second Language) location. a Second Language) location. Carmel currently has 42 full time staffCarmel currently has 42 full time staffStudent to staff ratio is about 15-1. Student to staff ratio is about 15-1.

Source :http://www.school-stats.com/CO/EL_PASO/CARMEL_MIDDLE_SCHOOL.htmlSource :http://www.school-stats.com/CO/EL_PASO/CARMEL_MIDDLE_SCHOOL.html

Objective OneObjective One

Provide for a Need for ChangeProvide for a Need for Change

Is Change Really Needed?Is Change Really Needed?Prevalence DataPrevalence Data

Last year, Carmel dealt with 1,252 office Last year, Carmel dealt with 1,252 office discipline referrals (ODR). In comparison, discipline referrals (ODR). In comparison, a school in Georgia reduced the number of a school in Georgia reduced the number of ODR’s to 674 after implementing a similar ODR’s to 674 after implementing a similar program. Assuming the average ODR program. Assuming the average ODR takes approximately 15 minutes for each, takes approximately 15 minutes for each, this is a savings of 8,670 minutes. This is this is a savings of 8,670 minutes. This is equivalent to 145 hours or almost 21 days. equivalent to 145 hours or almost 21 days.

Objective TwoObjective Two

Tri-Fold Method of Intervention Tri-Fold Method of Intervention Description: Primary, Secondary Description: Primary, Secondary

and Tertiary Levelsand Tertiary Levels

Research is Telling Us:Research is Telling Us:The Most Predictive Research-Based Determinants of The Most Predictive Research-Based Determinants of

Academic Achievement include:Academic Achievement include:

1. A Positive Classroom Climate that is Conducive to Learning2. A Peer Culture Supportive of Academic Achievement3. Cooperative Learning/Positive and Productive Student and Teacher Interactions4. Effective Classroom Management5. Academic Engaged Time/Quantity of Instruction6. Students’ Meta-cognitive Understanding of the Process of Learning

Further Research Studies to Further Research Studies to ConsiderConsider

(See Hand Out for more)(See Hand Out for more)

Study Study 1 BEPMcCurdy, B. L., Kunsch C., & Reibstein, S. (2007).

Study 2 BEPHawken, L. S. & Horner, R. H. (2003).

Study 3 BEPHawken, L. S., MacLeod, K. S., & Rawlings,

L. (2007).

Type of Study Case Study- Qualitative Descriptive Quantitative- Evaluative Quasi Experimental

 Quantitative- Evaluative

Purpose of study   

 

Document, in case study format, the implementation of the behavior education program in one urban elementary school for a group of students requiring more intensive intervention.

Examines the efforts of a targeted intervention (BEP- behavior education program) on problem behavior in the classroom.

Evaluate the effects of the BEP on problem behavior with 12 elementary school students.

 

Design Case Study Format(Intent of this methodology type is to “develop and illustrate theories, rather than to enumerate frequencies (Yin, 1989)”

Multiple Baseline across subjects, quasi experimental, single subject design

Was not mentioned, however it appears to be quasi-experimental with no random selection

and also convenience sampling used

Measures Used relevant to your project

N/A-- Qualitative study(Dependent was points earned on the daily behavior scorecard, and also the teacher and student ratings of effectiveness)Use of BEP Program/ goal setting/ daily goal pts sheet

DV-problem behavior and academic engagementIV- extent to which there is a functional relationship between the use of BEP intervention ands reduction in student problem behavior in schools. Use of BEP Program/ goal setting/ daily goal pts sheet

IV- Fidelity scores, ODR’s and also social validity questionnaire scores by teachersDV-Will BEP lower odr’s, is it scene as effective by teachers, and also is it being implemented? Use of BEP Program/ goal setting/ daily goal pts sheetSampling

technique & characteristics

Sample size was 8, 2 female, 6 male from Francis Scott Key Elementary School- urban school in the Northeast grades 1-5 ages 6-12.3 Students were described in best detail however, Jamar, Sam, and Kara

N=4 students from a middle school in the northwestern USA (6 selected, but 2 were dropouts). 3 were 13, 1 was 12, all 6th graders, all male Convenience sampling- Non Probabilistic

N= 12, 10 boys, 2 girls in grades K-6 in an elementary school  Non-probabilistic—availability/convenience

Data Collection method

Daily Progress reports, Intervention Rating Profile likert-style questionnaires for adults, and for students the Children’s Intervention Rating Profile was used for social validity.

Inter-Observer ratings of problem behavior occurrences by classroom observances, use of control peers as a baseline for problem behavior and same for engagement Social validity was also used- likert scale survey to measure likeability of this method BEP acceptability Questionnaire.

Fidelity assessed by a rater, odr data used, BEP acceptability Questionnaire used to measure social validity on likert- scale.

Main results relevant to your project

 50% showed high success outcomes, 25% moderately successful, 25% undesirable outcomes  Social Validity is mean of 78 (highest is 90), meaning most agreed it helped, and 1017 was mean for student acceptability (7-35 is the range, but this time lower scores are higher acceptance by the kids) Daily points earned averaged over 80% (good for a reward, met goal).  Points went up as the program progressed with some variance, but for the most part improvement was shown after program was started as compared to no program. Program a success, or helpful.

 

  Fidelity Measurement: 67% of parents signatures was completed, but 83% for check-in, 92% for teacher feedback, 100% data collection Impact on Problem Behavior: reductions in all 4 students by an average of 12% Impact on Academic Engagement: 32% average increase in engagement from baseline to intervention, though variable across students. 48% , 70%, 63%, 63% engagement. Social Validity: 3 of 4 thought this helped (kids) and teachers rated effectiveness 4-6 on all scales. Overall: Benefits were high and teachers agree that this works, students like the program for the most part (75%).

 High fidelity, lower ODR’s (office disciplinary reports), high social validity. Fidelity: 90% on 4 of 5 elements, high ODR Reporting: Baseline- 51% reduction in ODR’s for group 1 and groups 2 and 3 had reductions of 46 and 36%’s, 9 of 12 showed reductions in ODR’s per month, which is significant Social Validity: Lowest mean was 4.5 of a total of 6, so very good there.

Problem Solving ProcessProblem Solving Process

Define the ProblemDefining Problem/Directly Measuring Behavior

Problem AnalysisValidating Problem

Identify Variables that Contribute to Problem

Develop Plan

Implement PlanImplement As Intended

Progress MonitorModify as Necessary

EvaluateResponse to

Intervention (RtI)

Mission of Harrison District 2 Mission of Harrison District 2 SchoolsSchools

In keeping with the District 2 Schools Mission In keeping with the District 2 Schools Mission Statement, the primary goal for our educators is Statement, the primary goal for our educators is Dedicated to educating today’s youth for lifelong Dedicated to educating today’s youth for lifelong success through an ethical, mutually responsive success through an ethical, mutually responsive partnership with families and the community. partnership with families and the community. (District 2 Schools, 2007).(District 2 Schools, 2007).

However, it is hard for this goal to be met when However, it is hard for this goal to be met when there are aggressive and disruptive students. there are aggressive and disruptive students.

Components of a Complete Components of a Complete Intervention PlanIntervention Plan

Levels of InterventionLevels of Intervention

RTI: School-Wide Three-Tier RTI: School-Wide Three-Tier Framework Framework (Kovaleski, 2003; Vaughn, 2003)(Kovaleski, 2003; Vaughn, 2003)

Tier ITier I

‘School-Wide Screening & Group Intervention’

Tier IITier II‘Non-Responders’ to Tier I Are Identified & Given ‘Individually Tailored’ Interventions (e.g., peer tutoring/fluency)

Tier IIITier III‘Long-Term Programming for Students Who Fail to Respond to Tier II Interventions’ (e.g., Special Education)

Primary LevelPrimary LevelPrimary Interventions (Proactive): Primary Interventions (Proactive): Primary Prevention involves system-wide Primary Prevention involves system-wide efforts to prevent new cases of a condition efforts to prevent new cases of a condition or issue of concern. It includes the Positive or issue of concern. It includes the Positive Behavioral Support and CHAMPS Behavioral Support and CHAMPS methods. It is methods. It is prevention prevention of a problem of a problem only, either to keep it from getting worse or only, either to keep it from getting worse or happening in the first place. It is proactive, happening in the first place. It is proactive, and is usually implemented by and is usually implemented by all all staff and staff and administration.administration. For this Intervention, we are using CHAMPS For this Intervention, we are using CHAMPS

procedures procedures

Secondary LevelSecondary Level

Secondary Interventions: Secondary Interventions: Secondary Secondary Prevention is much more intensive. It is Prevention is much more intensive. It is designed for those students who may not designed for those students who may not be responding to Primary Intervention. It is be responding to Primary Intervention. It is generally implemented at a generally implemented at a small group small group level or individual classrooms.level or individual classrooms. For this level, we are adding a form of Peer For this level, we are adding a form of Peer

Mediation.Mediation.

Tertiary LevelTertiary Level

Tertiary Prevention: Tertiary Prevention: Tertiary Prevention Tertiary Prevention is much more individualized. It is designed is much more individualized. It is designed to address the behaviors that are of to address the behaviors that are of immediate concern, including those that immediate concern, including those that are highly aggressive or dangerous. It are highly aggressive or dangerous. It usually involves usually involves individual therapy and individual therapy and assessmentassessment, typical to that given by a , typical to that given by a School Psychologist or Counselor only. School Psychologist or Counselor only. For this level, we are using Functional Family For this level, we are using Functional Family

Therapy. Therapy.

Objective ThreeObjective Three

Success Through Levels Success Through Levels Intervention PlanIntervention Plan

Success Through Levels Success Through Levels Intervention PlanIntervention Plan

Adds to CHAMPS by implementing an Adds to CHAMPS by implementing an evaluation team.evaluation team.

Includes Peer Mediation designed to Includes Peer Mediation designed to assist students who are not responding to assist students who are not responding to Schoolwide interventionSchoolwide intervention

Adds Functional Family Therapy for those Adds Functional Family Therapy for those students who are still having problems.students who are still having problems.

Primary Level: CHAMPS/PBSPrimary Level: CHAMPS/PBS

As seen on this poster, Champs stands for:As seen on this poster, Champs stands for: C onversation (levels 1-5)C onversation (levels 1-5) H elpH elp A ctivityA ctivity M ovementM ovement P articipation all lead toP articipation all lead to S ucess!!S ucess!!

Champs is similar to Positive Behavior Support Champs is similar to Positive Behavior Support (PBS).(PBS).

What is PBS/CHAMPSWhat is PBS/CHAMPSCHAMPS and PBS focus onCHAMPS and PBS focus on

Changing the school-wide climate from one that is usually Changing the school-wide climate from one that is usually punishment based, to placing more focus on rewarding those punishment based, to placing more focus on rewarding those behaviors that are deemed “good/appropriate”. behaviors that are deemed “good/appropriate”.

Supports Adult as well in giving them a “standard” for referrals (one Supports Adult as well in giving them a “standard” for referrals (one that is standard throughout the school).that is standard throughout the school).

- Establishes clear rules for students and levels for breaking them:- Establishes clear rules for students and levels for breaking them:A. Level One Infraction: MinorA. Level One Infraction: Minor(i.e. getting out of seat at incorrect time, talking, etc.)(i.e. getting out of seat at incorrect time, talking, etc.)

Results in a warning only.Results in a warning only.Takes three of these in a week to go to level two automaticallyTakes three of these in a week to go to level two automatically

B. Level Two Infraction: Medium OffenseB. Level Two Infraction: Medium Offense(i.e. throwing an object, leaving the classroom without permission, (i.e. throwing an object, leaving the classroom without permission, etc.) Results in a phone call home. etc.) Results in a phone call home.

Takes 2 of these to move to level three automatically. Takes 2 of these to move to level three automatically. C. Level Three Infraction: Major Infraction, results in automatic C. Level Three Infraction: Major Infraction, results in automatic detention or in school suspension.detention or in school suspension.

(i.e. fighting, hurting another student, danger to self/others). (i.e. fighting, hurting another student, danger to self/others).

CHAMPS Behavioral Matrix CHAMPS Behavioral Matrix

Grade _____Expected, Pro-social Behaviors Positive Responses

Incentives, Rewards

Inappropriate, Challenging BehaviorsLevel I: Annoying Behavior Corrective ResponsesLevel II: Disruptive/Interfering Behavior Corrective Responses plus ConsequencesLevel III: Persistent/Antisocial Behavior Consequences plus InterventionsLevel IV: Severe/Dangerous Behavior Administrative Response plus Wrap-around Intervention

Establish Behavioral Expectations/Rules

Teach Rules in the Context of Routines

Prompt or Remind Students of Expected behavior

Monitor Student's Behavior in the Natural Context

Establish Procedures for Encouraging Rule Following

Establish Procedures for Responding to Rule Violations

Evaluate the effect of instruction

0

10

20

Num

ber

of R

efe

rrals

per

Stu

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StudentsThese are things you should do in any school environment!!!

SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Three Components of PBS

Non class

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

SystemsFocuses

OnAllLevels

In TheSchool

-From: Sugai (2007)

What does PBS Help Us With?What does PBS Help Us With?ActivityActivity

In this activity we need 7 volunteers- In this activity we need 7 volunteers- 1 boss1 boss 1 quality control check person1 quality control check person 5 builders (employees)5 builders (employees)

What did this activity prove?What did this activity prove?

That without communication and also a That without communication and also a level playing field (everyone on the same level playing field (everyone on the same page), we are in a complete state of page), we are in a complete state of disarray.disarray.

We get nothing done!We get nothing done!

Activity 2Activity 2

What else is there to learn from PBS?What else is there to learn from PBS?

Everyone write there name on a sheet of Everyone write there name on a sheet of paper.paper.

Now write your name with the opposite Now write your name with the opposite hand.hand.

Do you see how strange this made us Do you see how strange this made us feel?feel?

PBS puts us in the shoes of our students. PBS puts us in the shoes of our students. It puts us in a place we are not used to.It puts us in a place we are not used to.

Success Through Levels Primary Success Through Levels Primary LevelLevel

The Success Through Levels Plan would like to:The Success Through Levels Plan would like to: 1. Add a committee made up of1. Add a committee made up of

A. 3 Teachers (One per grade) A. 3 Teachers (One per grade) B. 1 Assistant Principal/ and or the PrincipleB. 1 Assistant Principal/ and or the PrincipleC. School Social Worker and/or CounselorC. School Social Worker and/or Counselor

This committee would evaluate twice a year the This committee would evaluate twice a year the systematic (school-wide) use of CHAMPS. It would systematic (school-wide) use of CHAMPS. It would verify that all teachers are using its strategies and verify that all teachers are using its strategies and uniform discipline codes. uniform discipline codes.

It can then make recommendations for improvement as It can then make recommendations for improvement as required.required.

Targeted Level (Secondary/ Targeted Level (Secondary/ Targeted) Peer MediationTargeted) Peer Mediation

Recognizing that some students will still have Recognizing that some students will still have problems, the Success Through Levels Program problems, the Success Through Levels Program would like to implement Peer Mediation:would like to implement Peer Mediation:

Peer Mediation is a confidential process where Peer Mediation is a confidential process where students come to resolve their problems with the help students come to resolve their problems with the help of the mediators. of the mediators.

Students would be identified by the ISAP (In School Students would be identified by the ISAP (In School Suspension) teacher once a week as those students Suspension) teacher once a week as those students whom have been referred at least twice in the week. whom have been referred at least twice in the week. They can also request a mediation on their own. They can also request a mediation on their own.

Why Do Targeted Interventions Why Do Targeted Interventions Work?Work?

Improved structureImproved structureSystem for linking student with at least one positive adult.System for linking student with at least one positive adult.Student chooses to participate.Student chooses to participate.Allows student a warning, and gives teachers that “fallback” Allows student a warning, and gives teachers that “fallback” should problem continue to occur. should problem continue to occur.

Student is “set up for success”Student is “set up for success”First contact is positive, rather then punitive.First contact is positive, rather then punitive.““Blow-out” days are pre-empted. (Fights and more severe/violent Blow-out” days are pre-empted. (Fights and more severe/violent action avoided)action avoided)Student chooses actions that need to be taken between each other.Student chooses actions that need to be taken between each other.

Increase in contingent feedbackIncrease in contingent feedbackFeedback occurs more often.Feedback occurs more often.Feedback is tied to student behavior.Feedback is tied to student behavior.Inappropriate behavior is less likely to be ignored or rewardedInappropriate behavior is less likely to be ignored or rewarded

Ease of Program ImplementationEase of Program Implementation Mediation requires very little time, and can be completed Mediation requires very little time, and can be completed

at lunch or during related arts.at lunch or during related arts. Interns can do the mediation- (learning for students and Interns can do the mediation- (learning for students and

interns is facilitated)interns is facilitated)

Program is organized into a self-management Program is organized into a self-management systemsystem

Increased options for making choicesIncreased options for making choices

Increased ability to self-monitor performance/progressIncreased ability to self-monitor performance/progress

Tertiary Level Tertiary Level Functional Family TherapyFunctional Family Therapy

What is it? What is it? FFT works with both child and family to target FFT works with both child and family to target

specific behaviors that are considered to be specific behaviors that are considered to be problem behaviors. It is implemented in 3 problem behaviors. It is implemented in 3 phases: phases:

Phase 1:  Phase 1:  Engagement and motivationEngagement and motivation Phase 2:Phase 2:  Behavioral change  Behavioral change Phase 3:Phase 3:  Generalizations are sequentially   Generalizations are sequentially

linked to specific goals for each family linked to specific goals for each family interaction.  interaction. 

FFT PhasesFFT Phases

Phase 1: Develop alliances, build on strengths of Phase 1: Develop alliances, build on strengths of client, identify problem situations and issues with client, identify problem situations and issues with client to work with. Interpersonal skills client to work with. Interpersonal skills developed.developed.

Phase 2: Build relationship skills with client (and Phase 2: Build relationship skills with client (and teachers/ parents/ peers etc.), make a plan for teachers/ parents/ peers etc.), make a plan for the future. Structure and modeling is used.the future. Structure and modeling is used.

Phase 3: Prevent relapses, provide continued Phase 3: Prevent relapses, provide continued support and encouragement for child.support and encouragement for child.

Carmel SpecificCarmel Specific

Those students who have not been able to Those students who have not been able to work issues out in peer mediation (or have work issues out in peer mediation (or have had 4 or more level 4 referrals to the office had 4 or more level 4 referrals to the office within a period of one month as identified within a period of one month as identified by teachers each month would begin FFT by teachers each month would begin FFT with an intern or the social worker once a with an intern or the social worker once a week on an individual basis for the rest of week on an individual basis for the rest of the year. the year.

Objective FourObjective Four

Policy and Law: Implications for Policy and Law: Implications for InterventionIntervention

Participant Activity: Take the RTI Readiness SurveyForm into pairs or small groups.Form into pairs or small groups.

Together, complete the Together, complete the RTI RTI Readiness SurveyReadiness Survey..

When finished, discuss yourWhen finished, discuss yourresults and address results and address these questions: these questions: 1. What areas of strength 1. What areas of strength did you identify?did you identify?2. What areas did you identify that 2. What areas did you identify that need work?need work?3. What would be your group’s top 3. What would be your group’s top

three priorities in starting the three priorities in starting the RTI model in this school?RTI model in this school?

RTI Readiness Survey available at: http://www.jimwrightonline.com/pdfdocs/survey_rti_wright.pdf

Why is Intervention Important? Why is Intervention Important? Key Laws and PoliciesKey Laws and Policies

The Individuals with Disabilities Education Act (IDEA) requires PBS to be considered in all cases of students whose behavior impedes their learning or the learning of others, reflecting IDEA's preference for use of state-of-the-art technology in special education.The IEP team shall, in the case of a child whose behavior impedes his or her learning or that of others, consider, where appropriate, strategies, including positive behavioral interventions, strategies, and supports that address that behavior. IDEA 300.346(2)(i)The U.S. Department of Education explains, "... school officials have powerful incentives to implement positive behavioral interventions, strategies and supports whenever behavior interferes with the important teaching and learning activities of school" (64 Fed. Reg. 12,588 (1999).

The Link Between ESEA The Link Between ESEA (NCLB) and RtI(NCLB) and RtI

NCLB focuses on proficiency for all NCLB focuses on proficiency for all studentsstudents

Requires access to general education Requires access to general education curriculum curriculum

Requires exposure to grade-level content Requires exposure to grade-level content (no out-of-level testing)(no out-of-level testing)

Opportunity with reauthorization to insert Opportunity with reauthorization to insert RtI languageRtI language

Important Court CaseImportant Court Case

In 1982, the U.S. Supreme Court decided Board of Education v. Rowley (1982), a decision that is key to understanding the definition of appropriate education.

It set up two measures when determining if a child is receiving an appropriate education:

A. Process Test- Is what teachers are doing working at the moment? Requires schools to implement programs to assist students in getting the best education possible. B. Benefit Test- Does the child benefit from the current system? This intervention helps provide an empirically based system/data driven way to evaluate if our students are benefiting from this innovative system.

Source: (Turnbull & Turnbull, 2000)

Colorado ImplicationsColorado Implications

Colorado Academic StandardsColorado Academic Standards Students shall develop their abilities to think Students shall develop their abilities to think

and solve problems in school situations and in and solve problems in school situations and in a variety of situations they will encounter in a variety of situations they will encounter in life.  life. 

This intervention assists students in working to This intervention assists students in working to solve problems through FFT and Peer Mediation.solve problems through FFT and Peer Mediation.

Colorado ConstitutionColorado Constitution

Section Section 2220-R-4.00 2220-R-4.00 Says that “Each Says that “Each administrative unit shall develop and implement administrative unit shall develop and implement procedures for locating, identifying and procedures for locating, identifying and evaluating all children ages birth to 21 who may evaluating all children ages birth to 21 who may have a disability and are eligible for early have a disability and are eligible for early intervention services under either IDEA Part C intervention services under either IDEA Part C Child Find” (Colorado Constitution, 1891). Child Find” (Colorado Constitution, 1891). This plan works to add further measures in identifying This plan works to add further measures in identifying

students with disabilities at an earlier age. This plan is students with disabilities at an earlier age. This plan is progressive in nature, rather than reactive.progressive in nature, rather than reactive.

Lessons Learned: 2006 White House Lessons Learned: 2006 White House Conference on School SafetyConference on School Safety

Students, staff, & community must have means of Students, staff, & community must have means of communicatingcommunicating that is immediate, safe, & reliable that is immediate, safe, & reliablePositive, respectful, predictable, & trusting student-teacher-Positive, respectful, predictable, & trusting student-teacher-family family relationshipsrelationships are important are importantHigh rates of High rates of academic & social successacademic & social success are important are importantPositive, respectful, predictable, & trusting Positive, respectful, predictable, & trusting school school environment/climateenvironment/climate is important for is important for allall students studentsMetal detectors, surveillance cameras, & security guards are Metal detectors, surveillance cameras, & security guards are insufficient deterrentsinsufficient deterrents

From: Sugai & Horner, (2007)From: Sugai & Horner, (2007)

No Child Left Behind (Public Law No Child Left Behind (Public Law 107-100 of 2001)107-100 of 2001)

NCLB indicates that “Schools are required NCLB indicates that “Schools are required to improve their performance under NCLB to improve their performance under NCLB by implementing "scientifically based by implementing "scientifically based research" practices in the classroom. research" practices in the classroom. This intervention uses methods such as Peer This intervention uses methods such as Peer

Mediation, PBS, and FFT, all of which have a Mediation, PBS, and FFT, all of which have a great deal of empirical data to back there great deal of empirical data to back there usefulness. usefulness.

Time to complete the Plus/ Time to complete the Plus/ Delta SheetsDelta Sheets

On your sheets, please write things that On your sheets, please write things that went well in this presentation on the plus went well in this presentation on the plus sideside

On the delta side, please write things that On the delta side, please write things that can be improved.can be improved.

Please do not write your name, and be Please do not write your name, and be honest as these are anonymous. honest as these are anonymous.

“When we know better, we do better.”

Maya Angelou

To ConcludeTo Conclude

The Success Through Levels Program The Success Through Levels Program implements an evaluation team for the implements an evaluation team for the systematic use of CHAMPS, peer mediation at systematic use of CHAMPS, peer mediation at the secondary level, and also Functional Family the secondary level, and also Functional Family Therapy at the tertiary level.Therapy at the tertiary level.

Colorado Constitution, Educational Reforms, Colorado Constitution, Educational Reforms, and IDEA state that things must be put into and IDEA state that things must be put into place to allow students to become more place to allow students to become more independent making better choices. This independent making better choices. This program meets those criteria.program meets those criteria.

ReferencesReferencesKentucky Educational Statutes, Revised Statutes of Kentucky, 1943, §§ 58-201-272  (1998). Sugai, G., & Horner, R. (2006) (invited paper). A promising approach for expanding and sustaining the implementation of school-wide positive behavior support. School Psychology Review, 35, 245-259.Sugai, G. (2003) (invited). Mike is right: Lessons learned from reflections. Behavioral Disorders, 28, 217-220. The Constitution of the Commonwealth of Kentucky, analysis and interpretation.  (S. Doc. 106-8).  (1998 Suppl.)  Retrieved October 24, 2005, from http://www.lrc.ky.gov/Legresou/Constitu/intro.htmTurnbull, H. R., Stowe, M., Wilcox, B. L., Raper, C., & Hedges, L. P. (2000). The public policy foundations for positive behavioral interventions, strategies and supports. Journal of Positive Behavior Interventions, 2, 218-230.Turnbull, H. R. & Turnbull, A. P. (with Stowe, M., & Wilcox, B.L.) (2000). Free appropriate public education: The law and children with disabilities (6th ed.). Denver: Love

Special Thanks to the Harrison Special Thanks to the Harrison High School Band for the High School Band for the Introduction Music!! Go Introduction Music!! Go

Panthers!Panthers!