The document presents a Success Through Levels intervention plan to address behavioral issues at Carmel Middle School. It proposes a three-tiered approach including primary (school-wide), secondary (targeted), and tertiary (individual) levels of intervention. The primary level utilizes the CHAMPS model for positive behavior support. The secondary level adds peer mediation. The tertiary level implements Functional Family Therapy for students not responding to other interventions. The plan aims to reduce office referrals through systematic positive behavioral supports and early intervention.

1. Success Through Levels- Building Blocks for Success Presented by Michael Wilson, MSSW Michigan State University & Harrison District 2 Schools: Behavioral Specialist Colorado Springs, Colorado

2. Quote of the Day: “The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” -Jim Wright, 2005 Do you agree or disagree with this statement? Why?

10. Objective One Provide for a Need for Change

12. Objective Two Tri-Fold Method of Intervention Description: Primary, Secondary and Tertiary Levels

14. Further Research Studies to Consider (See Hand Out for more)

15. Study Study 1 BEP McCurdy, B. L., Kunsch C., & Reibstein, S. (2007). Study 2 BEP Hawken, L. S. & Horner, R. H. (2003). Study 3 BEP Hawken, L. S., MacLeod, K. S., & Rawlings, L. (2007). Type of Study Case Study- Qualitative Descriptive Quantitative- Evaluative Quasi Experimental Quantitative- Evaluative Purpose of study Document, in case study format, the implementation of the behavior education program in one urban elementary school for a group of students requiring more intensive intervention. Examines the efforts of a targeted intervention (BEP- behavior education program) on problem behavior in the classroom. Evaluate the effects of the BEP on problem behavior with 12 elementary school students. Design Case Study Format (Intent of this methodology type is to “develop and illustrate theories, rather than to enumerate frequencies (Yin, 1989)” Multiple Baseline across subjects, quasi experimental, single subject design Was not mentioned, however it appears to be quasi-experimental with no random selection and also convenience sampling used Measures Used relevant to your project N/A-- Qualitative study (Dependent was points earned on the daily behavior scorecard, and also the teacher and student ratings of effectiveness) Use of BEP Program/ goal setting/ daily goal pts sheet DV-problem behavior and academic engagement IV- extent to which there is a functional relationship between the use of BEP intervention ands reduction in student problem behavior in schools. Use of BEP Program/ goal setting/ daily goal pts sheet IV- Fidelity scores, ODR’s and also social validity questionnaire scores by teachers DV-Will BEP lower odr’s, is it scene as effective by teachers, and also is it being implemented? Use of BEP Program/ goal setting/ daily goal pts sheet Sampling technique & characteristics Sample size was 8, 2 female, 6 male from Francis Scott Key Elementary School- urban school in the Northeast grades 1-5 ages 6-12. 3 Students were described in best detail however, Jamar, Sam, and Kara N=4 students from a middle school in the northwestern USA (6 selected, but 2 were dropouts). 3 were 13, 1 was 12, all 6 th graders, all male Convenience sampling- Non Probabilistic N= 12, 10 boys, 2 girls in grades K-6 in an elementary school Non-probabilistic—availability/convenience Data Collection method Daily Progress reports, Intervention Rating Profile likert-style questionnaires for adults, and for students the Children’s Intervention Rating Profile was used for social validity. Inter-Observer ratings of problem behavior occurrences by classroom observances, use of control peers as a baseline for problem behavior and same for engagement Social validity was also used- likert scale survey to measure likeability of this method BEP acceptability Questionnaire. Fidelity assessed by a rater, odr data used, BEP acceptability Questionnaire used to measure social validity on likert- scale. Main results relevant to your project 50% showed high success outcomes, 25% moderately successful, 25% undesirable outcomes Social Validity is mean of 78 (highest is 90), meaning most agreed it helped, and 1017 was mean for student acceptability (7-35 is the range, but this time lower scores are higher acceptance by the kids) Daily points earned averaged over 80% (good for a reward, met goal). Points went up as the program progressed with some variance, but for the most part improvement was shown after program was started as compared to no program. Program a success, or helpful. Fidelity Measurement: 67% of parents signatures was completed, but 83% for check-in, 92% for teacher feedback, 100% data collection Impact on Problem Behavior: reductions in all 4 students by an average of 12% Impact on Academic Engagement: 32% average increase in engagement from baseline to intervention, though variable across students. 48% , 70%, 63%, 63% engagement. Social Validity: 3 of 4 thought this helped (kids) and teachers rated effectiveness 4-6 on all scales. Overall: Benefits were high and teachers agree that this works, students like the program for the most part (75%). High fidelity, lower ODR’s (office disciplinary reports), high social validity. Fidelity: 90% on 4 of 5 elements, high ODR Reporting: Baseline- 51% reduction in ODR’s for group 1 and groups 2 and 3 had reductions of 46 and 36%’s, 9 of 12 showed reductions in ODR’s per month, which is significant Social Validity: Lowest mean was 4.5 of a total of 6, so very good there.

16. Problem Solving Process Define the Problem Defining Problem/Directly Measuring Behavior Problem Analysis Validating Problem Identify Variables that Contribute to Problem Develop Plan Implement Plan Implement As Intended Progress Monitor Modify as Necessary Evaluate Response to Intervention (RtI)

18. Components of a Complete Intervention Plan

19. Levels of Intervention

20. RTI: School-Wide Three-Tier Framework (Kovaleski, 2003; Vaughn, 2003) Tier III ‘ Long-Term Programming for Students Who Fail to Respond to Tier II Interventions’ (e.g., Special Education) Tier I ‘School-Wide Screening & Group Intervention’ Tier II ‘ Non-Responders’ to Tier I Are Identified & Given ‘Individually Tailored’ Interventions (e.g., peer tutoring/fluency)

24. Objective Three Success Through Levels Intervention Plan

29. Establish Behavioral Expectations/Rules Teach Rules in the Context of Routines Prompt or Remind Students of Expected behavior Monitor Student's Behavior in the Natural Context

30. Establish Procedures for Encouraging Rule Following Establish Procedures for Responding to Rule Violations Evaluate the effect of instruction These are things you should do in any school environment!!!

31. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Three Components of PBS

32. Non classroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems Focuses On All Levels In The School - From: Sugai (2007)

44. Objective Four Policy and Law: Implications for Intervention

45. Participant Activity: Take the RTI Readiness Survey Form into pairs or small groups. Together, complete the RTI Readiness Survey . When finished, discuss your results and address these questions: 1. What areas of strength did you identify? 2. What areas did you identify that need work? 3. What would be your group’s top three priorities in starting the RTI model in this school? RTI Readiness Survey available at: http://www.jimwrightonline.com/pdfdocs/survey_rti_wright.pdf

54. “ When we know better, we do better.” Maya Angelou

57. Special Thanks to the Harrison High School Band for the Introduction Music!! Go Panthers!