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
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
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
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
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
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