3 Guiding PrinciplesElementary schools are challenged by students with serious behavioral and mental difficulties, which are correlated to three indicators (attendance, behavior, course failure) for drop out.Monongalia County Schools had the 7th largest special education population in the state at the time the Grant application was submitted.Monongalia County was within the top four counties for the largest population of students identified as having emotional behavioral disorders- 7.3% of special education students identified as EBD.
4 Guiding PrinciplesElementary schools would benefit from additional training in implementing preventive strategies.Students whose needs exceed school resources would benefit from the availability of alternative educational placements.Student, school, and parent have needs that can be addressed through parent trainings, community linkages, and formal plans for reintegration to the school of origin.
5 CollaborationWest Virginia University Psychology Department- Dr. Claire St. Peter & Applied Behavior Analyst ProgramWest Virginia University School of Social WorkWest Virginia University Health Sciences Center- Dr. Lauren SwaggerUnited Summit CenterMonongalia County Schools School NursesMonongalia County Schools School Counselors & Alternative Education CounselorArea Pediatricians and PsychiatristsAdministration/Counselors/Teachers from School of OriginIEP Specialists/Academic Coaches/Technology Integration SpecialistsBurlington Family Services (Attendance Designees)
6 LocationG.U.I.D.E.S. is located in a separate school building that houses the Physical Therapy and Occupational Therapy Team, School Health, and Attendance Designees.G.U.I.D.E.S. students are afforded the opportunity to have recess outside on a full size playground.Related Arts (Music, Art, P. E., and Library/Media) are provided by itinerant teachers weekly.Meals are brought to the school from a nearby elementary school.Transportation is provided to G.U.I.D.E.S.
7 Staffing 2 Teachers Certified in: Elementary Education K-6,Special Education Multi-Categorical K-12,Board Certified Applied Behavior Analysts.2 Graduate Students from the WVU Applied Behavior Analysis doctoral program.Ph. D. Level Behavior Analyst consultant and supervisor of graduate students.Itinerant Related Arts TeachersWVU Psychology students complete intern hours in the G.U.I.D.E.S. Classroom.Director of Special Education serves as the administrator.
8 Implementation Review of school-wide PBS FBA/BIP Training Crisis Team TrainingCPI TrainingLiaison Meetings with BD teachers on strategiesSAT TrainingTier II Behavior Strategies Training (Check in /Check out)Training on G.U.I.D.E.S. criteria/application processSchool Mentor TrainingMorning Side Academy Training for G.U.I.D.E.S. teachers
11 Curriculum & Assessments Morningside Generative CurriculumIndividualized instruction targeted to students’ needsStructured academic periods to increase the rate of student learning
12 Empirically based instructional strategies Frequent data collection (every learning session for every student)Data-driven decision making for academics and behavior
13 Behavior & Instructional Strategies Classwide level systemFunction-based behavior interventions that are individualized for each studentBased on the student’s preferences for rewardsOften initially intensive and systematically faded over time
15 Behavior & Instructional Strategies Direct social skills instructionFacilitated peer groups to develop appropriate social interactions
16 Parental Involvement in G.U.I.D.E.S. Daily communication with parents through progress logsFrequent phone conferences with parents to celebrate student success and update parents on changesCollaboration with parents, social workers, and physiciansWorking with parents on consistency of expectations between home and schoolProviding parents with information for community resources
17 Who is a good candidate for G.U.I.D.E.S.? General and Special Education students in grades K-5.Students who have demonstrated extreme behaviors (multiple incidents of physical aggression).General Education students who have been unresponsive to Tier I and Tier II behavior strategies.Special Education students whose IEPs have been fully exhausted at the school of origin.
18 What are the outcomes of G.U.I.D.E.S.? Second-grade boy who transitioned from a residential placement in October 2011All of the data are from GUIDES. The gray bars show behavior when the student first arrived at GUIDES. The black bars show the data from the 10 most recent days at GUIDES (early May, 2012). For some of the students, the black bars show behavior intervention plans that are still being developed (for example, MM and MMc). Data are the mean responses per hour across at least 10 days.
19 What are the outcomes of G.U.I.D.E.S.? Third grade student who transitioned from a residential placement
20 What are the outcomes of G.U.I.D.E.S.? Second grade student who was referred after seriously injuring a classmate
21 What are the outcomes of G.U.I.D.E.S.? First grade student referred for physical aggression and leaving classroom/school frequently
22 What are the outcomes of G.U.I.D.E.S.? Kindergarten student referred for severe aggression, disruption, and inappropriate language
23 What do parents think about G.U.I.D.E.S.? "He isn't getting sent home everyday and his grades are improving. He is learning in a new way and making progress.“"The communication between home, doctor and school has helped a lot. The graphs and charts sent to the doctor help him make decisions about medication and diagnoses.“"I don't know where he would be otherwise! He was on home-bound for several weeks and I didn't know what they were going to do to get him back to school. This program is just what he needs!"
24 TransitionStudent meets individualized transition goal while at G.U.I.D.E.S.Student’s entire team develops a transition plan that describes each member’s responsibilities for transitionExtra support provided by G.U.I.D.E.S. staff during initial transitionOngoing consultation with teachers from the school of origin