The UW Behavior Research Center’s Check, Connect, & Expect Project uwbrc.org UWBRC Office: 206-221-4426 Chicago Forum October 31st, 2008 Doug Cheney, Ph.D.,

The UW Behavior Research Center’s Check, Connect, & Expect Project

uwbrc.orgUWBRC Office: 206-221-4426

Chicago ForumOctober 31st, 2008

Doug Cheney, Ph.D., [email protected]

Lori Lynass, Ed.D., [email protected]

Patricia Robles M.Ed., Highline School District

[email protected]

AcknowledgementsGrants from OSPI; US Office of Special

Education Programs; the USDOE Center for Special Education Research, Institute for Education Sciences; WEA.

A BIG Thank You to -• Principals, teachers, students and families at all

project schools• Coordinators, Coaches & Behavior Specialists• Our consultants: Drs. Leanne Hawken, Rob Horner,

Mary Sinclair, George Sugai, Lucille Eber

Our Current RTI Work- Check, Connect, and Expect

(CCE)• Based on 15 years of research and practice from:

– Oregon’s Technical Assistance Center on Positive Behavior Support (Horner & Sugai)

– Check and Connect (C&C; Sinclair, Christenson, Evelo, & Hurley, 1998), U. Minnesota

– The Behavior Education Programs (BEP; Crone, Horner, & Hawken, 2004) U. Oregon/Utah.

• Both C&C and BEP rely on:– a positive caring adult – daily positive interactions with teachers & other

adults – supervision and monitoring of students – reinforcement/acknowledgement for success

Overall Project Design

3 School Districts – Highline, Renton, Evergreen Random Assignment of Matched Schools in Each District

3 Intervention Schools in Each District (9 total) & 3 Comparison Schools in Each District (9 total)

2005-06 2006-07 2007-08

9 CCE Intervention Schools

9 Comparisons-Assess Only Intervene

Assess

Random

Assign.

Systematic Screening for CCE Intervention

SSBD Gate 1: Nominations

SSBD Gate 2: Meet Criteria on Critical Events or Adaptive/Maladaptive Scores

Obtain Parental Permission

Student Participants

Check, Connect, & Expect Intervention

CCE as a Targeted Group Intervention

• An intervention (or set of interventions) known & practiced by all teachers and available for students throughout the school day

• An intervention that can provide additional student support in social support and academic areas

Check, Connect, & Expect (CC&E) Program

• Secondary-level intervention (Expanded CICO) implemented by a paraprofessional.

• Includes five program phases:– Basic – Self-Monitoring– Graduates– Basic Plus (Social Skills & Problem Solving)– Intensive (FBA)

Graduation

Self-Monitoring

Basic Plus Program (as needed)

Program Phases Daily Program Routine

Student Meets CC&E Criteria

Morning Check-in

ParentFeedback

Basic Program

Teacher Feedback

AfternoonCheck-out

   Student:___________________ Date:____________ Goal:_________ 

Reading Math

Way to Go! (4): Met expectations with positive behavior DAILY TOTAL ________OK (2): Needed 2-3 reminders or corrections.Good (3): Met expectations with only 1 reminder or correction.. Tough Time (1): Needed 4 or more reminders or corrections.

  Parent Signature:______________________Comments:   

Teacher: ___________ Comments:

Checked in Yes No

Checked out Yes No

Parent Signature Yes No

Expectation Tough Time

OK Good Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsible

1 2 3 4

Social Studies/Science/Art Specialist

Expectation Tough Time

OK Good Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsible

1 2 3 4

Expectation Tough Time

OK Good Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsible

1 2 3 4

Expectation Tough Time

OK Good Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsible

1 2 3 4

Daily Data Entered in Website© D3MTools.org

•Secure and Password Protected

•Multiple Features and Analyses Available–Charts–Weekly Summaries–Progress Reports for Case Summaries

Charting Function

Red When BelowCriteria

Green WhenAbove Criteria

Year:

Outcome:

2005-06

N = 198

2006-07

N= 140

Basic to Graduation

114 (58%) 99 (71%)

Basic Plus & Improving

42 (21%) 26 (18%)

Variable or Unsuccessful

38 (19%) 15 (140%)

Moved 4 (2%) 0 (0%)

Two Years of Daily Performance Data

Group 2005-06 2006-07 2007-08

Grads 3.7

(4.3)

3.5

(5.0)

2.7

(4.4)

Non Grads

7.1

(10.2)

4.5

(7.0)

3.9

(6.9)

Mean ODR by Group for 3 Years

Two Year Growth Curves for Students

• Social Skills Rating System

(SSRS: Gresham & Elliott, 1990)

• Problem Behavior• Social Skills

SSRS-Problem Behavior

B

B

B

B

J JJ J

HH

HH

Fall 05 Spring 06 Fall 06 Spring 07100

102

104

106

108

110

112

114

116

118

120

Pro

ble

m B

ehav

ior

Sta

nda

rd S

core

s

B Graduates

J Non-graduates

H Comparison

Differences, p<.05Grads Decreasing Slope,Grad, Comp, Non Grad at Intercept

SSRS-Social Skills

B

B

B

B

J J J JH

H

H

H

Fall 05 Spring 06 Fall 06 Spring 0780

82

84

86

88

90

92

94

96

98

100

Soci

al S

kills

Sta

ndard

Sco

res

B Graduates

J Non-graduates

H Comparison

Differences, p<.05*Grads & Comp. Increasing Slope,*Grad, Comp, Non Grad at Intercept

Staff Roles in the Intervention

The School Coordinator

• Influential member of lead team.• Help orient and connect Coach and Behavior Specialist to staff and

school routines etc.• Serve as an ambassador for the project with staff and parents and as

a “consultant” to Coach and Behavior Specialist when they have questions regarding project implementation with the staff.

• Work with UW staff to coordinate and complete ongoing data collection.

• Work with UW staff to schedule classroom observations and academic testing during spring data collection.

• Work with Coach and Behavior Specialist on screening

* Our inside link to the school.

Behavior Specialist Role

• Support implementation of Check, Connect, and Expect schools within a district.

• Monitor Fidelity of Implementation.• Work with Coaches to make data-based

decisions concerning program changes for students.

• Provide Consultation to teachers and school teams to increase student social and academic outcomes.

• Provide staff development and behavior expertise.

Coaches Role

• Serve as a positive role model• Monitor progress of students with the Daily

Progress Report • Inform parents of student progress • Complete daily data entry.• Provide social skills instruction, problem

solving instruction, and academic support as needed.

• Review student progress with behavior specialist.

Coaches Daily Schedule

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

Teachers Role

• Give Student Behavioral Reminders about Expected Behavior When Misbehavior Occurred

• Score Students On The Daily Progress Report Card At Designated Times

• Give Positive And Corrective Feedback To Students At Each Scoring Period

• Work With Coaches to Schedule Services

CCE Training Schedule

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

SWPBS Leadership Team Training

Team consisted of administrator and 6-8 representativeschool staff members,

Initial Trainings and Tasks Focused on:• Development of schoolwide expectations• Teaching Expectations • Establishing Reinforcement Systems• Establishing Systems for Discouraging Problem

Behaviors• Using Data for Decision Making

Behavior Specialist Training

• Working with Coaches, Coordinators and Principals

• Screening Students

• Using the Website

• Case Reviews

• Addressing Needs of Tier Three Students

Coaches TrainingEstablishing Positive RelationshipsThe Basic Program

Reinforcement

The Basic Plus Program- Social Skills- Problem Solving - Academic Tutoring

Self-Monitoring & GraduationEntering and Using the Data WebsiteCommunicating with Families and Teachers

Teacher Training

• Overview of the CCE Program Components• Video Modeling from the Behavior Education

Program (BEP; Crone, Horner & Hawken, 2004)• Learn, Discuss and Practice:

- Giving Reminders linked to Behavior Expectations- Giving Positive Feedback Linked to Reminders- Scoring the Daily Progress Report- Implementing Self-Monitoring- Working with Students to Generalize New Skills- Communication with Coaches

On-Going Support

• On-going support was delivered to Behavior Specialists, Coaches, Coordinators, Leadership Teams & Principals.

• In one district, this role of management and support is being implemented by a district-level coordinator.

Support Given

• Weekly observations and feedback to teachers and coaches for fidelity.

• Weekly e-mail and phone conversations with coaches and behavior specialists.

• Behavior Specialist and Coach Meetings.• Professional Development.

Barriers to Implementation

• Desire for behavior to change quicker.• Having schools run the program with fidelity -

the research restrictions.• Hiring Issues (Coaches, Behavior Specialists)• Being an “outsider” in the schools.• Tier 3 students in a Tier 2 intervention.• Sustainability of intervention.

Sustainability

• Meetings with Principals and District Personnel each Year to Discuss Sustainability

• Offers of New Coach Trainings• Access to the Website Database• Updated Manuals to all CCE Schools• Support District Coordinators• Established www.wapbis.org

Implementing CCE in the Schools:The Behavior Specialist Perspective

School-readiness for targeted group intervention

• Cohort 1 schools were implementing SWPBS & targeted group intervention

• Cohort 2 schools met readiness criteria 1st

Beverly Park SET Scores 2005 -2007

0

10

20

30

40

50

60

70

80

90

100

Expe

ctat

ions

Defi

ned

Expe

ctat

ions

Taug

ht

On-Goi

ng R

ewar

d

Resp

onse

to V

iolatio

n

Data

Mon

itorin

g

Man

agem

ent

Distric

t Sup

port

Tota

l Sco

re

SET Domains

Perc

en

tag

e o

f P

oin

ts

2005 Data

2006 Data

2007 Data

Major Office Discipline Referrals at B P Elementary:

Three School Years

0

100

200

300

400

500

600

2005-2006 2006-07 2007-08

ODR

Bow Lake SET Results 2006 & 2007

0

10

20

30

40

50

60

70

80

90

100

Expe

ctat

ions

Defi

ned

Expe

ctat

ions

Taug

ht

On-Goi

ng R

ewar

d

Resp

onse

to V

iolatio

n

Data

Mon

itorin

g

Man

agem

ent

Distric

t Sup

port

Tota

l Sco

re

Working with the CCE Coaches

• Relationship• Weekly Support & Supervision • Great & Renegade Coaches• Coaches Meetings• Case Reviews• Fidelity of Implementation - Self-checks

Check, Connect, and Expect Data Summary May 08

M BL SW HV DM BP

Success 85% 80% 71% 83% 60% 44%

Partial 12% 6% 29% 13% 40% 36%

Non-Res 3% 3% 0 4% 0 21%

PS 242 82 36 164 223 45

SS 195 24 218 52 21 25

AT 51 6 9 97 63 4

Working with CCE Teachers

• Varying levels of classroom management • Fidelity• Communication• Flexibility• Booster Trainings on DPR• Toughest Critic & Best Advocate“CC&E has not only helped me with at-risk students, but helped me set a structure

for my whole class”

• Problems Outside of Class

Highline CCE Results 2005-08

• 270 Students have received the intervention across the past 3 years.

• Over 80 Teachers have delivered the intervention• On average, the DPRs suggested:

– 70% of students respond to Basic Intervention

– 15% responded to Basic Plus Supports

– 15% variable response or did not meet program criteria and need further intervention

Working with the CCE Principals

• Regularly scheduled meetings• Work with principals to support the

implementation of the project. • Encouraged quarterly reviews of the project

with faculty at staff meetings• Assist principals to provide supervision to

Coaches and Coordinators to assure that they are completing project responsibilities

Challenges/Barriers of Implementation

• Funding

• Unbalanced Classrooms

• Lack of Infrastructure

• Time & Competing Initiatives

• Staff Buy-in

• Administrator & Teacher turnover

• Research vs. Reality

Positive Results

• 4 of six schools continuing CC&E

• Student Success

• Teacher Success

• Unanimously Principals want to move forward with PBS in all schools

• Beginning District Level Commitment

Show student 657

Sustainability

• Identify District Team & Meeting Schedule• Implement District Plan & Training Goals• Advocate for adequate & sustained funding• Link CC&E to academic achievement data for tier 2 &

3 supports• Regular PBS Status Report Updates to other groups

with competing initiatives• Increase visibility & parent involvement

Foundation for EffectiveCCE Implementation

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

monitoring

What District Coordinators Need to Know: Lessons Learned

• Identify Key Administrators

• Draft a plan – start small & slow

• Use data to illustrate effectiveness

• Increase visibility of successes

• PBS must be recognized as a means to an end - achievement & citizenship

• Identify key PBS modules of support