One To Won: Positive Behavior Supports and Effective School-Community Partners Kelly J. Carey, M.A. Certified School Psychologist Pocono Mountain School.

One To Won: Positive Behavior Supports and Effective School-Community Partners Kelly J. Carey, M.A. Certified School Psychologist Pocono Mountain School District Deanna Moerer, M.SW. Youth Advocate Program One to Won Project Coordinator Melissa Myers, B.S. ESL Program Specialist, Clear Run Elementary Center Pocono Mountain School District

Super Paw Super Paw Tier I School Wide Positive Behavior Support System at Clear Run Elementary Center (CREC) in the Pocono Mountain School District under the direction of Mrs. Regina Schank, Principal.Tier I School Wide Positive Behavior Support System at Clear Run Elementary Center (CREC) in the Pocono Mountain School District under the direction of Mrs. Regina Schank, Principal. P.A.W.S. P.A.W.S. Positive Action With Support Positive Action With Support Tier II Check in-Check out System using the Behavior Education Program piloted by Mrs. Janelle Krehely, Certified School Counselor at CREC.Tier II Check in-Check out System using the Behavior Education Program piloted by Mrs. Janelle Krehely, Certified School Counselor at CREC. Project Win Project Win Tier II Mentoring System using the C.I.U. #20 Excellence in Education Awarded program developed and administered by Mrs. Jennifer Simpson, health and physical education teacher at CREC.Tier II Mentoring System using the C.I.U. #20 Excellence in Education Awarded program developed and administered by Mrs. Jennifer Simpson, health and physical education teacher at CREC. One To Won School-Based Behavioral Health One To Won School-Based Behavioral Health Tier III School-Based Behavioral Health Program for the Pocono Mountain School District Grades K-12 directed by Mrs. Deanna Moerer of Youth Advocate ProgramTier III School-Based Behavioral Health Program for the Pocono Mountain School District Grades K-12 directed by Mrs. Deanna Moerer of Youth Advocate Program

Acknowledgements These programs would not be occurring without the support, guidance, and hard work from the following people: Dr. Chuck Haley, Special Education Adviser/Interagency/Behavior Health Consultant for PDEDr. Chuck Haley, Special Education Adviser/Interagency/Behavior Health Consultant for PDE Mr. Mark Steciw, TAC Consultant for PATTANMr. Mark Steciw, TAC Consultant for PATTAN Mrs. Tina Lawson, Education Consultant, PATTANMrs. Tina Lawson, Education Consultant, PATTAN Mr. Greg Llewellyn, TAC Consultant for Colonial I.U. #20Mr. Greg Llewellyn, TAC Consultant for Colonial I.U. #20 Mrs. Betsy Gustafson, Assistant Superintendent of Special Education for PMSDMrs. Betsy Gustafson, Assistant Superintendent of Special Education for PMSD Mrs. Regina Schank, Principal for Clear Run Elementary Center (CREC)Mrs. Regina Schank, Principal for Clear Run Elementary Center (CREC) Mrs. Kathleen Provinzano, Assistant Principal for CRECMrs. Kathleen Provinzano, Assistant Principal for CREC Mrs. Jennifer Simpson, Health and Physical Education Teacher at CRECMrs. Jennifer Simpson, Health and Physical Education Teacher at CREC Mrs. Janelle Krehely, School Counselor at CRECMrs. Janelle Krehely, School Counselor at CREC Mrs. Larissa Laing, School Counselor, Co-Chair of Super Paw CommitteeMrs. Larissa Laing, School Counselor, Co-Chair of Super Paw Committee Ms. Jennifer Peer, Teacher, Co-Chair of Super Paw CommitteeMs. Jennifer Peer, Teacher, Co-Chair of Super Paw Committee Mrs. Megan Dunlap, Administrative Secretary, CRECMrs. Megan Dunlap, Administrative Secretary, CREC All the Super Paw Committee and staff at CRECAll the Super Paw Committee and staff at CREC

Pocono Mountain School District Profile Pocono Mountain School District is one of the fastest growing, diverse school districts in PennsylvaniaPocono Mountain School District is one of the fastest growing, diverse school districts in Pennsylvania Located in Northeastern PA within the heart of the Pocono resort and recreation area.Located in Northeastern PA within the heart of the Pocono resort and recreation area. The district spans 304 square miles and serves a population of approximately 55,000 within seven municipalities and one borough in Monroe CountyThe district spans 304 square miles and serves a population of approximately 55,000 within seven municipalities and one borough in Monroe County Townships that comprise the EAST side of the district are Jackson, Pocono, Paradise, Barrett and Mount Pocono Borough.Townships that comprise the EAST side of the district are Jackson, Pocono, Paradise, Barrett and Mount Pocono Borough. The WEST side of the district is made up of Tobyhanna, Tunkhannock and Coolbaugh Townships.The WEST side of the district is made up of Tobyhanna, Tunkhannock and Coolbaugh Townships.

SCHOOL DISTRICT ENROLLMENT 11,751 students K-1211,751 students K-12 West High School 2,198West High School 2,198 East High School 1,912East High School 1,912 The Academy (Alternative HS) 131The Academy (Alternative HS) 131 West Junior High School 1,200West Junior High School 1,200 Clear Run Intermediate School 1,272Clear Run Intermediate School 1,272 Swiftwater Intermediate School 901Swiftwater Intermediate School 901 Clear Run Elementary Center 897Clear Run Elementary Center 897 Barrett Elementary Center 535Barrett Elementary Center 535 Coolbaugh Elementary Center 851 Coolbaugh Elementary Center 851 Coolbaugh Learning Center 245Coolbaugh Learning Center 245 Pocono Elementary Center 907Pocono Elementary Center 907 Tobyhanna Elementary Center 832 Tobyhanna Elementary Center 832 Swiftwater Elementary Center 1,070Swiftwater Elementary Center 1,070

STUDENT/CLASSROOM DATA Classes with less than 20 students: 25.5 percentClasses with less than 20 students: 25.5 percent Classes with more than 30 students: 1 percentClasses with more than 30 students: 1 percent Students eligible for free/reduced lunch: 35 percentStudents eligible for free/reduced lunch: 35 percent Students receiving Special Education services: 13 percentStudents receiving Special Education services: 13 percent Students receiving Gifted Education services: 2 percentStudents receiving Gifted Education services: 2 percent Diversity of Student Body: 59.2 percent White, 21.8 percent African American, 17.2 percent Hispanic, 1.5 percent Native American, and.3 percent Asian/Pacific IslanderDiversity of Student Body: 59.2 percent White, 21.8 percent African American, 17.2 percent Hispanic, 1.5 percent Native American, and.3 percent Asian/Pacific Islander

Theoretical and Evidence- Based Foundations for Super Paw and One to Won Programs

The Theory of Risk and Resiliency During the past 40 years, a number of researchers have completed longitudinal developmental studies of large groups of children growing up in community settingsDuring the past 40 years, a number of researchers have completed longitudinal developmental studies of large groups of children growing up in community settings Within these groups of children, many characteristics of the children and families were examined, and the life course of the child was charted into adulthood.Within these groups of children, many characteristics of the children and families were examined, and the life course of the child was charted into adulthood. These large studies contained hundreds of children with outcomes varying from successful to extremely poor.These large studies contained hundreds of children with outcomes varying from successful to extremely poor. In looking at the characteristics of children with different outcomes, the researchers have identified consistent risk factors which are often associated with the development of negative outcomes, such as school failure, psychiatric illness, criminal involvement, vocational instability, and poor social relationships later in life.In looking at the characteristics of children with different outcomes, the researchers have identified consistent risk factors which are often associated with the development of negative outcomes, such as school failure, psychiatric illness, criminal involvement, vocational instability, and poor social relationships later in life.

PSYCHOSOCIAL RISK FACTORS IN THE CHILD IN THE CHILD Fetal drug/alcohol effectsFetal drug/alcohol effects Premature birth orPremature birth or "Difficult" temperament"Difficult" temperament Shy temperamentShy temperament Neurological ImpairmentNeurological Impairment Low IQ <80Low IQ <80 Chronic medical disorderChronic medical disorder Psychiatric disorderPsychiatric disorder Repeated aggressionRepeated aggression Substance abuseSubstance abuse DelinquencyDelinquency Academic failureAcademic failure

PSYCHOSOCIAL RISK FACTORS FAMILY CHARACTERISTICS FAMILY CHARACTERISTICS PovertyPoverty Large family, 4 or more childrenLarge family, 4 or more children Siblings within 2 years of childSiblings within 2 years of child Parent with mental illnessParent with mental illness Parent with substance abuseParent with substance abuse Parent with criminalityParent with criminality

PSYCHOSOCIAL RISK FACTORS FAMILY/EXPERIENTIAL FAMILY/EXPERIENTIAL Poor infant attachment to mother Poor infant attachment to mother Long term absence of caregiver in infancyLong term absence of caregiver in infancy Witness to extreme conflict and violenceWitness to extreme conflict and violence Substantiated neglectSubstantiated neglect Separation/divorce/single parentSeparation/divorce/single parent Negative parent-child relationshipNegative parent-child relationship Sexual abuseSexual abuse Physical abusePhysical abuse Removal from homeRemoval from home Frequent family movesFrequent family moves Teen pregnancyTeen pregnancy

Okay, these are the risk factors… so what? Risk factors do not invariably lead to problems in the lives of children, but rather increase the probability that such problems will arise.Risk factors do not invariably lead to problems in the lives of children, but rather increase the probability that such problems will arise. In study of a multicultural group of children in Hawaii, it was found that for a child to have four or more risk factors substantially increased the likelihood of later negative psychosocial outcomes. Interestingly the studies show that it is less significant which risk factors are present, but how many are present in life of a child.In study of a multicultural group of children in Hawaii, it was found that for a child to have four or more risk factors substantially increased the likelihood of later negative psychosocial outcomes. Interestingly the studies show that it is less significant which risk factors are present, but how many are present in life of a child. This suggests that when these risk factors accumulate in the life of a child, there is a tendency towards the whole range of negative outcomes, regardless of which specific risk factors are operative.This suggests that when these risk factors accumulate in the life of a child, there is a tendency towards the whole range of negative outcomes, regardless of which specific risk factors are operative. It follows that the damaging effects of multiple risk factors apply across gender, race, culture and disability category. This is supported by studies in a variety of socioeconomic and demographic populations.It follows that the damaging effects of multiple risk factors apply across gender, race, culture and disability category. This is supported by studies in a variety of socioeconomic and demographic populations.

Okay, these are the risk factors… so what? (cont.) Many of these risk factors have been known for many years to lead to a variety to poor life outcomes.Many of these risk factors have been known for many years to lead to a variety to poor life outcomes. For example, low socioeconomic status (SES) is strongly linked to poor psychosocial outcome.For example, low socioeconomic status (SES) is strongly linked to poor psychosocial outcome. Likewise, substance abuse or specific psychiatric illnesses have well-studied natural histories and devastating effects.Likewise, substance abuse or specific psychiatric illnesses have well-studied natural histories and devastating effects. What is less obvious, and has been studied only more recently, is that a certain number of children have successful outcomes in life, despite having many of these risk factors.What is less obvious, and has been studied only more recently, is that a certain number of children have successful outcomes in life, despite having many of these risk factors. These survivors of risk are labeled "resilient" children. In studying resilient children and their families, researchers are beginning to identify important features which seem to confer protection against the poor outcomes usually associated with living with many risk factors.These survivors of risk are labeled "resilient" children. In studying resilient children and their families, researchers are beginning to identify important features which seem to confer protection against the poor outcomes usually associated with living with many risk factors. These so-called "protective factors" protect no matter what the child’s diagnosis, disability, or experiential risks.These so-called "protective factors" protect no matter what the child’s diagnosis, disability, or experiential risks. Studies also show that the greater the number of risk factors a child possesses, the greater number of protective factors he or she needs to promote a positive outcome.Studies also show that the greater the number of risk factors a child possesses, the greater number of protective factors he or she needs to promote a positive outcome.

PSYCHOSOCIAL PROTECTIVE FACTORS Specific protective factors have been repeatedly identified by different studies of resilient children.Specific protective factors have been repeatedly identified by different studies of resilient children. Garmezy noted that protective factors seem to fall into three general categories:Garmezy noted that protective factors seem to fall into three general categories: 1. qualities of the child 2. characteristics of the family 3. support from outside the family.

QUALITIES OF THE CHILD QUALITIES OF THE CHILD Positive, "easy" temperament typePositive, "easy" temperament type Autonomy and independence as a toddlerAutonomy and independence as a toddler High hopes and expectations for the futureHigh hopes and expectations for the future Internal locus of control as a teenagerInternal locus of control as a teenager Interpersonally engaging, "likable“Interpersonally engaging, "likable“ Sense of humorSense of humor EmpathyEmpathy Perceived competenciesPerceived competencies Above average intelligence, IQ>100Above average intelligence, IQ>100 Good readerGood reader Gets along with othersGets along with others Problem solving skills in school ageProblem solving skills in school age PSYCHOSOCIAL PROTECTIVE FACTORS

FAMILY CHARACTERISTICS Lives at homeLives at home Secure mother-infant attachmentSecure mother-infant attachment Warm relationship with a parentWarm relationship with a parent Inductive, consistent discipline by parentsInductive, consistent discipline by parents Perception that parents carePerception that parents care Established routines in the homeEstablished routines in the home

PSYCHOSOCIAL PROTECTIVE FACTORS SOCIAL SUPPORT FROM OUTSIDE THE FAMILY Adult mentor for child outside immediate familyAdult mentor for child outside immediate family Extra adult help for caretaker of familyExtra adult help for caretaker of family Support for child from friendsSupport for child from friends Support for child from a mentor at schoolSupport for child from a mentor at school Support for family from churchSupport for family from church Support for family from work placeSupport for family from work place

U.S. Dept. of Health and Human Services statistics indicate: One in five children and adolescents will experience a significant mental health problem during their education years. Examples include stress, anxiety, bullying, family problems, depression, a learning disability, and alcohol and substance abuse. (U.S. Department of Health and Human Services, 1999).One in five children and adolescents will experience a significant mental health problem during their education years. Examples include stress, anxiety, bullying, family problems, depression, a learning disability, and alcohol and substance abuse. (U.S. Department of Health and Human Services, 1999). One in ten youth have serious mental health problems that are severe enough to impair how they function at home, school or in the communityOne in ten youth have serious mental health problems that are severe enough to impair how they function at home, school or in the community 75% to 80% of children in need of mental health services DO NOT receive them.75% to 80% of children in need of mental health services DO NOT receive them.

In 2001, the U.S. Surgeon General defined mental health as “the successful performance of mental function, resulting in productive activities, fulfilling relationships with other people, and the ability to adapt to change and to cope with adversity… mental health, like physical health, may be viewed as existing on a continuum from healthy living to chronic illness. ” (U.S. Department of Health)In 2001, the U.S. Surgeon General defined mental health as “the successful performance of mental function, resulting in productive activities, fulfilling relationships with other people, and the ability to adapt to change and to cope with adversity… mental health, like physical health, may be viewed as existing on a continuum from healthy living to chronic illness. ” (U.S. Department of Health) In 2003, the president’s New Freedom Commission on Mental Health acknowledged this relationship, saying, “Schools are where children spend most of each day. While schools are primarily concerned with education, mental health is essential to learning as well as to social and emotional development. Because of this important interplay between emotional health and school success, schools must be partners in the mental health care of our children” (p. 58).In 2003, the president’s New Freedom Commission on Mental Health acknowledged this relationship, saying, “Schools are where children spend most of each day. While schools are primarily concerned with education, mental health is essential to learning as well as to social and emotional development. Because of this important interplay between emotional health and school success, schools must be partners in the mental health care of our children” (p. 58).

Mental health is as important as physical health to children’s quality of life and directly impacts their learning and development.Mental health is as important as physical health to children’s quality of life and directly impacts their learning and development. Children cannot learn effectively if they are struggling with a mental health problem, such as depression, or feel overwhelmed by academic, social, or family pressures. Strengthening a students’ social, emotional, and decision- making skills positively impacts their academic achievement, both in terms of higher standardized test scores and better grades (Fleming et al., 2005).Children cannot learn effectively if they are struggling with a mental health problem, such as depression, or feel overwhelmed by academic, social, or family pressures. Strengthening a students’ social, emotional, and decision- making skills positively impacts their academic achievement, both in terms of higher standardized test scores and better grades (Fleming et al., 2005). Serious mental health problems such as self-injurious behaviors, eating disorders and suicide, are also on the rise, particularly among youth.Serious mental health problems such as self-injurious behaviors, eating disorders and suicide, are also on the rise, particularly among youth.

Why School-Based Mental Health? Virtually every community has a school.Virtually every community has a school. Children spend up to six hours a day in school.Children spend up to six hours a day in school. Ideal environment for prevention, intervention, positive reinforcement, and regular communication between school and families.Ideal environment for prevention, intervention, positive reinforcement, and regular communication between school and families. Parents and children are familiar with the environment and staff and are more likely to seek counseling services in school.Parents and children are familiar with the environment and staff and are more likely to seek counseling services in school. Better opportunities to integrate mental health services with community services on a continuum of care.Better opportunities to integrate mental health services with community services on a continuum of care.

Failure to support students’ mental health has serious negative consequences including: Failure to support students’ mental health has serious negative consequences including: Increased risk for school failure Increased risk for school failure Social isolation Social isolation Unsafe sexual behavior Unsafe sexual behavior Drug and alcohol abuse Drug and alcohol abuse Suicide Suicide Long-term social problems such as incarceration, unemployment and poor health Long-term social problems such as incarceration, unemployment and poor health All are costly societal problems both in terms of personal and economic consequencesAll are costly societal problems both in terms of personal and economic consequences

Cultural competence As with all efforts in education, it is critical that mental health services meet the social, behavioral, and mental health needs of students from diverse cultures in a culturally competent manner.As with all efforts in education, it is critical that mental health services meet the social, behavioral, and mental health needs of students from diverse cultures in a culturally competent manner. Are aware and respectful of the values, beliefs, traditions, customs, and parenting styles of the diverse families.Are aware and respectful of the values, beliefs, traditions, customs, and parenting styles of the diverse families. Are aware of the impact of their own culture and worldviews on their interaction with others.Are aware of the impact of their own culture and worldviews on their interaction with others. Recognize that cultural differences exist within an ethnic group. Recognize that cultural differences exist within an ethnic group. Learn about the culture of the student and families with whom they work. Learn about the culture of the student and families with whom they work. Are aware of family members’ roles, and family support systems.Are aware of family members’ roles, and family support systems.

School Wide Positive Behavior Support It’s a proactive approach to discipline that promotes appropriate behavior and increased learning rather than a reactive approach after problems arise. It is based upon a three tier system (RTI) with targeted interventions to at risk students and intensive supports for children with serious emotional needs. It’s a proactive approach to discipline that promotes appropriate behavior and increased learning rather than a reactive approach after problems arise. It is based upon a three tier system (RTI) with targeted interventions to at risk students and intensive supports for children with serious emotional needs.

School-Wide Positive Behavior Support Three- Tiered Model (RTI) ACADEMIC SYSTEMBEHAVIORAL SYSTEMS TIER 3 TIER 3 5% 15% 80% Intensive, Individual Interventions High risk students Longer duration TIER 2 Targeted Group Interventions Some students at risk Rapid response TIER 1 Core instructional interventions All students, all settings Preventative, Proactive Intensive Individual High risk/High intensity Longer duration TIER 2 Targeted group interventions Some students at risk Rapid response TIER 1 Instructional interventions All students, all settings Preventative, Proactive

School-Wide Positive Behavior Support “Research supports that a positive, direct instructional approach is more effective than traditional punishment-based alternatives in improving student’s academic success and improving school climate.” “ Children at risk for delinquency and behavioral disorders have a better success rate from proactive, school-wide, systematic measures than punishment and consequences and psychotherapy combined.” - Rob Horner, University of Oregon - Rob Horner, University of Oregon - George Sugai, University of Connecticut - George Sugai, University of Connecticut

School-Wide Positive Behavior Support It’s data-driven not opinion-driven. It’s data-driven not opinion-driven. 8 years of research in Illinois have shown positive results in a variety of school settings. 8 years of research in Illinois have shown positive results in a variety of school settings. Over 9000 sites from 23 in 1999. Over 9000 sites from 23 in 1999. It’s now being implemented in 12 states and we are one of several dozen sites in PA. It’s now being implemented in 12 states and we are one of several dozen sites in PA. Nationally-recognized and supported through grants from the Office of Special Education (OSEP) nationally, State Directors of Special Education (NASDSE), National Communities of Practice (CoP), the Pennsylvania Training and Technical Assistance Network (PATTAN), and the PDE. Nationally-recognized and supported through grants from the Office of Special Education (OSEP) nationally, State Directors of Special Education (NASDSE), National Communities of Practice (CoP), the Pennsylvania Training and Technical Assistance Network (PATTAN), and the PDE. Federal educational requirements contained in the NCLB Act, and IDEA 2004, are embedded in the PBIS process. Federal educational requirements contained in the NCLB Act, and IDEA 2004, are embedded in the PBIS process. There is an effort statewide to bring community mental health into the schools. Possibly the greatest paradigm shift in children’s mental health in 40 years. There is an effort statewide to bring community mental health into the schools. Possibly the greatest paradigm shift in children’s mental health in 40 years.

Levels of Implementation Emerging: Building the foundation for SWPBS implementation.Emerging: Building the foundation for SWPBS implementation. Implementing: Maintaining the SWPBS foundation and building the foundation for Secondary Level Interventions.Implementing: Maintaining the SWPBS foundation and building the foundation for Secondary Level Interventions. Fully Implementing: Sustained SWPBS Implementation, maintaining Secondary Level Interventions and building the foundation for Tertiary Level Interventions.Fully Implementing: Sustained SWPBS Implementation, maintaining Secondary Level Interventions and building the foundation for Tertiary Level Interventions. Self-Sustaining: Building the foundation for district-level SWPBS sustainability with a commitment to SWPBS structures such as coaching, training, leadership and evaluation.Self-Sustaining: Building the foundation for district-level SWPBS sustainability with a commitment to SWPBS structures such as coaching, training, leadership and evaluation.

Goals of Super Paw and One to Won The PA State Department of Education awarded the Pocono Mountain School District a grant to create a school-based behavioral health program to include students in grades K-12. Decrease inappropriate behaviors and increase appropriate behaviors – less discipline referralsDecrease inappropriate behaviors and increase appropriate behaviors – less discipline referrals Increase attendance ratesIncrease attendance rates Increase PSSA scores/grade point averagesIncrease PSSA scores/grade point averages Decrease out-of-district placementsDecrease out-of-district placements Increase Least Restrictive Environment (LRE) placements per IDEA 2004.Increase Least Restrictive Environment (LRE) placements per IDEA 2004. Decrease referrals for drug/alcohol issuesDecrease referrals for drug/alcohol issues Decrease litigationDecrease litigation Increase graduation ratesIncrease graduation rates

TIER I

Clear Run Elementary Center’s ‘Super Paw’ Program Clear Run Elementary Center’s ‘Super Paw’ Program A School-Wide Positive Behavior Support Program

Clear Run Elementary Center’s ‘Super Paw Program’ is a model of a School- Wide Positive Behavior Support Program. The intent of the program is to recognize students’ positive behaviors according to predetermined school- wide rules. This results in prevention of minor discipline problems and more serious incidents within the school setting. The desired end result of the ’Super Paw Program’ is to decrease behavior problems and increase academic performance. Caring kids at CREC are Respectful, Responsible and Trustworthy!

The ‘Super Paw’ program is based on immediate, intermediate, and long range rewards/incentives for appropriate behavior. In an effort to keep this system operating effectively, rewards are implemented throughout the school year. The ‘Super Paw’ program is based on immediate, intermediate, and long range rewards/incentives for appropriate behavior. In an effort to keep this system operating effectively, rewards are implemented throughout the school year.

Immediate Rewards Paw Passes: Paw Passes are given daily when students are upholding the school-wide rules for the hallway, bathroom, cafeteria, bus, and playground. Only one paw pass should be given to a student at a time. Paw Passes may be used as homework incentives.Paw Passes: Paw Passes are given daily when students are upholding the school-wide rules for the hallway, bathroom, cafeteria, bus, and playground. Only one paw pass should be given to a student at a time. Paw Passes may be used as homework incentives. Homeroom Recognition: In an effort to recognize classes that are following school-wide rules, teachers will have an opportunity to identify a class for a job well done. The “Super Class” nomination forms will be read during the daily afternoon announcementsHomeroom Recognition: In an effort to recognize classes that are following school-wide rules, teachers will have an opportunity to identify a class for a job well done. The “Super Class” nomination forms will be read during the daily afternoon announcements

Intermediate Rewards Monthly Raffle: During the first week of each month, a drawing will occur. This allows students to participate in a fun activity (i.e. guest star on morning announcements and dress-up-a-teacher). Students use their ‘Super Paws’ to enter the drawing when the ‘Super Paw Cart’ visits their homeroom. A grade level winner will be selected each month.Monthly Raffle: During the first week of each month, a drawing will occur. This allows students to participate in a fun activity (i.e. guest star on morning announcements and dress-up-a-teacher). Students use their ‘Super Paws’ to enter the drawing when the ‘Super Paw Cart’ visits their homeroom. A grade level winner will be selected each month. Super Paw Cart: During the third week of each month, the grade level guidance counselors will coordinate with the homeroom teachers and bring the cart of goods around to each homeroom. At this time, students may purchase items from the cart by using their ‘Super Paws’.Super Paw Cart: During the third week of each month, the grade level guidance counselors will coordinate with the homeroom teachers and bring the cart of goods around to each homeroom. At this time, students may purchase items from the cart by using their ‘Super Paws’.

Long Range Rewards Pillar Cards: During the last week of each month, an announcement will be made for students who earned a designated number of signatures on their pillar cards to report to the main lobby. The students will have their picture taken for the ‘Super Paw Walk of Fame’. Students earn signatures once they have earned 10 Paw Passes.Pillar Cards: During the last week of each month, an announcement will be made for students who earned a designated number of signatures on their pillar cards to report to the main lobby. The students will have their picture taken for the ‘Super Paw Walk of Fame’. Students earn signatures once they have earned 10 Paw Passes. Homeroom Celebration: Once a homeroom has collectively met a designated amount of ‘Super Paws’, all students in that class will receive a special reward. The celebration will be for students who did not receive an office referral OR two or more demerits for the month.Homeroom Celebration: Once a homeroom has collectively met a designated amount of ‘Super Paws’, all students in that class will receive a special reward. The celebration will be for students who did not receive an office referral OR two or more demerits for the month.

Positive School-Wide Behavior Support System Beginning of Year Teacher Procedures: Each month, students will be given a pillar card with eight paws, available for teacher signatures.Each month, students will be given a pillar card with eight paws, available for teacher signatures. The paw passes will be handed out by the entire staff (teachers, cafeteria workers, secretaries, bus drivers, etc.) Paw passes are to be given to any student observed abiding by the school-wide rules: RESPECT, RESPONSIBILITY, TRUSTWORTHINESS & CARING. It is especially important to hand out passes in the “concerning” areas; Cafeteria, Hallway, Bus, Bathroom and Playground.The paw passes will be handed out by the entire staff (teachers, cafeteria workers, secretaries, bus drivers, etc.) Paw passes are to be given to any student observed abiding by the school-wide rules: RESPECT, RESPONSIBILITY, TRUSTWORTHINESS & CARING. It is especially important to hand out passes in the “concerning” areas; Cafeteria, Hallway, Bus, Bathroom and Playground. Students can only cash in their paw passes, obtain teacher signature, and receive “Super Paws” on Fridays, at a time designated by the teacher.Students can only cash in their paw passes, obtain teacher signature, and receive “Super Paws” on Fridays, at a time designated by the teacher.

Positive School-Wide Behavior Support System Beginning of Year Teacher Procedures Continued: Super Paws can be used to purchase items on the Super Paw cart, which will be brought to each grade level on the 3rd week of each month at a designated time.Super Paws can be used to purchase items on the Super Paw cart, which will be brought to each grade level on the 3rd week of each month at a designated time. For every 10 paw passes that a student receives, they get 1 teacher signature on their Pillar Card. Students who receive the designated monthly amount of signatures on their Pillar Card, will have their picture taken for the “Super Paw Walk of Fame.”For every 10 paw passes that a student receives, they get 1 teacher signature on their Pillar Card. Students who receive the designated monthly amount of signatures on their Pillar Card, will have their picture taken for the “Super Paw Walk of Fame.” The paw passes turned in for signatures will be collected by Guidance each week. Please do not throw the paw passes away, as they will be used for a teacher incentive drawing.The paw passes turned in for signatures will be collected by Guidance each week. Please do not throw the paw passes away, as they will be used for a teacher incentive drawing.

Positive School-Wide Behavior Support System Beginning of Year Teacher Procedures Continued: Each grade level / special area has a representative on the committee. Please refer any questions or concerns to this person. The committee will meet monthly.Each grade level / special area has a representative on the committee. Please refer any questions or concerns to this person. The committee will meet monthly. The focus of this new system is to positively reinforce appropriate and expected behaviors. Therefore, the month of September, with respect to discipline, lends itself to several teachable moments in the classroom.The focus of this new system is to positively reinforce appropriate and expected behaviors. Therefore, the month of September, with respect to discipline, lends itself to several teachable moments in the classroom.

Office referrals are only to be sent for the more serious offenses. The following are categories of offenses that teachers should be addressing in the classroom, as opposed to referring them to the office. Teacher should use their best judgment in September when determining whether or not an offense warrants or can be addressed through teacher re-direction. In- servicing of the teachers on this distinction should occur as indicated through discussion on the Super Paw Committee. Inappropriate Language Inappropriate Physical Contact Defiance / Disrespect Non-Compliance Disruption Dress Code Violations Technology Violations Property Misuse Lying / Cheating Electronic Violation Talking in the Hallway

Super Paw Rules and Lesson Plans

Bus Rules and Lesson Plans

CaringRespectful Responsibl e Trustworth y Use kind words only.Use kind words only. Keep hands and feet to yourself.Keep hands and feet to yourself. Follow directions the first time they are given.Follow directions the first time they are given. Face forward.Face forward. Keep all food and drinks in your backpack.Keep all food and drinks in your backpack. Sit in your assigned seat.Sit in your assigned seat.

Bathroom Rules and Lesson Plan

CaringRespectful Responsibl e Trustworth y Speak quietly.Speak quietly. Use the appropriate amount of soap and towels.Use the appropriate amount of soap and towels. Keep hands and feet to yourself.Keep hands and feet to yourself. Do your business and flush.Do your business and flush. Wash your hands. Wash your hands. Water stays in the sink.Water stays in the sink. Put towels in the trash.Put towels in the trash. Walk at all times.Walk at all times. Use assigned bathroom.Use assigned bathroom. Leave as soon as you are finished.Leave as soon as you are finished.

Hallway Rules and Lesson Plan

CaringRespectful Responsibl e Trustworth y Walk quietly.Walk quietly. Keep hands and feet to yourself.Keep hands and feet to yourself. Walk arms length apart and in single file.Walk arms length apart and in single file. Walk on the right side of the hall.Walk on the right side of the hall. Go where you need to be.Go where you need to be.

Cafeteria Rules and Lesson Plan

CaringRespectfulResponsibleTrustworthy Use good table manners.Use good table manners. Speak quietly.Speak quietly. Keep hands and feet to yourself.Keep hands and feet to yourself. Follow directions first time given.Follow directions first time given. Stay in line.Stay in line. Go to your seat immediately.Go to your seat immediately. Stay in your seat. Stay in your seat. Clean up your area. Clean up your area. Empty tray when told.Empty tray when told. Walk at all times.Walk at all times. Eat your food only.Eat your food only. Raise your hand to get out of your seat.Raise your hand to get out of your seat.

Playground Rules and Lesson Plan

CaringRespectful Responsibl e Trustworth y Include everyone.Include everyone. Play fair at all times. Play fair at all times. Use hands and feet safely.Use hands and feet safely. Follow directions the first time they are given.Follow directions the first time they are given. Use equipment properly. Use equipment properly. Line up when signaled.Line up when signaled. Keep woodchips on the ground.Keep woodchips on the ground. Stay in designated area.Stay in designated area.

Related Arts Rules

CaringRespectful Responsibl e Trustworth y Use good manners and kind words.Use good manners and kind words. Be helpful.Be helpful. Listen while others are speaking.Listen while others are speaking. Keep hands, feet, and other objects to yourself.Keep hands, feet, and other objects to yourself. Stay in your own personal space.Stay in your own personal space. Take care of school and student property.Take care of school and student property. Come to class prepared to learn.Come to class prepared to learn. Do your best everyday.Do your best everyday. Enter and exit the classroom quietly.Enter and exit the classroom quietly.

Grade Level Rules

Kindergarten CaringRespectful Responsibl e Trustworth y Be kind to everyone.Be kind to everyone. Use only nice words.Use only nice words. Keep hands, feet, and objects to yourself. Keep hands, feet, and objects to yourself. Follow directions.Follow directions. Take care of our classroom.Take care of our classroom. Work quietly.Work quietly. Do your best everyday.Do your best everyday.

1 st Grade CaringRespectful Responsibl e Trustworth y Use kind words.Use kind words. Be helpful to others.Be helpful to others. Raise your hand to speak.Raise your hand to speak. Keep your hands, feet, and objects to yourself.Keep your hands, feet, and objects to yourself. Use walking feet.Use walking feet. Be prepared and organized.Be prepared and organized. Follow directions the first time given.Follow directions the first time given. Take care of classroom materials.Take care of classroom materials.

2 nd Grade CaringRespectful Responsibl e Trustworth y Use good manners.Use good manners. Include everyone.Include everyone. Keep hands, feet, and objects to yourself.Keep hands, feet, and objects to yourself. Follow directions the first time they are given.Follow directions the first time they are given. Work quietly in your own space.Work quietly in your own space. Take care of personal and school property.Take care of personal and school property. Raise your hand and wait to be called on.Raise your hand and wait to be called on. Come to class prepared.Come to class prepared. Be truthful and honest.Be truthful and honest. Always do your best.Always do your best. Use inside voices.Use inside voices.

3 rd Grade CaringRespectful Responsibl e Trustworth y Treat others the way you would like to be treated.Treat others the way you would like to be treated. Raise your hand to speak.Raise your hand to speak. Keep hands, feet, and objects to yourself.Keep hands, feet, and objects to yourself. Follow directions the first time given.Follow directions the first time given. Use inside voices.Use inside voices. Be prepared for class.Be prepared for class. Stay on task.Stay on task. Take care of personal and school property.Take care of personal and school property.

4 th Grade CaringRespectful Responsibl e Trustworth y Treat others how you want to be treated.Treat others how you want to be treated. Always include everyone.Always include everyone. Follow directions the first time they are given.Follow directions the first time they are given. Keep hands, feet, and objects to yourself.Keep hands, feet, and objects to yourself. Listen while others are speaking.Listen while others are speaking. Complete all assigned work.Complete all assigned work. Be prepared for class everyday.Be prepared for class everyday. Keep materials neat and organized.Keep materials neat and organized. Be worthy of someone’s trust.Be worthy of someone’s trust. Follow through- do what you say you will do.Follow through- do what you say you will do. Be honest to yourself and others.Be honest to yourself and others.

5 th Grade CaringRespectful Responsibl e Trustworth y Be kind to others.Be kind to others. Wait to be recognized.Wait to be recognized. Follow directions the first time they are given.Follow directions the first time they are given. Listen to other when they are speaking.Listen to other when they are speaking. Keep hands, feet, and objects to yourself.Keep hands, feet, and objects to yourself. Come prepared to class.Come prepared to class. Complete assignments and work on time.Complete assignments and work on time. Keep all food and drinks in backpack until lunch.Keep all food and drinks in backpack until lunch. When leaving the room, sign in and sign out.When leaving the room, sign in and sign out. Sit in seat correctly.Sit in seat correctly.

And the data is in…

Total Monthly Referrals

Average Incidents Per Day

Referral by Specific Incident

Physical Altercation

Inappropriate Behavior

Inappropriate Language

Misconduct

Out of Assigned Area

Violation of Bus Policy

Incomplete Homework

Defiant Behavior

Cheating

Possession of Weapon

Horseplay

Disrespectful Behavior

Forgery

Destruction of Property

Leaving Class Without Permission

Threatening Students

Bullying

Inappropriate Use of Technology

Possession/Use Prohibited Item

Sale – Distribution - Transfer

Harassment

Assault

Vandalism

Referral by Location

Referral by Student

Referral by Incident “Subcode”

TIER II

Through teacher referral and/or analysis of School-Wide Positive Behavior Support data students are enrolled in: P.A.W.S., piloted by Mrs. Janelle Krehely, School CounselorP.A.W.S., piloted by Mrs. Janelle Krehely, School Counselor, directed by Mrs. Jennifer Simpson, Health and Physical Education teacherProject Win, directed by Mrs. Jennifer Simpson, Health and Physical Education teacher Groups teaching social skills, organizational skills, or other specific guidance areaGroups teaching social skills, organizational skills, or other specific guidance area

P.A.W.S. P ositive A ction W ith S upport A Behavior Education Program

Behavior Education Program Behavior Education Program MacLeod & Hawken University of Utah The BEP is a school-wide, check-in, check-out prevention program for students who are starting to engage in problem behavior. The program is formalized and will serve up to 15 students at a time. The goal of the BEP is to catch students early who are acting out and provide them with more frequent feedback on their behavior to prevent future problem behavior.

Which students would do well on the BEP? Students who are starting to act out but ARE NOT currently engaging in dangerous (e.g., extreme aggression, property destruction) or severely disruptive behavior (e.g., extreme noncompliance/defiance) would be good candidates for the program. Students that have problem behavior across the day and in different settings are good candidates for the program versus students who have trouble only at recess or during math.

How do teachers participate in the BEP? Teachers participate by providing both verbal and written feedback to students at predetermined times. The feedback should be quick, positive, and help remind the student what he or she needs to work on if the goal was not met. A sample feedback statement is “you did a nice job completing your work so you receive a “2” for work completion, but I had to remind you not to touch Savannah so you got a “1” for Keeping Hands, feet, and other objects to yourself.”

Who will be responsible for checking students in and out? The BEP Coordinator will be in charge of checking students in and out. The Coordinator will also keep track of the daily points earned and chart the progress for each student.

PAWS - Daily Progress Report – Positive Action With Support Name: ___________________ Date: __________________ Teachers: Please indicate Yes (2), So-so (1), or No (0) regarding student’s achievement for the following goals: Goals Homeroo m ReadingMath Related Arts SS/Scienc e Language Arts Be Caring 0 1 2 Be Respectful 0 1 2 Be Responsibl e 0 1 2 Be Trustworth y 0 1 2 Points Teacher Initials 0 1 2 Goal 38/48 Score /48 Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress. (Attach a note if necessary.) ___________________________________________ ________________________________________________________________________________ Parent/Caregiver Signature: _______________________________________________________ Parent/Caregiver Comments: ______________________________________________________

BEP Check-In and Check-Out Record BEP Check-In and Check-Out Record Date: _______________ BEP coordinator:____________________ Date: _______________ BEP coordinator:____________________ Check-in Check-out Check-in Check-out Student Name PlannerHWPencil BEP Parent Copy Signed BEP School Copy (# pts.) MB WC AL SM ST JelaS JelyS JT

How do teachers make a referral? A referral is made to the guidance department/IST/Child Study Team of the school. In collaboration with the teacher, the team will determine whether the BEP is appropriate or whether another intervention would be more appropriate.

How long are students on the program? At the end of every trimester the Guidance/IST/Child Study Team will look at each student’s data to determine if he or she is ready to be faded off the BEP. Since there are a limited number of students (up to 15) that can receive the intervention, it will be important to fade students off as they become more independent in managing their own behavior.

Students who would be appropriate to refer to the BEP: Students who have trouble staying on task. Students who are disruptive in class making it difficult for them and other students to learn. Students who have problem behavior throughout the day. Students who need motivation and support in completing their work. Students with frequent reprimands from teacher and office referrals.

Students who the BEP is Inappropriate for: Students who have extreme or severe problem behavior (e.g. physical fights, extreme noncompliance). Students whose problem behavior occurs during only one academic period or only at recess/lunch.

BEP Referral Process 1. Gather any behavioral data you may have on the student (e.g. office referrals, white slips, behavior log). 2. Set up a time to meet with the Guidance/IST/Child Study Team. 3. The Team will look at data and will decide if this program is appropriate for the student or if another intervention would be more appropriate. 4. If the Team decides the program is appropriate, the teacher(s) will be expected to fill out five days of baseline without giving feedback to the student or letting the student view the baseline. 5. After the five days of baseline are completed, the teacher(s) will give the baseline to Team or BEP Coordinator. 6. Team or BEP Coordinator then shows the teacher(s) how to fill out the DPR (Daily Progress Report) and to give the student feedback.

BEP Referral Process (cont.) 7. BEP Coordinator calls guardian to explain the program and sends home a permission form to be signed. 8. Once consent form has been received, the student may then start on the program. 9. BEP Coordinator teaches student how to participate in the program. 10. Student checks in and out with BEP Coordinator daily. 11. Student receives feedback from teacher(s) and BEP Coordinator, and earns daily reinforcement as they met their daily goal. 12. After student has consistently met goal for four weeks, the student may be ready for self monitoring where the program is faded. 13. After the student is faded off, they may have a “graduation” from the BEP where they are recognized by significant adults in the school for successfully completing the program. 14. Every trimester the student then may have an “Alumni” lunch where they are praised for staying off the program.

An example of BEP Check in Procedures Students check in with BEP coordinator either before school or at the beginning of school. When students check in, make sure to greet them happily. Ask them how they are doing and praise them for checking in. Ask if they have their DPR (Daily Progress Report) signed from the previous day. Praise them if they return it signed. Write their name, date, and goal on their new DPR (Daily Progress Report) and give it to them to take to class. Remind them when to check out and encourage them to do their personal best in class. If students don’t check in after 20 minutes, take their Daily Progress Reports to them to see if they are absent. If they are at school, ask them why they didn’t check in, give them their DPR and encourage them to do a good job. Check in later if the student is not at school to see if they arrived late.

An example of BEP Check out Procedures Take a moment with each student to go over how their day went based on their DPR. It’s important to focus on the positive, and help them feel they can succeed in the future. Then calculate their daily percentages to see if they made their goal. If they do, they spin a spinner for a small prize. For a long term reinforcement idea, after students meet their daily goals for 10consecutive days they can pick a prize from a reinforcement menu. The students then take the top copy home to get signed, and the bottom copy stays at school.

Case examples…

ST Notes FemaleFemale 3 rd Grader3 rd Grader Seen by counselor 14 times behavioral/emotional issues prior to initiation of P.A.W.S.- negative self-statements, peer issues, crying, referred by teacherSeen by counselor 14 times behavioral/emotional issues prior to initiation of P.A.W.S.- negative self-statements, peer issues, crying, referred by teacher Addressed negative self-statements by using the caring goal for negative self- statements-no comments since March 18 thAddressed negative self-statements by using the caring goal for negative self- statements-no comments since March 18 th Mother writes many notes on the DPR for constant communicationMother writes many notes on the DPR for constant communication February 4 th - Mother in-serviced on the P.A.W.S. program directly by the school counselorFebruary 4 th - Mother in-serviced on the P.A.W.S. program directly by the school counselor February 5 th - All teachers were in-serviced on the P.A.W.S. program directly by the school counselorFebruary 5 th - All teachers were in-serviced on the P.A.W.S. program directly by the school counselor April 22 nd - Booster session with teachers to review current data; discussed current concerns/successes and any other interventions needed-negative self-statements improvedApril 22 nd - Booster session with teachers to review current data; discussed current concerns/successes and any other interventions needed-negative self-statements improved May 6 th - Drawing for ‘prizes’ initiatedMay 6 th - Drawing for ‘prizes’ initiated

RL Notes FemaleFemale 3 rd grader3 rd grader February 4 th - All teachers were in-serviced on the P.A.W.S. program directly by the school counselorFebruary 4 th - All teachers were in-serviced on the P.A.W.S. program directly by the school counselor March 13 th - Mother was in-serviced on the P.A.W.S. program on March 13 thMarch 13 th - Mother was in-serviced on the P.A.W.S. program on March 13 th April 21 st - Booster session with teachers to review current data; discussed current concerns/successes and any other interventions neededApril 21 st - Booster session with teachers to review current data; discussed current concerns/successes and any other interventions needed April 24 th - Parent contacted via phone to discuss progress in program, meeting scheduledApril 24 th - Parent contacted via phone to discuss progress in program, meeting scheduled April 29 th - Met with parent in school to discuss concerns/successesApril 29 th - Met with parent in school to discuss concerns/successes May 6 th - Drawing for ‘prizes’ initiatedMay 6 th - Drawing for ‘prizes’ initiated May 27 th - Second follow-up meeting scheduled.May 27 th - Second follow-up meeting scheduled.

PMSD Date Signature DateSignature PAWS Program Who will win??? Your name here??? A trip to the movies for 4 including snacks.

Project WIN Creating the connection Creating the connection Creating resiliency Creating resiliency Unlocking a child’s potential

The “Project WIN” mentoring program has been designed in the hopes to create successful and meaningful experiences that will “prepare all students for tomorrow’s challenges and opportunities…”

What is Project WIN? (Everyone wins!!)  To advance the educational and personal growth and well-being of a student.  Students participate in this program based on poor academics, attendance, life skills, self-esteem, behavior, and other issues.  This program is open to all CREC staff, not just teachers. confidential. A  The mentor must keep their involvement with this program confidential. A student is not permitted to know that he/she is participating in the program or to know the existence of this program.  The mentor creates opportunities to have a conversation/discussion with the student in order to establish a relationship.

Project Win Project Win Get involved! The CREC mentoring program can create “resiliency”… The guidelines of Project WIN The guidelines of Project WIN The mentoring program - Project WIN (everyone wins!) - will be implemented to advance the educational and personal growth and well-being of a student within the school environment.The mentoring program - Project WIN (everyone wins!) - will be implemented to advance the educational and personal growth and well-being of a student within the school environment. Students may be chosen to participate in this program based on poor academics, attendance, life skills, self-esteem, behavior, and other issues.Students may be chosen to participate in this program based on poor academics, attendance, life skills, self-esteem, behavior, and other issues. Each student will be assigned a mentor. A mentor is defined as a consultant, advisor, and role model.Each student will be assigned a mentor. A mentor is defined as a consultant, advisor, and role model. This program is open to all CREC staff, not just teachers.This program is open to all CREC staff, not just teachers. A staff member must volunteer to be a mentor by completing and submitting an application form.A staff member must volunteer to be a mentor by completing and submitting an application form. The staff member must keep their involvement with this program confidential, not only their participation in the program, but also the name of the student who they are mentoring.The staff member must keep their involvement with this program confidential, not only their participation in the program, but also the name of the student who they are mentoring. In addition, a student is not permitted to know that he/she is participating in the program or to know the existence of this program.In addition, a student is not permitted to know that he/she is participating in the program or to know the existence of this program. The mentor will create opportunities to have a conversation/discussion with the student.The mentor will create opportunities to have a conversation/discussion with the student. The length of interaction is up to the mentor in order to establish a healthy, friendly, and trusting relationship.The length of interaction is up to the mentor in order to establish a healthy, friendly, and trusting relationship. The program administrator will contact each mentor individually and confidentially to check the progress of the program and student.The program administrator will contact each mentor individually and confidentially to check the progress of the program and student.

Project WIN Eight Conditions: Centerpiece of School Improvement Initiatives Project WIN Eight Conditions: Centerpiece of School Improvement Initiatives Project WIN Mentors Here are only some of the powerful concepts that Project WIN mentors are providing and teaching a child... Eight Conditions: Centerpiece of School Improvement Initiatives When students have high aspirations, they have the ability to dream about the future and take steps in the present to reach those goals. Too often, today’s students have high hopes and dreams but can’t seem to successfully reach them. These students want to be successful, but the conditions around them do not support them in reaching their goals. In order for students to have high aspirations, key conditions must be in place to enable positive change to occur. These conditions are known as the “Eight Conditions that Make a Difference” and are a critical, often overlooked, part of education and school improvement initiatives. Teachers, principals, and all the members of the community can foster these Conditions, thereby making a difference in the lives of students and helping them build stronger character and better lives. Project WIN mentors strive to provide... A Sense of Belonging: Making students feel welcome, valued, and safe at school. A Hero: Being a role model for students. A Sense of Accomplishment: Recognizing students who try their best and are successful in ways that are not typically recognized. An Environment of Fun & Excitement: Demonstrating an enthusiasm for learning that keeps students engaged. A Sense of Curiosity & Creativity: Teaching students to be inquisitive enough to ask “why?” and imaginative enough to ask “why not?” A Spirit of Adventure: Enabling students to discover the motivation to take a chance and then pushing their boundaries to succeed. Qualities of Leadership & Responsibility: Providing students with the power to not be afraid to make decisions and accept responsibilities for their choices. The Confidence to Take Action: Helping students set goals and then take the necessary steps to reach those goals. J. Simpson– Program Administrator (Copyright 2005, NAESP)

Procedure: Staff members will be informed of the program via email and at the first faculty meeting of the year.Staff members will be informed of the program via email and at the first faculty meeting of the year. Applications to participate in the mentoring program will be available at the faculty meeting and emailed to the staff as well. In addition, applications will be placed in the mailboxes of those staff members who do not have email access.Applications to participate in the mentoring program will be available at the faculty meeting and emailed to the staff as well. In addition, applications will be placed in the mailboxes of those staff members who do not have email access. The program administrator and the building principals will generate a list of students who will participate in the program. Staff members should contact the program administrator of students who may benefit from this program.The program administrator and the building principals will generate a list of students who will participate in the program. Staff members should contact the program administrator of students who may benefit from this program. The program administrator and the building principals will choose the appropriate mentor for each child.The program administrator and the building principals will choose the appropriate mentor for each child. The program administrator will contact the mentor and inform him/her of the student he/she will mentor.The program administrator will contact the mentor and inform him/her of the student he/she will mentor. The program administrator will contact the mentor on the progress of the student. Decisions regarding the student’s continuation in the program will be decided by the building principals and the program administrator.The program administrator will contact the mentor on the progress of the student. Decisions regarding the student’s continuation in the program will be decided by the building principals and the program administrator. It is the goal of the program administrator that the students, who are initially involved in the program, to be removed from the program, but to maintain contact with the mentor as deemed necessary.It is the goal of the program administrator that the students, who are initially involved in the program, to be removed from the program, but to maintain contact with the mentor as deemed necessary. At least once a month, the program administrator will make contact with the building principals to inform the status of the program and its participants.At least once a month, the program administrator will make contact with the building principals to inform the status of the program and its participants. Evaluations will be conducted periodically to determine the overall effectiveness of the program through opinion surveys and data gathered regarding the student’s academic progress.Evaluations will be conducted periodically to determine the overall effectiveness of the program through opinion surveys and data gathered regarding the student’s academic progress.

Time Line: Contact will be made to each mentor individually and confidentially every other week (initially) and then once a month to check the progress of the program and student.Contact will be made to each mentor individually and confidentially every other week (initially) and then once a month to check the progress of the program and student. Contact will be made on a monthly basis to the building principals on the status of the program.Contact will be made on a monthly basis to the building principals on the status of the program. Contact will be made regarding the participation of any new students that should be involved in the program by the building principal and/or teachers to the program administrator for pre- approval as deemed necessary.Contact will be made regarding the participation of any new students that should be involved in the program by the building principal and/or teachers to the program administrator for pre- approval as deemed necessary. The mentoring program will be active as long as there is a need for the program during the 2007-2008 school year.The mentoring program will be active as long as there is a need for the program during the 2007-2008 school year.

Monitoring: Opinion surveysOpinion surveys Verbal contact with the mentorVerbal contact with the mentor Academic dataAcademic data The number of discipline referralsThe number of discipline referrals Attendance recordAttendance record Nurse visitsNurse visits will be gathered and examined to determine the active involvement of a student in the program. This formal evaluation will reveal whether or not the program has a measurable, positive impact on the children.

Roles and Responsibilities of the Mentor The “roles” of the Mentor are: To listen.To listen. To be available.To be available. To promote trust- be someone to count on.To promote trust- be someone to count on. To establish lines of communication.To establish lines of communication. To be encouraging.To be encouraging. To familiarize a new student to the classroom and school.To familiarize a new student to the classroom and school. To share information on procedures and available resources.To share information on procedures and available resources. To respect the confidentiality of the mentor/student relationship.To respect the confidentiality of the mentor/student relationship. The "responsibilities" of the Mentor are: To communicate the progress to the program administrator via telephone, email and/or by appointment.To communicate the progress to the program administrator via telephone, email and/or by appointment. To commit time to work with the student for one year. A goal of Project WIN is for the students, who are initially involved in the program, to be removed from the program, but to maintain contact with the mentor as deemed necessary.To commit time to work with the student for one year. A goal of Project WIN is for the students, who are initially involved in the program, to be removed from the program, but to maintain contact with the mentor as deemed necessary. To meet informally with the student throughout the year.To meet informally with the student throughout the year. This program has been designed in the hopes to create successful and meaningful experiences that will prepare all students for tomorrow’s challenges and opportunities...This program has been designed in the hopes to create successful and meaningful experiences that will prepare all students for tomorrow’s challenges and opportunities...

The benefits to the Mentor are: To foster a sense of pride in helping a student adjust in the school environment.To foster a sense of pride in helping a student adjust in the school environment. To foster a sense of pride in helping a student to improve their educational and personal well-being within the school environment.To foster a sense of pride in helping a student to improve their educational and personal well-being within the school environment.

Roles and Responsibilities of the Program Administrator The role of the Program Administrator is: To oversee and direct the progress of the mentoring program.To oversee and direct the progress of the mentoring program. To effectively communicate to the building principals, the mentors, and staff throughout the school year.To effectively communicate to the building principals, the mentors, and staff throughout the school year. The responsibilities of the Program Administrator is: To recruit and select mentors with the assistance of building principals.To recruit and select mentors with the assistance of building principals. To provide guidance for mentors.To provide guidance for mentors. To conduct an on-going evaluation of the mentoring program.To conduct an on-going evaluation of the mentoring program.

Evidence-Based Practice Link Project Win is based upon the following research: Brewster, C & Fager J. (1998). Student Mentoring. Northwest Regional Educational Lab. Office of Educational Research and Improvement. Washington, DC.Brewster, C & Fager J. (1998). Student Mentoring. Northwest Regional Educational Lab. Office of Educational Research and Improvement. Washington, DC. Da Costa, J., Klak, R. & Schinke, R. (2000). Mentoring: Promoting Inner City Elementary School Student Literacy. American Educational Research Association. New Orleans, LADa Costa, J., Klak, R. & Schinke, R. (2000). Mentoring: Promoting Inner City Elementary School Student Literacy. American Educational Research Association. New Orleans, LA Weinberger, S. G. (1992). How to Start a Student Mentor Program. Phi Delta Kappa Educational Foundation, Bloomington, INWeinberger, S. G. (1992). How to Start a Student Mentor Program. Phi Delta Kappa Educational Foundation, Bloomington, IN

Statistics…  The program began on November 1, 2004 with 14 mentors and 15 students.  Additions took place throughout the 2004–2005 school year:  November 10 – 1 more teacher/student  November 11 – 2 more teachers/student  November 12 – 1 more teacher/student  December 9 – 1 more teacher/student  December 15 – 1 more teacher/student  December 16 – 1 more teacher/student  December 17 – 1 more teacher/student  December 20 – 1 more teacher/student  December 21 – 2 more teachers/students  January 31 – 3 more teachers/students  February 1 – 1 more teacher/student  March 18 – 6 more teachers/students  March 21 – 1 more teacher/student  May 4 - 1 more teacher/student

Statistics, (continued)…  37 students were involved in the program.  32 mentors participated by the fourth marking period.  9 mentors had two students to mentor.  12 teachers not in the program recommended students to be in the program.  16 teachers in the program recommended a student to be in the program and requested to mentor the specific student.  The Program Administrator made contact with the mentors on a monthly basis.  9 mentors informed the homeroom teacher that he/she was a mentor. This was necessary to be able to see the student more often. No students were ever made aware that they were being mentored or were informed of the existence of this program!

The results… Student “A” – second grade Student “B” – first grade Student “C” – fourth gradeStudent “D” – third grade

The Graph Results… Number of Nurse Visits **21 students had fewer visits to the nurse 12 students had more visits to the nurse 3 were inconclusive 1 student had zero visits to the nurse Grades **14 students showed an academic improvement **15 students had consistent grades 7 students did not improve grades 1 was inconclusive Number of Absences **24 students had fewer absences 11 students had more absences 2 were inconclusive Thirty-seven students were graphed based on: 1. Number of nurse visits 2. Number of absences 3. Office discipline referrals 4. Academic records Office Discipline Referrals **21 students received less referrals 7 students did not have any referrals 8 received more referrals/did not improve 1 was inconclusive

Conclusion… Overall, “Project WIN” has been a huge success. Mentors raved about the effectiveness of the program as well as the building administrators. Clear Run Elementary Center truly benefited from this program.Overall, “Project WIN” has been a huge success. Mentors raved about the effectiveness of the program as well as the building administrators. Clear Run Elementary Center truly benefited from this program. “Project WIN” also received an “Honorable Mention- Excellence in Education Award” through the Colonial Intermediate Unit. This award was given based on a school program and effort that strengthens or enhances student performance/achievement and school success.“Project WIN” also received an “Honorable Mention- Excellence in Education Award” through the Colonial Intermediate Unit. This award was given based on a school program and effort that strengthens or enhances student performance/achievement and school success.

General Statistics 2006-07 School Year The program began on October 4, 2006 with 29 staff members and 39 students.The program began on October 4, 2006 with 29 staff members and 39 students. October 6 – 2 more staff member/studentOctober 6 – 2 more staff member/student October 10 – 2 more staff members/studentsOctober 10 – 2 more staff members/students October 13 – 1 more staff member/studentOctober 13 – 1 more staff member/student October 16 – 9 more staff members/studentsOctober 16 – 9 more staff members/students October 18 – 2 more staff members/studentsOctober 18 – 2 more staff members/students October 23 – 1 more staff member/studentOctober 23 – 1 more staff member/student October 31 – 2 more staff members/studentsOctober 31 – 2 more staff members/students November 7 – 1 more staff member/studentNovember 7 – 1 more staff member/student November 9 – 1 more staff member/studentNovember 9 – 1 more staff member/student November 20 – 1 more staff member/studentNovember 20 – 1 more staff member/student December 4 – 13 more staff members/studentsDecember 4 – 13 more staff members/students December 6 – 1 more staff member/studentDecember 6 – 1 more staff member/student December 7 – 1 more staff member/studentDecember 7 – 1 more staff member/student December 8 – 1 more staff member/studentDecember 8 – 1 more staff member/student December 21 – 2 more staff members/studentsDecember 21 – 2 more staff members/students January 3 – 1 more staff member/studentJanuary 3 – 1 more staff member/student January 11 – 1 more staff member/studentJanuary 11 – 1 more staff member/student January 22 – 2 more staff members/studentsJanuary 22 – 2 more staff members/students February 9 – 1 more staff member/studentFebruary 9 – 1 more staff member/student February 21 – 1 more staff member/studentFebruary 21 – 1 more staff member/student February 22 – 4 more staff members/studentsFebruary 22 – 4 more staff members/students March 13 – 2 more staff members/studentsMarch 13 – 2 more staff members/students March 29 – 1 more staff member/studentMarch 29 – 1 more staff member/student April 17 – 2 more staff members/studentsApril 17 – 2 more staff members/students April 27 – 1 more staff member/studentApril 27 – 1 more staff member/student May 29 – 1 more staff member/studentMay 29 – 1 more staff member/student Project WIN – Statistics, Conclusion, and Future Plan

Program Notes The Program Administrator met with the building administrators 9 times during the school year to review the status of the program and to make any necessary changes/adjustments.The Program Administrator met with the building administrators 9 times during the school year to review the status of the program and to make any necessary changes/adjustments. 40 staff members participated by the fourth marking period.40 staff members participated by the fourth marking period. Project WIN received an Excellence in Education Award- Honorable Mention for the second year in a row from the Colonial Intermediate Unit.Project WIN received an Excellence in Education Award- Honorable Mention for the second year in a row from the Colonial Intermediate Unit. Overall, 82 students were involved in the program at some point during the 2006-2007 school year.Overall, 82 students were involved in the program at some point during the 2006-2007 school year. Project WIN is included on alternative education recommendation checklist for placement of fifth graders into sixth grade.Project WIN is included on alternative education recommendation checklist for placement of fifth graders into sixth grade. A summary of Project Win was included in the writing of grants.A summary of Project Win was included in the writing of grants. 12 students were dismissed from the program due to a lack of need to be in the program; most were new enrollment.12 students were dismissed from the program due to a lack of need to be in the program; most were new enrollment. 8 more students who were in the program withdrew from CREC.8 more students who were in the program withdrew from CREC. Two staff members dropped out of the program due to lack of time.Two staff members dropped out of the program due to lack of time. 6 staff members mentored the same student(s) from the previous school year (2005-2006).6 staff members mentored the same student(s) from the previous school year (2005-2006). 4 staff members had little contact with the student due to lack of effort.4 staff members had little contact with the student due to lack of effort. 25 staff members had two students to mentor.25 staff members had two students to mentor. 4 staff members had more than two students to mentor, but no more than four.4 staff members had more than two students to mentor, but no more than four. 4 students had two mentors.4 students had two mentors. 5 staff members not in the program recommended students to be in the program.5 staff members not in the program recommended students to be in the program. 23 staff members in the program recommended a student to be in the program and requested to mentor the specific student. 23 were given permission to do so.23 staff members in the program recommended a student to be in the program and requested to mentor the specific student. 23 were given permission to do so. The Program Administrator made contact with the staff members on a monthly basis.The Program Administrator made contact with the staff members on a monthly basis. The Program Administrator mentored 2 students.The Program Administrator mentored 2 students.

Some staff members comments regarding the program include: Positive:Positive: –“The student improved a lot. I will stay with him even when he is not in the program.” –“I enjoyed working with this student.” –“The student comes to see me when he feels the need to.” –“This makes such a difference in our school.” –“This goes along with all of the current research.” –“Improvements have been observed.” –“The student is smiling every time I see her in the hall.” – “Confidentiality is the key!” –“I would love to be a part of this again next year!” –“Keep me in mind for next year!” –“I’d be happy to help next year!” Negative:Negative: –“The student was absent a lot. I haven’t been able to see him. –“My student moved.” –“My student was not truthful which did not help.” –“Students were not sent to my classroom as requested.”

TIER III

For students who’s behavioral concerns are: 1.Not appropriate for the PAWS program 2.Are presenting with more internalizing, emotional issues 3.Have not been successful with Tier II supports The options are: Line of Inquiry and Functional Behavior Assessment/Individual Behavior Support Plan, using documenting materials from PATTAN.Line of Inquiry and Functional Behavior Assessment/Individual Behavior Support Plan, using documenting materials from PATTAN. One to Won School-Based Behavioral Health Program, directed by Mrs. Deanna Moerer, in conjunction with Youth Advocate Program.One to Won School-Based Behavioral Health Program, directed by Mrs. Deanna Moerer, in conjunction with Youth Advocate Program.

Functional Behavior Assessment

Behavior Support Plan

One to Won School-Based Behavioral Health Program

Behavior Health Resource Room (Clinic) 8 KEY COMPONENTS (Targeted Programs) Individual TherapyIndividual Therapy Group Therapy/Social Skills TrainingGroup Therapy/Social Skills Training Family Check-upFamily Check-up Parent education and skills trainingParent education and skills training Mentoring ProgramMentoring Program Community After School ProgramCommunity After School Program Staff Training and Professional development opportunitiesStaff Training and Professional development opportunities TruancyTruancy

Component 1&2: Individual Therapy Group Therapy and Social Skills training groups These components utilize Aggression Replacement Training and Keeping Your Cool Program for anger management, Cool Cat and When Panic Attacks for anxiety, Taking Action for depression, I Can Problem Solve Program/Second Step, Skill Streaming and Stop and Think programming for social skills.

Component 3: Family Check-up program This program enables the therapist to touch base with the parents on a weekly, monthly or quarterly basis. The goal of this component is to engage the parents in the process of their child’s road to mental wellness and to build a positive relationship with the parents. The therapist can do this by calling the parent, meeting with them in the school or their home whichever is more convenient for the family. This is a proactive approach to identify barriers that may be interfering with the child’s education, helping parents create and implement behavior support plans in their home and providing them with updates on how their child is doing in school.This program enables the therapist to touch base with the parents on a weekly, monthly or quarterly basis. The goal of this component is to engage the parents in the process of their child’s road to mental wellness and to build a positive relationship with the parents. The therapist can do this by calling the parent, meeting with them in the school or their home whichever is more convenient for the family. This is a proactive approach to identify barriers that may be interfering with the child’s education, helping parents create and implement behavior support plans in their home and providing them with updates on how their child is doing in school.

Component 4: Parent Training Classes This program provides parents with parenting skills and techniques under the Love and Logic model.

Component 5: Community Links Program The goal of this component is to link students with either after school activities at the school or in the community.The goal of this component is to link students with either after school activities at the school or in the community. For example, we recently linked one of our students up with an agency called Equilibrium. This student is dealing with grief issues and she identified wanting to be a veterinarian for large animals when she grows up. Equilibrium offers horseback riding therapy and volunteer programs. Not only is it a therapeutic program it will build on her strengths and interest.For example, we recently linked one of our students up with an agency called Equilibrium. This student is dealing with grief issues and she identified wanting to be a veterinarian for large animals when she grows up. Equilibrium offers horseback riding therapy and volunteer programs. Not only is it a therapeutic program it will build on her strengths and interest. We also helped a student, who wants to become a registered nurse, get into the Junior Volunteer program at our local hospital. It is important to note that this component does not simply link students to extracurricular activities but specifically identifies the strengths, interests and mental health concerns of the student and targets extracurricular activities to address or build on these strengths and interests. We also provide one-on-one Mentors through our Mentoring Program to help support these students in being included in activities where their behavior or mental health concerns might impede their success.We also helped a student, who wants to become a registered nurse, get into the Junior Volunteer program at our local hospital. It is important to note that this component does not simply link students to extracurricular activities but specifically identifies the strengths, interests and mental health concerns of the student and targets extracurricular activities to address or build on these strengths and interests. We also provide one-on-one Mentors through our Mentoring Program to help support these students in being included in activities where their behavior or mental health concerns might impede their success.

Component 6: Mentoring Program This component has two parts to its program.This component has two parts to its program. The first part provides one-on-one Mentors to help identified students stay in the least restrictive environments during the school day and in their after school activities. The first part provides one-on-one Mentors to help identified students stay in the least restrictive environments during the school day and in their after school activities. The second part matches each student with a school staff member. The school staff person Mentors the student by touching base with them at least two times per week. Each staff member is hand picked to Mentor the student. It is done in as natural a manner as possible so that the child has no idea they are being Mentored.The second part matches each student with a school staff member. The school staff person Mentors the student by touching base with them at least two times per week. Each staff member is hand picked to Mentor the student. It is done in as natural a manner as possible so that the child has no idea they are being Mentored.

Component 7: Truancy This program helps to identify the barriers that are affecting the child’s ability to get to school. Once the barriers are identified through a bio-psycho-social and a School Refusal Assessment Scale (SRAR) a plan is created with the parents and the support team to help the truancy decrease.This program helps to identify the barriers that are affecting the child’s ability to get to school. Once the barriers are identified through a bio-psycho-social and a School Refusal Assessment Scale (SRAR) a plan is created with the parents and the support team to help the truancy decrease. Reasons for Truancy;Reasons for Truancy; To get away from general school related situations that cause distress (learning disabilities, transitions, teachers, phobias, separation anxiety).To get away from general school related situations that cause distress (learning disabilities, transitions, teachers, phobias, separation anxiety). To get away from school related social/performance situations that cause distress (teasing, bullying, social skills).To get away from school related social/performance situations that cause distress (teasing, bullying, social skills). To get attention from significant others such as parent.To get attention from significant others such as parent. To get to do fun activities outside of school.To get to do fun activities outside of school. Disengaged in the school process (student feels no one cares about them, learning has no value to them).Disengaged in the school process (student feels no one cares about them, learning has no value to them).

Component 8: Mental Health Education On going trainings are designed to help school staff have a better understanding of mental health concerns, how they affect a child’s ability to learn and how to better serve this population.On going trainings are designed to help school staff have a better understanding of mental health concerns, how they affect a child’s ability to learn and how to better serve this population.

Program’s Overall Measurable Outcomes School Wide Positive Behavior Support Program Swiftwater Elementary- Office Discipline Referrals= Decreased 28%Swiftwater Elementary- Office Discipline Referrals= Decreased 28% Clear Run Elementary- Office Discipline Referrals= Decreased 30%Clear Run Elementary- Office Discipline Referrals= Decreased 30% Students involved in the SOAR resource room Office Discipline Referrals- Decreased by 82%Office Discipline Referrals- Decreased by 82% In School Suspension- Decreased by 88%In School Suspension- Decreased by 88% Out Of School Suspension- Decreased by 97%Out Of School Suspension- Decreased by 97% Grade Point Averages- Increased by 60%, 20% maintained grade point average, 10% had a lower averageGrade Point Averages- Increased by 60%, 20% maintained grade point average, 10% had a lower average Truancy Rates- Decreased by 41%Truancy Rates- Decreased by 41% Inclusion Rates- Increased by 20%Inclusion Rates- Increased by 20%

Thanks to the following researchers and studies: Garmezy, N., Masten, A.S., & Tellegen, A. (1984). The Study of Stress and Competence in Children: A Building Block for Developmental Psychopathology. Child Development, 55, 97-111.Garmezy, N., Masten, A.S., & Tellegen, A. (1984). The Study of Stress and Competence in Children: A Building Block for Developmental Psychopathology. Child Development, 55, 97-111. Henggler, S.W., & Schoenwald, S.K. (1993). Multisystemic Therapy with Juvenile Offenders: An Effective Family-based Treatment. The Family Psychologist 9, 24-26.Henggler, S.W., & Schoenwald, S.K. (1993). Multisystemic Therapy with Juvenile Offenders: An Effective Family-based Treatment. The Family Psychologist 9, 24-26. Olds, D.L. (1988) The Prenatal/Early Infancy Project in R.H. Price, E.L. Cohan, R.P. Lorion, & J. Ramos-McKay (eds.), 14 Ounces of Prevention. American Psychological Association, Washington, D.C.Olds, D.L. (1988) The Prenatal/Early Infancy Project in R.H. Price, E.L. Cohan, R.P. Lorion, & J. Ramos-McKay (eds.), 14 Ounces of Prevention. American Psychological Association, Washington, D.C. Offord, D.R., et al (1992). Outcome, Prognosis and Risk in a Longitudinal Follow-up Study. Journal of American Academy of Child and Adolescent Psychiatry, 31:5, 916-923.Offord, D.R., et al (1992). Outcome, Prognosis and Risk in a Longitudinal Follow-up Study. Journal of American Academy of Child and Adolescent Psychiatry, 31:5, 916-923. Rae-Grant, N., Thomas, B.H., Offord, D.R., & Boyle, M.H. (1988). Risk, Protective Factors and the Prevalence of Behavioral and Emotional Disorders in Children and Adolescents. Journal of American Academy of Child and Adolescent Psychiatry.Rae-Grant, N., Thomas, B.H., Offord, D.R., & Boyle, M.H. (1988). Risk, Protective Factors and the Prevalence of Behavioral and Emotional Disorders in Children and Adolescents. Journal of American Academy of Child and Adolescent Psychiatry. Rutter, M. (1985). Resilience in the Face of Adversity: Protective Factors and Resistance to Psychiatric Disorder. British Journal of Psychiatry. 147:598-611.Rutter, M. (1985). Resilience in the Face of Adversity: Protective Factors and Resistance to Psychiatric Disorder. British Journal of Psychiatry. 147:598-611. Rutter, M. (1987). Psychosocial Resilience and Protective Mechanisms. American Journal of Orthopsychiatry 57(3), 316-331.Rutter, M. (1987). Psychosocial Resilience and Protective Mechanisms. American Journal of Orthopsychiatry 57(3), 316-331. Shure, M.B. & Spivak, G/ (1988). Interpersonal Cognitive Problem Solving. In R.H. Price, E.L. Cohen, 14 Ounces of Prevention, American Psychological Association, Washington, D.C. p.69-82.Shure, M.B. & Spivak, G/ (1988). Interpersonal Cognitive Problem Solving. In R.H. Price, E.L. Cohen, 14 Ounces of Prevention, American Psychological Association, Washington, D.C. p.69-82. Tierney, J.P., et al. (1995). Making a Difference: An Impact Study of Big Brothers/Big Sisters. Public/Private Ventures. Philadelphia, PA.Tierney, J.P., et al. (1995). Making a Difference: An Impact Study of Big Brothers/Big Sisters. Public/Private Ventures. Philadelphia, PA. Vance, E. & Sanchez, H. (1988). Creating a Service Delivery That Builds Resiliency. NC Department of Health and Human Services and NC Department of Public Instruction.Vance, E. & Sanchez, H. (1988). Creating a Service Delivery That Builds Resiliency. NC Department of Health and Human Services and NC Department of Public Instruction. Werner, E.E., & Smith, R.S. (1982). Vulnerable but Invincible: A Longitudinal Study of Resilient Children and Youth New York: McGraw-Hill.Werner, E.E., & Smith, R.S. (1982). Vulnerable but Invincible: A Longitudinal Study of Resilient Children and Youth New York: McGraw-Hill. Werner, E.E. (1989).High Risk Children in Young Adulthood: A Longitudinal Study from Birth to 32 Years. American Journal of Orthopsychiatry. 59 (1), 72-81.Werner, E.E. (1989).High Risk Children in Young Adulthood: A Longitudinal Study from Birth to 32 Years. American Journal of Orthopsychiatry. 59 (1), 72-81. Werner, E.E. & Smith R.S. (1992). Overcoming the Odds: High Risk Children from Birth to Adulthood. Cornell University Press: Ithaca and London.Werner, E.E. & Smith R.S. (1992). Overcoming the Odds: High Risk Children from Birth to Adulthood. Cornell University Press: Ithaca and London. Wyman, P.A., et al (1991). Interviews with Children who Experienced Major Life Stress: Family and Child Attributes that Predict Resilient Outcomes. Journal of American Academy of Child and Adolescent Psychiatry, 31:5, 904-910.Wyman, P.A., et al (1991). Interviews with Children who Experienced Major Life Stress: Family and Child Attributes that Predict Resilient Outcomes. Journal of American Academy of Child and Adolescent Psychiatry, 31:5, 904-910. Goldstein,A.P, et al (1998). Aggression Replacement Training. Research Press: Champaign, IL.Goldstein,A.P, et al (1998). Aggression Replacement Training. Research Press: Champaign, IL. Burns, D. (2006). When Panic Attacks. Broadway Books: NY, NY.Burns, D. (2006). When Panic Attacks. Broadway Books: NY, NY. Kendall, P.C. et al (2006). Coping Cat, Cool Cat, Taking Action. Workbook Publishing: Ardmore, PA.Kendall, P.C. et al (2006). Coping Cat, Cool Cat, Taking Action. Workbook Publishing: Ardmore, PA. Kearney, C.A. et al (2007) When Children Refuse School. Oxford University Press: NY, NY.Kearney, C.A. et al (2007) When Children Refuse School. Oxford University Press: NY, NY.

One To Won: Positive Behavior Supports and Effective School-Community Partners Kelly J. Carey, M.A. Certified School Psychologist Pocono Mountain School.

Similar presentations

Presentation on theme: "One To Won: Positive Behavior Supports and Effective School-Community Partners Kelly J. Carey, M.A. Certified School Psychologist Pocono Mountain School."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

One To Won: Positive Behavior Supports and Effective School-Community Partners Kelly J. Carey, M.A. Certified School Psychologist Pocono Mountain School.

Similar presentations

Presentation on theme: "One To Won: Positive Behavior Supports and Effective School-Community Partners Kelly J. Carey, M.A. Certified School Psychologist Pocono Mountain School."— Presentation transcript:

Similar presentations

About project

Feedback