1. The UW Behavior Research Center’s Check, Connect, & Expect Project uwbrc.org UWBRC Office: 206-221-4426 Chicago Forum October 31st, 2008 Doug Cheney, Ph.D., Director dcheney@u.washington.edu Lori Lynass, Ed.D., Coordinator lynassl@u.washington.edu Patricia Robles M.Ed., Highline School District roblesph@hsd401.org

2. Acknowledgements Grants from OSPI; US Office of Special Education Programs; the USDOE Center for Special Education Research, Institute for Education Sciences; WEA. A BIG Thank You to - Principals, teachers, students and families at all project schools Coordinators, Coaches & Behavior Specialists Our consultants: Drs. Leanne Hawken, Rob Horner, Mary Sinclair, George Sugai, Lucille Eber

3. Our Current RTI Work- Check, Connect, and Expect (CCE) Based on 15 years of research and practice from: –Oregon’s Technical Assistance Center on Positive Behavior Support (Horner & Sugai) –Check and Connect (C&C; Sinclair, Christenson, Evelo, & Hurley, 1998), U. Minnesota –The Behavior Education Programs (BEP; Crone, Horner, & Hawken, 2004) U. Oregon/Utah. Both C&C and BEP rely on: –a positive caring adult –daily positive interactions with teachers & other adults –supervision and monitoring of students –reinforcement/acknowledgement for success

4. Overall Project Design  3 School Districts – Highline, Renton, Evergreen  Random Assignment of Matched Schools in Each District  3 Intervention Schools in Each District (9 total) &  3 Comparison Schools in Each District (9 total) 2005-062006-072007-08 9 CCE Intervention Schools 9 Comparisons-Assess OnlyIntervene Assess Random Assign.

5. Systematic Screening for CCE Intervention

6. CCE as a Targeted Group Intervention An intervention (or set of interventions) known & practiced by all teachers and available for students throughout the school day An intervention that can provide additional student support in social support and academic areas

7. Check, Connect, & Expect (CC&E) Program Secondary-level intervention (Expanded CICO) implemented by a paraprofessional. Includes five program phases: –Basic –Self-Monitoring –Graduates –Basic Plus (Social Skills & Problem Solving) –Intensive (FBA)

8. Graduation Self-Monitoring Basic Plus Program (as needed) Program Phases Daily Program Routine Student Meets CC&E Criteria Morning Check-in Parent Feedback Basic Program Teacher Feedback Afternoon Check-out

9. Student:___________________ Date:____________ Goal:_________ Reading Math Way to Go! (4): Met expectations with positive behavior DAILY TOTAL ________ OK (2): Needed 2-3 reminders or corrections. Good (3): Met expectations with only 1 reminder or correction.. Tough Time (1): Needed 4 or more reminders or corrections. Parent Signature:______________________ Comments: Teacher: ___________ Comments: Checked inYesNo Checked outYesNo Parent SignatureYesNo ExpectationTough Time OKGoodWay to Go! Be Safe 1234 Show Respect 1234 Be Responsible 1234 Social Studies/Science/Art Specialist ExpectationTough Time OKGoodWay to Go! Be Safe 1234 Show Respect 1234 Be Responsible 1234 ExpectationTough Time OKGoodWay to Go! Be Safe 1234 Show Respect 1234 Be Responsible 1234 ExpectationTough Time OKGoodWay to Go! Be Safe 1234 Show Respect 1234 Be Responsible 1234

10. Daily Data Entered in Website © D3MTools.org Secure and Password Protected Multiple Features and Analyses Available –Charts –Weekly Summaries –Progress Reports for Case Summaries

11. Charting Function Red When Below Criteria Green When Above Criteria

12. Year: Outcome: 2005-06 N = 198 2006-07 N= 140 Basic to Graduation 114 (58%)99 (71%) Basic Plus & Improving 42 (21%)26 (18%) Variable or Unsuccessful 38 (19%)15 (140%) Moved4 (2%)0 (0%) Two Years of Daily Performance Data

13. Group2005-062006-072007-08 Grads3.7 (4.3) 3.5 (5.0) 2.7 (4.4) Non Grads 7.1 (10.2) 4.5 (7.0) 3.9 (6.9) Mean ODR by Group for 3 Years

14. Two Year Growth Curves for Students Social Skills Rating System (SSRS: Gresham & Elliott, 1990) Problem Behavior Social Skills

15. SSRS-Problem Behavior Differences, p<.05 Grads Decreasing Slope, Grad, Comp, Non Grad at Intercept

16. SSRS-Social Skills Differences, p<.05 *Grads & Comp. Increasing Slope, *Grad, Comp, Non Grad at Intercept

17. Staff Roles in the Intervention

18. The School Coordinator Influential member of lead team. Help orient and connect Coach and Behavior Specialist to staff and school routines etc. Serve as an ambassador for the project with staff and parents and as a “consultant” to Coach and Behavior Specialist when they have questions regarding project implementation with the staff. Work with UW staff to coordinate and complete ongoing data collection. Work with UW staff to schedule classroom observations and academic testing during spring data collection. Work with Coach and Behavior Specialist on screening * Our inside link to the school.

19. Behavior Specialist Role Support implementation of Check, Connect, and Expect schools within a district. Monitor Fidelity of Implementation. Work with Coaches to make data-based decisions concerning program changes for students. Provide Consultation to teachers and school teams to increase student social and academic outcomes. Provide staff development and behavior expertise.

20. Coaches Role Serve as a positive role model Monitor progress of students with the Daily Progress Report Inform parents of student progress Complete daily data entry. Provide social skills instruction, problem solving instruction, and academic support as needed. Review student progress with behavior specialist.

21. Coaches Daily Schedule 8:45– 9:15 Check-in 9:15 – 9:45 Data entry/collection 9:45-10:15 Class visits/ Parent Communication 10:15 –10:30 Recess. Teacher communication/ Preparation time 10:30 –10:45 Break 10:45-12:00 Academic Tutoring/ Social Skills/ Problems Solving (scheduled) 12:00-12:30 Lunch 1:00-2:00 Academic Tutoring/ Social Skills/ Problems Solving (scheduled) 2:00 – 2:15 Recess: Informal Connection, observations 2:15-2:45 Classroom Visits/Teacher/Parent Contacts 2:45 – 3:15 Check Out 3:15- 3:45 Data summary and entry

22. Teachers Role Give Student Behavioral Reminders about Expected Behavior When Misbehavior Occurred Score Students On The Daily Progress Report Card At Designated Times Give Positive And Corrective Feedback To Students At Each Scoring Period Work With Coaches to Schedule Services

23. CCE Training Schedule Leadership Teams - One Day SWPBS Training Behavior Specialists - One Day Training Coaches & Behavior Specialists - Two Day Training Teachers - One Day Training & Booster Sessions Behavior Specialists - Two Day Meetings Every Other Month Coach Meetings - Weekly lead by Beh. Specialists Monthly Activities Calendar Meetings with school coordinators and principals as needed.

24. SWPBS Leadership Team Training Team consisted of administrator and 6-8 representative school staff members, Initial Trainings and Tasks Focused on: Development of schoolwide expectations Teaching Expectations Establishing Reinforcement Systems Establishing Systems for Discouraging Problem Behaviors Using Data for Decision Making

25. Behavior Specialist Training Working with Coaches, Coordinators and Principals Screening Students Using the Website Case Reviews Addressing Needs of Tier Three Students

26. Coaches Training Establishing Positive Relationships The Basic Program Reinforcement The Basic Plus Program -Social Skills -Problem Solving -Academic Tutoring Self-Monitoring & Graduation Entering and Using the Data Website Communicating with Families and Teachers

27. Teacher Training Overview of the CCE Program Components Video Modeling from the Behavior Education Program (BEP; Crone, Horner & Hawken, 2004) Learn, Discuss and Practice: - Giving Reminders linked to Behavior Expectations - Giving Positive Feedback Linked to Reminders - Scoring the Daily Progress Report - Implementing Self-Monitoring - Working with Students to Generalize New Skills - Communication with Coaches

28. On-Going Support On-going support was delivered to Behavior Specialists, Coaches, Coordinators, Leadership Teams & Principals. In one district, this role of management and support is being implemented by a district-level coordinator.

29. Support Given Weekly observations and feedback to teachers and coaches for fidelity. Weekly e-mail and phone conversations with coaches and behavior specialists. Behavior Specialist and Coach Meetings. Professional Development.

30. Barriers to Implementation Desire for behavior to change quicker. Having schools run the program with fidelity - the research restrictions. Hiring Issues (Coaches, Behavior Specialists) Being an “outsider” in the schools. Tier 3 students in a Tier 2 intervention. Sustainability of intervention.

31. Sustainability Meetings with Principals and District Personnel each Year to Discuss Sustainability Offers of New Coach Trainings Access to the Website Database Updated Manuals to all CCE Schools Support District Coordinators Established www.wapbis.org

32. Implementing CCE in the Schools:The Behavior Specialist Perspective

33. School-readiness for targeted group intervention Cohort 1 schools were implementing SWPBS & targeted group intervention Cohort 2 schools met readiness criteria 1st

34. Major Office Discipline Referrals at B P Elementary: Three School Years

36. Working with the CCE Coaches Relationship Weekly Support & Supervision Great & Renegade Coaches Coaches Meetings Case Reviews Fidelity of Implementation - Self-checks

37. Check, Connect, and Expect Data Summary May 08 M BL SW HV DM BP Success85% 80% 71%83%60%44% Partial12% 6% 29%13%40%36% Non-Res 3% 0 4% 021% PS242 8236 164 223 45 SS195 24218 52 21 25 AT 51 69 97 63 4

38. Working with CCE Teachers Varying levels of classroom management Fidelity Communication Flexibility Booster Trainings on DPR Toughest Critic & Best Advocate “CC&E has not only helped me with at-risk students, but helped me set a structure for my whole class” Problems Outside of Class

39. Highline CCE Results 2005-08 270 Students have received the intervention across the past 3 years. Over 80 Teachers have delivered the intervention On average, the DPRs suggested: –70% of students respond to Basic Intervention –15% responded to Basic Plus Supports –15% variable response or did not meet program criteria and need further intervention

40. Working with the CCE Principals Regularly scheduled meetings Work with principals to support the implementation of the project. Encouraged quarterly reviews of the project with faculty at staff meetings Assist principals to provide supervision to Coaches and Coordinators to assure that they are completing project responsibilities

41. Challenges/Barriers of Implementation Funding Unbalanced Classrooms Lack of Infrastructure Time & Competing Initiatives Staff Buy-in Administrator & Teacher turnover Research vs. Reality

42. Positive Results 4 of six schools continuing CC&E Student Success Teacher Success Unanimously Principals want to move forward with PBS in all schools Beginning District Level Commitment

43. Show student 657

44. Sustainability Identify District Team & Meeting Schedule Implement District Plan & Training Goals Advocate for adequate & sustained funding Link CC&E to academic achievement data for tier 2 & 3 supports Regular PBS Status Report Updates to other groups with competing initiatives Increase visibility & parent involvement

45. Foundation for Effective CCE Implementation Administrator commitment PBS Leadership team in place meeting monthly Data, recs, & updates are provided to Staff School-wide Expectations are defined & taught 80% SET Scores across 7 features 80% of teachers and staff PBS buy in Planned Teacher PD- use of DPR and student feedback CC&E Coach/PBS School Coordinator Identified On-going commitment, support, training, and data monitoring

46. What District Coordinators Need to Know: Lessons Learned Identify Key Administrators Draft a plan – start small & slow Use data to illustrate effectiveness Increase visibility of successes PBS must be recognized as a means to an end - achievement & citizenship Identify key PBS modules of support