TTSD Behavior Support Team

1. TTSD Behavior Support Team Tier 3 Referrals For Internalizing Behaviors

2. Our History… The BST was created five years ago in response to an equity issue: The over-representation of Latinos who are suspended or expelled from TTSD.

3. Our mission: Intervene early in order to: • Reduce referrals to special education • Reduce suspensions and expulsions • Reduce the need for restrictive educational placements

4. Which students does the team serve? • Regular Ed (often providing support that is not available otherwise) • Special Ed • Focus on k-8 (expanding into the HS this year) • All Disability categories • Focus on externalizing behaviors.

7. Why so few girls? • Many girls are “internalizers:” • Depression • Withdrawal • Disengagement • School Refusal / Absenteeism • Self-harm • The intent was that these students would be served through Care Coordination / Community Mental Health Partners…

8. Isolate Race . . .

11. Internalizingvs. Externalizing

12. Internalizing Behaviors Focus Group: • School Counselors, Psychologists, Behavior Team, and Care Coordination • Met in December, 2013; January 2014; and March 2014 • Decided to focus on both boys and girls. • Discussed current interventions • Developed a list of simple strategies that can be implemented by EBIS teams.

13. Elementary • Teachers report concerns about children who are withdrawn, lonely, sad, disengaged - “lost girls.” • Frequent visits to the health rooms. • High absenteeism due to illness, somatic complaints and/or school refusal. • By 4th-5th grade some students begin skipping school.

14. Middle School 3 Categories: • Students who attend classes, but are disengaged. Some of these students may act out when “triggered,” but are normally very quiet. • Students who attend school, but don’t attend classes. • Students who do not attend school.

15. Causes • Mental Health Difficulties: • Depression • Anxiety • Social Skills Deficits • Learning Difficulties • Bullying • Home / Family Stressors

16. Tier 3: 1-5% Tier 2: 20% Tier 1: 80%

17. EBIS Team Strategies • Identify • Support

18. Tier 1 • Identification: EBIS team reviews school-wide data such as: • Attendance • Grades • Health room visits • Teacher or peer nominations • Supports: EBIS teams implement building-level interventions such as: • Teacher mentors (i.e. Teachers choose one student from their own class or another classroom to reach out to on a daily or weekly basis.) • Parent consultation

19. Tier 2: • Identification: EBIS teams consider previous attendance, truancy and grade data, as well as: • K-5: Screener such as the internalizing section of the Systematic Screening for Behavior Disorders Form – teachers complete and turn in to EBIS teams • Family history – kids with older siblings who have had difficulty with attendance, other familial factors, mental health needs, etc. • Truancy • Supports: • Mentoring programs • Enrollment in clubs, sports, or other activities • Small groups – lunch bunches, social skills groups, etc. • Care Coordination / Mental Health Referrals • CARE Team Focus Students

20. Tier 3 • Develop Tier 3 Support Plan • Consider referral for Care Coordination • Consider referral to the Behavior Support Team for behavior coaching.

21. Individualized Plan Components • Emotional Regulation, Coping, and Social Skills Instruction • Increase Social Connectedness • Assist with Organization and Work Completion • Communication Between Home, School, and Community Mental Health

22. Tier 3 Includes Coaching Coaching:

23. Two Key Strategies: • Persistence • Communication

24. “Test Students” • Twality Middle School • 2 Girls, 1 Boy • Hazelbrook Middle School • 2 Girls, 2 Boys

25. Articles / Resources http://online.wsj.com/news/articles/SB10001424052748703989304575503893436045302 http://www.nasponline.org/families/schoolrefusal.pdf http://www.aboutourkids.org/articles/understanding_school_refusal https://pacificnwpublish.com/products/Absenteeism-&-Truancy:-Interventions-and-Universal-Procedures.html