1. Session Agenda Introductions & Overview of need for Screening (Barb; 20 min) Van-Far (20 min) – Administrator, Counselor, Classroom Teacher Hawthorn (20 min) – Administrator, Tier 2 Coach Closing & Questions (Barb 15 min) 2:30-3:45 – Wednesday – Northwinds

2. Use of Screening Instruments to Identify Students At-Risk for Emotional & Behavioral Concerns Van-Far Elementary School Hawthorn Elementary School Barbara S. Mitchell, Ph.D. MO SWPBS Tier 2/3 Consultant MO SW-PBS

3. Introductions Van-Far Elementary Amber Crane – Principal Robyn Jennings – Counselor Angie Morris – Classroom Teacher Hawthorn Elementary Lucinda Varner – Assistant Principal Penny Rassler – Tier 2 Coach MO SW-PBS

4. Three Levels of Implementation A Continuum of Support for All Tier One All students Preventive, proactiv e Tier One All settings, all students Preventive, proactive Tier Two Some students (at-risk) High efficiency Rapid response Tier Two Some students (at-risk) High efficiency Rapid response Tier Three Individual Students Assessment-based High Intensity Tier Three Individual Students Assessment-based Intense, durable procedures Academic SystemsBehavioral Systems MO SW-PBS

5. What Do We Know? Approximately 1 in every 4 to 5 youth in the U.S. meets criteria for a mental disorder with severe impairment across their lifetime (Merikangas et al., 2010). Among those affected only 30% actually receive services (U.S. Public Health Service, 2000) MO SW-PBS

6. What Do We Know? The most common conditions include – Anxiety (31.9%) – Behavior disorders (19.1%) – Mood disorders (14.3%) – Substance use disorders (11.4%) Approximately 40% of individuals meet criteria for multiple disorders. (Merikangas et al., 2010) MO SW-PBS

7. What Do We Know? The median age of onset occurs during school- age years – 6 years for anxiety – 11 years for behavior – 13 years for mood – 15 years for substance use disorders. (Merikangas et al., 2010) MO SW-PBS

8. Academic success is linked with social & behavioral skills Early identification with intervention can decrease the likelihood of academic failure – Prevent onset Preventive supports reduce the need for more intensive supports later. – Minimize impact of risk What Do We Know? MO SW-PBS

9. Outcomes By the end of this session participants will be able to… – Explain the advantages of screening for emotional and behavioral concerns. – Describe basic procedures for conducting a universal screening. – Ask questions about implementation of a comprehensive identification process. MO SW-PBS

10. Externalizing Behaviors Aggression to others or things Hyperactivity Non-compliance Disruptive Arguing Defiance Stealing Not following directions Calling out Who is At-Risk? MO SW-PBS

11. Internalizing Behaviors Exhibits unusual sadness Sleeps a lot Is teased or bullied by peers Does not participate in games Very shy or timid Acts fearful Does not stand up for self Withdrawn Avoids social interactions Who is At-Risk? MO SW-PBS

12. Teacher nomination Existing school data Universal screening instrument Allows for early intervention? Identifies internalizing & externalizing? Identification Process MO SW-PBS

13. Advantages – Fast, efficient, and respectful – Include all children and youth of interest – If we make an error, the error tends to identify students who are not at-risk – Informs schools about the student population – Find groups of students with common needs – Facilitates resource mapping of services (University of Oregon Institute on Violence and Destructive Behavior) Systematic Screening MO SW-PBS

14. Not common because… – History of being reactive rather than proactive Impression that kids will “grow out of it” – Concern about profiling/stigmatizing – Fear of costs and potential to identify large number of EBD students Systematic Screening MO SW-PBS

15. Not Common Because – Easier to screen vision & hearing because response falls in the realm of the parents – Political realities of managing parent reactions to behavior screenings; confidentiality – Systems skill set Do we know how to respond to behavior with the same confidence that we respond to academic concerns? Systematic Screening MO SW-PBS

16. Teacher, parent or student ratings Ages 4-10 or 11-17 Respond to 25 items for each student – Administered and scored by hand or on-line – No cost Strengths & Difficulties Questionnaire MO SW-PBS

17. Strengths & Difficulties Questionnaire Results indicate level of risk – Close to average – Slightly raised – High – Very high MO SW-PBS

18. Strengths & Difficulties Questionnaire Also includes information about signs reported. – emotional distress, – behavioral difficulties, – hyperactivity and attention difficulties, – difficulties getting along with other children, – impact of difficulties on the child’s life, – extent to which the child demonstrates kind and helpful behavior. MO SW-PBS

19. Van-Far Elementary School Vandalia, Missouri Strengths & Difficulties Questionnaire (SDQ) – Teacher Version MO SW-PBS

20. Van-Far Elementary School Mrs. Amber Crane – Building Principal Mrs. Robyn Jennings – School Counselor Mrs. Angie Morris – Classroom Teacher - Kindergarten MO SW-PBS

21. End of School Year (2012) MO SW-PBS

22. End of 1st Quarter - Major ODR Data (August to October 2012) MO SW-PBS

23. End of 1st Quarter - Classroom Minor Data (August to October 2012) MO SW-PBS

24. End of 1st Quarter - Screening Scores October 2012 MO SW-PBS 47 Students Identified with Overall Score in the “High” or “Very High” range

25. Sorted Results - October 2012 Emotional Distress Behavior/Hyper activity Getting Along with Others Kindergarten261 1 st Grade240 2 nd Grade*696 3 rd Grade*241 4 th Grade000 5 th Grade020 6 th Grade100 Total13258 MO SW-PBS

26. Outcomes – April 2013 Emotional Distress Behavior/Hyper activity Getting Along with Others Kindergarten2 / 16 / 41 / 2 1 st Grade2 / 04 / 30 / 0 2 nd Grade6 / 19 / 86 / 2 3 rd Grade2 / 04 / 21 / 3 4 th Grade0 / 10 / 0 5 th Grade0 / 12 / 10 / 0 6 th Grade1 / 10 / 60 / 2 Total13 down to 525 down to 248 up to 9 MO SW-PBS

27. Hawthorn Elementary School Camdenton, Missouri Strengths & Difficulties Questionnaire (SDQ) – Student Version MO SW-PBS

28. Hawthorn Elementary Lucinda Varner – Assistant Principal Penny Rassler – Tier 2 Coach MO SW-PBS

29. 500 Students 40 Teachers

30. School History Our building was created in 2006 First two years were spent creating our mission and vision for the building –Happy, Progressive, Model School “Team Hawthorn” – teachers, students and families feel a part

31. School Wide PBS History 2006-08 –Built knowledge of PBS –Discussions –Consensus for implementation –Planning/Training 2008-09 –Began implementation of Tier I 2009-11 –Continued implementation of Tier I –Improvements through trial/error 2011-12 –More data review –Discussions of a need for Tier II team 2012-13 –Continued to revise and improve Tier I –Began implementation of Tier II

32. Team Structures Tier I –Third Grade Teachers (2) –Fourth Grade Teachers (2) –Librarian –Focus Room Teacher * –Administrators * Tier II –Interventionist –Counselor –Third Grade Teacher –Fourth Grade Teacher –Focus Room Teacher * –Administrators * * Crossover membership Each team meets the 2 nd and 4 th Tuesday of the month. Tier I – Before School Tier II – After School

33. What Does the Administrator Do? Ongoing evaluation of PBS Communication –Staff (Email, faculty meeting shout outs, surveys, etc.) –Families (Newsletters, announcements, surveys, etc.) –District (Administrator Meetings, Board Reports, etc.) Reallocate Resources –Staff (Counselor/Librarian schedules, CICO volunteers, etc.) –Schedule (Monday morning meetings, coverage for trainings, etc.) Buy In Building Access Review referrals Part of the decision making process

34. Review of Referrals Referrals for 2011-12 What about the students with repeated behaviors?

35. What Can We Do From Day 1? Triage Student Placement Dig Deeper...

36. Strengths & Difficulties Questionnaire Review of data During summer trainings, heard about the SDQ Tier II team decided to see if the building would be interested in piloting Received consensus from the staff Communicated to families about the screening tool and its purpose

37. Strengths & Difficulties Questionnaire School counselor and librarian administered the screening – Beginning of the year, during specials – About 20 minutes – Netbooks – Paper/pencil

38. Strengths & Difficulties Questionnaire Overview of results were considered and individual results were set aside for a time As the Tier II team began to receive teacher referrals, the individual results were then considered for further support

39. Consideration for Support Triage Social Groups Environmental Interventions Check In, Check Out Additional supports considered based on ODRs, think sheets, minors, other concerns

41. Student Referrals ~ Comparison

42. Total Referrals ~ Comparison

43. Additional Examples Parents complete rating questionnaire during Kindergarten registration Parents and/or students complete ratings when new family registers for school Incoming 9 th graders complete screening questionnaire when they create course schedule; risk scores used to assign advisory courses Classroom teacher screenings in the spring prior to transition to new building MO SW-PBS

44. Screening Instruments at a Glance – Name of Instrument – Description / Use – Age of Students – Method – Time to Administer – Cost – Ordering Information Resources MO SW-PBS

45. Resources Screening Considerations – Documented Purpose & Policy – Clearly Defined Procedures – Availability of Supports Universal Screening – General Requirements – Federal regulations Example Parent Notification Letter MO SW-PBS

46. Resources Tier 2 Workbook http://pbismissouri.org/archives/1816 – Screening Handouts http://www.youthinmind.info – Information and protocols for SDQ – Complete questionnaire on-line MO SW-PBS

47. Contact Information MO SWPBS Regional and/or Tier 2/3 Consultant Amber Crane, Principal, Van-Far Elementary – acrane@vf.k12.mo.us Lucinda Varner, Assistant Principal, Hawthorn Elementary –lvarner@camdentonschools.orglvarner@camdentonschools.org MO SW-PBS