JOHNS HOPKINS UNIVERSITY

EARLY IDENTIFICATION AND INTERVENTION PROGRAM

(JHU EIIP)

MISSION

What is the primary mission of the Johns Hopkins University Early Identification and Intervention Program?

Support to the BCPSS in its effort to provide services to the general education student population as well as to those students who require additional intervention for social and emotional well being

Primary Level School-/Classroom-Wide

Instructional and Support Systems that Benefit All Students

Secondary Level Services & Systems for

Students Below grade Level or Exhibiting At-Risk Behavior

Tertiary LevelSpecialized, Individualized

Services & Systems for Students with Special

Education or MH Diagnoses

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

WHAT EXISTED IN THE PAST?

BCPSS

STUDENT SUPPORT TEAM

CHARACTER EDUCATION PROGRAM

PATHS

PILOT INTERVENTIONSGood Behavior

Game – 1ST & 2ND

GENERATIONS

WHAT CURRENTLY EXISTS IN THE DISTRICT FOR SY’2005-2006?

BCPSS

STUDENT SUPPORT

TEAMPBIS

PILOT INTERVENTIONS

WHOLE DAYJHU EIIP

PROJECT ID

HOW DOES THE JHU CENTER INITIATIVES FIT WITH THE BCPSS

VISION?• PATHS TO PAX Universal social/emotional program for whole classroom intervention

• COPING POWERS(3-5) / INCREDIBLE YEARS (PK-2) Tier 2 Intervention including small group sessions with MHC for

identified students

• IDENTIFIED APPROPRIATE PROGRAMS Tier 3 Intervention including individual sessions with MHC for identified

students

• COMPUTERIZED ASSESSMENTINSPIRE

PATHS TO PAXWHOLE DAY

INSPIRE

Nonclassroom

Setting S

ystems

SCHOOLWID

E PATHS TO P

AX

ClassroomSetting Systems

Individual Student

SystemsTIERS II & III

INSPIRE

INCREDIBLE YEARS (K-2)

COPING POWERS (3-5)

TIER III

CHADIS + TREATMENT

School-Wide

INTEGRATING JHU CENTER INITIATIVES WITH BCPSS SCHOOL IMPROVEMENT INITIATIVES USING THE PBIS FRAMEWORK

Effective Curriculum/ InstructionVoluntary State Curriculum, BCPSS Curriculum, Direct Instruction, Whole Day

Social-Emotional Curriculum PATHS Lessons, PATHS to PAX Lessons

Positive Classroom Management Strategies Good Behavior Game (I & II; Paxis Version)

Parent Involvement PATHS to PAX, Whole Day

PBIS Practices▪ Common purpose & approach to discipline▪ Clear set of positive expectations & behaviors▪ Procedures for teaching expected behavior▪ Continuum of procedures for encouraging expected behavior▪ Continuum of procedures for discouraging inappropriate behavior▪ Procedures for on-going monitoring & evaluation

Early Identification & MonitoringINSPIRE

Individualized Academic Support

Student Support ServicesSchool-Based MHIncredible Years (K-3)

Parent GroupsStudent Skill Training Groups

Coping Power (4-5) Parent Groups Student Skill Training Groups

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

IEPSchool-Based MHPBIS Practices▪Function-based behavior support▪Comprehensive person-centered planning ▪Individualized instructional & curricular accommodations

PATHSTURTLE UNIT

PRE-KINDERGARTENPATHS LESSON VSC STANDARD VSC

INDICATOR(S)VSC

OBJECTIVE(S)

*R-1: READINESS LESSON 1

(RULES)

SOCIAL STUDIES

1.0 POLITICAL SCIENCEStudents will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens

1. Identify the importance of rules

a. Recognize why people have rules at home and at school

b. Generate and follow classroom rules, such as taking turns, walking inside, and forming a line to promote safety in the classroom

PATHS LESSONTURTLE UNIT

KINDERGARTENPATHS LESSON VSC STANDARD VSC INDICATOR(S) VSC

OBJECTIVES(S)

*R-1: READINESS LESSON 1 (RULES)

SOCIAL STUDIES

1.0 POLITICAL SCIENCEStudents will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens

1. Identify the importance of rules

a. Identify reasons for classroom rules and school rules, such as maintaining order and keeping the community safe

a. Recognize rules help promote fairness, responsible behavior, and privacy

GOOD BEHAVIOR GAMEComponents Common to WD and

P to P Versions of GBG

• Rule Definition• Team Structure• Counting Negative Behaviors• Timed Games• Awards for Low Negative Behavior Counts• Unannounced Counting Periods• Weekly Winners

Comparisons Between GBG VersionsComponents

WD GBG PtoP GBG

Basic GBG Key Components Yes Yes

Professional Development

-Intervention

-Instructional Methods

-Working with Parent

Yes

Yes

Yes

Yes

No

Yes

Length of Intervention Training 3 Days 3 Days

Teacher-Coach Ratio 3:1 12:1

Grades Targeted 1st PreK-5

Classroom Generalizations

-Problem Solving Meetings

-Kid of the Day Process

-Self Control

Yes

No

No

Yes

Yes

Yes

School-Wide Generalization No Yes

Implementation Support System

Data Collection & Reporting

COMPUTERIZED ASSESSMENT - INSPIRE

Provides resources to support high quality implementation, houses data that can be used for student assessment and referral process,

collects information that can be used to monitor implementation quality and improve service delivery.

Implementation Schedule Reminders

Communication & Community Building

Supplemental Materials

Integration Ideas & Support

• Individual Student Functioning (TOCA, DISC, Academic Indicators)• Classroom Observations• Individual, Classroom & Building Summary Reports of Data• Teacher Satisfaction Ratings• Implementation Dosage & Quality Ratings• School Climate Ratings

Referral Process

Communication

History of Services

Early Identification & Monitoring

Coping Power & Incredible Years

• These interventions would be targeted to those Tier 2 students with mild to moderate behavior problems identified as needing support. The school-based mental health clinician would implement the Coping Power and Incredible Years interventions.

• Coping Power (designed for children in grades 3 – 5) and the Incredible Years (designed for children in PK – Grade 2) have integrated child and parent components to reduce aggressive behavior at home and school, improve children’s behavioral functioning in school, improve children’s social competence and increase children’s ability to resolve problems.

WHAT’S INVOLVED IN PATHS TO PAX IMPLEMENTATION

Professional Development

Ongoing Classroom Observations

Good Behavior Game

PATHS Lessons

Consultations

Classroom Teacher

School Administrators

IST

Modeling

Average SpleemsOf All Teachers

0

5

10

15

20

25

School#1

School#2

School#3

School#4

School#5

Baseline

Winter

WHAT ARE THE NEXT STEPS?

OVER THE NEXT THREE AND A HALF YEARS . . .

The JHU Center for Prevention and Early Intervention will conduct a series of small scale studies to support the school district in its efforts to determine ways to improve classroom behavior, mental and emotional health, and academic success in students.

STAGES OF JHU EIIP IMPLEMENTATION

SY’ 2006-2007 • Add three additional schools,

Cohort 2, #027, #098, #220• Add three control schools,

TBD• Add 3rd and 4th grades to

Cohort 1 schools, #016, #051 #083, #102, #124

• Continue COPING POWERS (3-5) in pilot schools, #039, #095, #101, #160

• Begin INCREDIBLE YEARS (PK-2) in pilot schools, #039, #095, #101, #160

• Begin INSPIRE in Cohorts 1 and 2 schools

SY’ 2007-2008• Add 5th grade in Cohort 1

schools, #016, #051 #083, #102, #124

• Continue in three control schools, TBD

• Add 3rd, 4th, 5th grades to Cohort 2 schools, #027, #098, #220

• Begin COPING POWERS (3-5) and INCREDIBLE YEARS (PK-2) in Cohort 1 schools, #016, #051 #083, #102, #124

QUESTIONS