1. JOHNS HOPKINS UNIVERSITY EARLY IDENTIFICATION AND INTERVENTION PROGRAM (JHU EIIP)

2. 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

3. 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 Level Specialized, Individualized Services & Systems for Students with Special Education or MH Diagnoses ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

4. WHAT EXISTED IN THE PAST? BCPSS STUDENT SUPPORT TEAM CHARACTER EDUCATION PROGRAM PATHS PILOT INTERVENTIONS Good Behavior Game – 1ST & 2ND GENERATIONS

5. WHAT CURRENTLY EXISTS IN THE DISTRICT FOR SY’2005-2006? BCPSS STUDENT SUPPORT TEAM PBIS PILOT INTERVENTIONS WHOLE DAY JHU EIIP PROJECT ID

6. 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 ASSESSMENT INSPIRE

7. PATHS TO PAX WHOLE DAY INSPIRE Nonclassroom Setting Systems SCHOOLWIDE PATHS TO PAX Classroom Setting Systems Individual Student Systems TIERS 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

8. Effective Curriculum/ Instruction Voluntary 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 & Monitoring INSPIRE Individualized Academic Support Student Support Services School-Based MH Incredible Years (K-3) Parent Groups Student Skill Training Groups Coping Power (4-5) Parent Groups Student Skill Training Groups CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT IEP School-Based MH PBIS Practices ▪Function-based behavior support ▪Comprehensive person-centered planning ▪Individualized instructional & curricular accommodations

9. PATHS TURTLE UNIT PRE-KINDERGARTEN PATHS LESSONVSC STANDARDVSC INDICATOR(S) VSC OBJECTIVE(S) *R-1: READINESS LESSON 1 (RULES ) SOCIAL STUDIES 1.0 POLITICAL SCIENCE Students 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

10. PATHS LESSON TURTLE UNIT KINDERGARTEN PATHS LESSONVSC STANDARDVSC INDICATOR(S)VSC OBJECTIVES(S) *R-1: READINESS LESSON 1 (RULES) SOCIAL STUDIES 1.0 POLITICAL SCIENCE Students 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

11. GOOD BEHAVIOR GAME Components 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

12. Comparisons Between GBG Versions Components WD GBG PtoP GBG Basic GBG Key Components Yes Professional Development -Intervention -Instructional Methods -Working with Parent Yes No Yes Length of Intervention Training 3 Days Teacher-Coach Ratio 3:112:1 Grades Targeted 1 st PreK-5 Classroom Generalizations -Problem Solving Meetings -Kid of the Day Process -Self Control Yes No Yes School-Wide Generalization NoYes

13. 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

14. 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.

15. 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

16. Average Spleems Of All Teachers

17. 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.

18. STAGES OF JHU EIIP IMPLEMENTATION SY’ 2006-2007 Add three additional schools, Cohort 2, #027, #098, #220 Add three control schools, TBD Add 3 rd and 4 th 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 5 th grade in Cohort 1 schools, #016, #051 #083, #102, #124 Continue in three control schools, TBD Add 3 rd, 4 th, 5 th 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

19. QUESTIONS