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Mt Horeb Elementary HAWKS Behavior Program. Debbi Finchum Professional School Counselor. Mental Health in Schools.

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mt horeb elementary hawks behavior program

Mt Horeb Elementary HAWKS Behavior Program

Debbi Finchum

Professional School Counselor

mental health in schools
Mental Health in Schools
  • Nearly 5 million children in the U.S. have some type of serious mental illness (one that significantly interferes with daily life). In any given year, 20% of American children will be diagnosed with a mental illness. http://www.webmd.com/mental-health/mental-illness-children
types of disorders found in children
Types of Disorders found in Children
  • ADHD
  • ADD
  • Depression
  • Disruptive Behavior Disorders-CD, ODD
  • Autism Spectrum Disorders
  • Eating Disorders
  • Elimination Disorders
  • Bipolar
  • PTSD
  • Schizophrenia
  • Learning and Communication Disorders
does mental health in children matter
Does Mental Health in Children Matter?
  • West Paducah, KY-1997
  • Fayetteville, TN-1998
  • Littleton, CO-1999
  • Jacksboro, TN-2005
  • Virginia Tech, VA-2007
  • Central High School, Knoxville, TN-2008
  • Newtown, CT-2012
what does all this mean
What Does All This Mean?
  • “According to the World Health Organization (2004) as many as one in five children have social, emotional, and behavioral needs for support, and if they receive any services, they receive them in school.”
  • “Approximately 14% of young children have both academic and behavior issues.” Early behavior problems predict risk for later academic problems.”
  • “Regardless of the reasons behind a child’s risk for failure, research has shown there is a window for prevention of social behavior and early academic problems.”
  • Academic and Behavior Supports for At-Risk Students
response to intervention
Response to Intervention
  • “Tiered prevention approaches are designed to support all students’ academic achievement and/or social behavior success in an intentional, systematic, and data-driven manner that often includes changing the way in which schools operate.”
elements of a rti include
Elements of a RTI Include:
  • Teaching a strong core curriculum with “fidelity”
  • Providing targeted interventions for the 15% of students who need more help
  • Individualizing instruction for 5% of students who are really struggling
  • Using evidence-based interventions
  • Documenting student progress for objective decision making
before tier 1
Before Tier 1
  • ADMINISTRATOR SUPPORT!!!!!!!!
  • Buy-In: 80% of staff needs to be on board ;)
  • Team-Driven Process
  • Evidence Based Curriculum, Instruction, and Practice
  • Data-Based Decision Making
  • Family Involvement
  • A System of School wide Screening/Progress Monitoring
  • Frequent communication
tier 1 teaching a strong core curriculum with fidelity
Tier 1: Teaching a Strong Core Curriculum with “Fidelity”
  • Establishing policies, procedures and incentive systems in the class setting.
  • Establish Behavior Expectations School Wide Behavior Forms\Mt Horeb Elementary Positive Behavior Supports Matrix Tier 1.docx
  • Behavior Management Plan-Behavior Forms\Positive Behavior Support Information\Mt Horeb Behavior Management Plan.docx
  • Behavior Log Documentation-3 ring Binder-Behavior Forms\BehaviorTrackingForm1-Teachers.pdf
  • http://www.totalbehaviormanagement.com/additionalresources/
  • School Wide Classroom Guidance Lessons
tier 2 student referrals
Tier 2:-Student Referrals
  • Teacher nomination based on a perception of the need for more support (behavior log information) Behavior Forms\Mt Horeb Elementary School-General Student At Risk Nomination.docx
  • Increased classroom behavior problems (behavior log information), student data pertaining to office referrals or bus referrals
  • An existing behavior plan in place
  • Administrator recommendation
tier 2 data based decision making
Tier 2-Data Based Decision Making
  • Team meets to discuss placement into Tier 2, team includes parents, teacher, administrator, special education teacher, counselor, and school psychologist
  • Decision made to place student
  • Parent Meeting- explain HAWK program and what child and parents can expect-Behavior Forms\Positive Behavior Support Information\HAWK parent packet and contract info.docx
  • Behavior Screening: School Social Behavior Scales-Baseline screening-screener by Dr. Ken Merrell (pioneer in behavior interventions for children)
tier 2 intervention
Tier 2-Intervention
  • Brief behavior assessment
  • Check In-Check Out Program (CICO)- Mt Horeb Help A Winning Kid (HAWK) program
  • Behavior Contract signed by student, parents, administrator, teacher, and me!
  • Behavior support plan written by team Behavior Forms\Mt Horeb Elementary School-Tier 2 support plan.docx
  • Behavior report card written using intervention.org http://www.interventioncentral.org/
slide15
CICO
  • Student checks in with me every morning from 7:45-8:10 and picks up a daily behavior report and returns the previous days report.
  • Student returns for check out from 2:20-2:40-daily points are totaled to see if goal was reached.
  • Students receive a small token-candy, pencil, stickers, pens, erasers, or extra play time if goal is met. (Decided in advance)
  • Students show their report cards to principal for her input.
slide16
CICO

Check-N-Connect Program Weekly Data Sheet

Student_____________________________________Start Date_____________________

CNC Contact______________________________

Week of _________________________________

small group counseling
Small Group Counseling
  • K-2 Strong Start http://strongkids.uoregon.edu/
  • Grades 3-5 Strong Kids
  • SEARS Assessment is available online for pre and post group assessment.
  • Individual Counseling or referrals as needed.
  • Academic and Behavior Supports for At-Risk Students, check out all intervention ideas
tier 3
Tier 3
  • Progress Monitoring Reports for Tier 2 students are shown to school psychologist every 4 weeks and interventions are discussed.
  • After 9 weeks of progress monitoring, team meeting to discuss progress. Special Education teacher involved.
  • Decision made to stay in Tier 2 or move to Tier 3
  • BASC-2 if move to Tier 3.
  • Functional Behavior Assessment Completed
  • More intense interventions along with special education teacher.
  • Continue Progress Monitoring for 6 more weeks.
after tier 3
After Tier 3
  • Team meeting with parents again to discuss progress monitoring charts.
  • Referral to Special Education via School Psychologist
  • Full comprehensive special education evaluation
principal remarks
Principal Remarks
  • “I think this program has aided our students in learning self-control and self-discipline. If students learn to self monitor, that skill will follow them for the rest of their lives. We are modifying their behavior. I definitely think its is worth the time. I think it cuts down on classroom interruptions and increases learning time. Probably my only concern is the amount of time it takes for you to monitor the check in and out time. However, I think that your positive attitude and consistency is part of the reason it works so well ;)” Sandra Austin-Principal MHES………
teacher remarks
Teacher Remarks:
  • “My main feedback on the program is that it offers the classroom teacher a sense of support in dealing with a difficult student. Many times when you are dealing with a student it can feel like it is your own fault for not dealing with him/her correctly. I like that I can ask to change behaviors that need to be focused on whenever one becomes more obvious. I am hopeful that it has been positive in my student’s life and I know that it has been helpful in my own dealings with the child.” 1st Grade Teacher, MHES
student remarks
Student Remarks:
  • “Welcome to our group! So glad you came to be a part of us!”
  • Student who made her goal for the 1st time- I asked her what made today different? “ Because today somebody really cares about me and what I do and don’t do.”
  • “Mrs. Debbi really doesn’t like it when you whine sooooo take a big breath and blow it out your nose really fast!”
  • “Mrs. Debbi I made my goal today!!! Can I see your happy dance!”
slide24
Time
  • Using EZ Analyze I tracked my time with the Tier 2 Process we like to call our HAWK program
  • Check In-36.4 hours
  • Check Out- 38.4 hours
  • Small Group-18.7 hours
  • Completing behavior report cards-6.2 hours
  • Making copies-3.2 hours
  • Parent, Team, Psychologist Meeting-35.5 hours
  • Total-138.4 hours
my personal information
My Personal Information
  • dfinchum@k12tn.net
  • Please email me if you want copies or want to ask a question.
  • Feel free to change things around to make it personal to you and your school
  • Thank you so much for your time and attention!!

btw- You all Rock!!!!!!!