High School Social Skills Instructional Groups: Enhancing Teamwork

D14 Tier II Intervention: Introduction to Social Skills Instructional Groups at the High School Level Key words: Teams, Tier II, High School Sheri Luecking, Midwest PBIS Network sheri.luecking@midwestpbis.org Cynthia Ruich, Marana Public Schools C.T.Ruich@maranausd.org Bruce Hesse, Marana Public Schools B.Z.Hesse@maranausd.org

Maximizing Your Session Participation When Working In Your Team Consider 4 questions: Where are we in our implementation? What do I hope to learn? What did I learn? What will I do with what I learned?

Where are you in the implementation process? Adapted from Fixsen & Blase, 2005 Exploration & Adoption We think we know what we need so we are planning to move forward (evidence-based) Installation Let s make sure we re ready to implement (capacity infrastructure) Initial Implementation Let s give it a try & evaluate (demonstration) Full Implementation That worked, let s do it for real and implement all tiers across all schools (investment) Let s make it our way of doing business & sustain implementation (institutionalized use)

Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet

WHERE ARE WE IN THE TRIANGLE? Academic Systems Behavioral Systems Tier III/Tertiary Interventions Individual students Assessment-based High intensity 1-5% 1-5% Tier III/Tertiary Interventions Individual students Assessment-based Intense, durable procedures 5-15 Tier II/Targeted Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier II/Targeted Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier I/Universal Interventions 80-90% All students Preventive, proactive 80- 90% Tier I/Universal Interventions All settings, all students Preventive, proactive

Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Multi-Tiered Framework ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Students Staff Parents Families ~80% of Students (USDOE OSEP PBIS TA Center, 2010)

Tier 2 Systems Team - Tier 2 Coach - Tier 1 Coach - Administrative Representative - CICO Coordinator - Social Academic Instructional Groups Make sure Social Academic Instructional Groups (SAIG)s has a seat at the table. - Academic Seminar Coordinator - Community Voice Representative - Student Voice Representative - Family Voice Representative - Etc.

Understanding Types of Groups Monitor Data, Select Practice, Install Systems Complex Basic REMEMBER to Consider: structure, skills taught, staff skills, location, and frequency Matched to student need with instructional focus, skilled staff (i.e. group dynamics, content, behavior science, clinical) Behavior Core Curriculum taught by teacher daily to all Small group taught inside classroom weekly by teacher or support teacher Self-management cards for some students Pro-Social Skills-Core SEL curriculum Taught by range of staff with teaching background Outside of the Classroom 2/week Coping Skills- pulled from SEL curriculum Add emotional regulation feature Taught by staff with technical skills Inside of the Classroom 2/week Coping Power Taught by Staff with advanced technical skills Outside of the Classroom Daily

Social Academic Instructional Groups Three types of skill-building groups: (vs. therapeutic) 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior skills Consider having these groups be facilitated be staff other than clinicians! These groups are to develop social skills and are not therapeutic or diagnostic in nature. Perhaps a clinician leads the first round and then models it for another staff member to lead. Best if involves use of Daily Progress Report (generalize) Rolling enrollment- students can enter at any time (and ideally within 3 days of identification)

Social & Academic Instructional Groups (sample academic skills group) Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ 1st block 2nd block 3rd block 4th block 5th block 6th block 7th block EXPECTATIONS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 Be Safe Walk to class Keep hands to self 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 Be Respectful Use appropriate language Raise hand to speak 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 Be Responsible Bring materials Fill out assignment notebook Total Points Teacher Initials

Curriculum Considerations Create your own curriculum using your Tier 1 social/emotional curriculum Either your previously developed Behavioral Lesson Plans (Cool Tools) or another evidence-based curriculum (i.e. Second Step) A re-teaching or higher dose of what is being given at Tier 1 Use a ready-made curriculum and pull out lessons based on what your data tells you your youth need Second Step Skill Streaming Coping Cat Etc. Connect back to Expectations at Tier 1

Marana Unified School Districts Journey Early 2000 a few elementary schools were awarded a Links grant to implement PBS 2004 PBISAz introduced to MMS and MHS as ABI through a grant 2006 District team created Safe & Supportive Schools (S3) grant was awarded to both high schools in 2010 which has PBIS components Elementary Secondary School Counseling (ESSC) grant awarded to 3 elementary schools 2010 which has PBIS components School Climate Transformation Grant (SCTG) awarded to district in 2014

WHO WE ARE STAFF : 1639 OTHER CERTIFIED 134 TEACHERS 734 SUPPORT 771

STUDENTS : 12,355 White :54% FREE & REDUCED 47% Hispanic :37% Multiple :4% Asian/Black* :2% American Indian : 1% Pacific Islander:<1%

Mountain View High School Level of Support 15%=273 5%=91 Students 1824 Staff 324

Why BRUCE? 2016-2017 # of Students in SAP groups=256 # of RENEWS=4 # of students receiving Crisis Intervention=222 # of students referred to Marana Health Center=13 2017-2018 # of Students in SAP groups=190 # of RENEWS=2 # of students receiving Crisis Intervention=83 #of students referred to Marana Health Center= 9

HELPING KIDS MAKE SENSE OF LIFE @THE PLACE BRUCE HESSE INTERVENTION COUNSELOR

A DIFFERENT APPROACH TO INTERVENTION STUDY SKILLS STUDENT SUPPORT GROUPS STUDENT SUCCESS PLANS

STUDY SKILLS PROGRAM REDUCE THE FAILURE RATE OF FRESHMEN MET FAILING KIDS COMING UP FROM THE MIDDLE SCHOOL EXPLAINED THE PROGRAM, GAVE THEM AN OVERVIEW

INVOLVING PARENTS & THE KIDS LETTER AND PERSONAL PHONE CALLTO PARENTS PRIOR TO SCHOOL STARTING EACH STUDENT WAS PLACED IN A GROUP BY THE END OF WEEK 1 MET 1X WEEKLY - LESSONS AND THEN WEEKLY CHECKS

BECOMING A SUCCESSFUL STUDENT BE ON TIME BE ORGANIZED BE ON TASK IN CLASS STUDYING PROCESS TURN WORK IN ON TIME ASK FOR HELP

TIPS, TRICKS, HINTS & SUGGESTIONS WHO IS IN CHARGE OF YOUR EDUCATION? WHAT ARE YOU WILLING TO DO DIFFERENTLY? INSTILL A SENSE OF RESPONSIBILITY

VISUALS TIME ACCOUNTING FORK IN THE ROAD RECIPE ATHLETICS/BAND/DRAMA BEANS AND BALLS

GRADE CHECK KIDS DO THEIR OWN GRADE CHECKS NOT JUST PERCENTAGES MISSING WORK LOW QUIZ AND TEST SCORES OTHER TEACHER COMMENTS

RESULTS AT THE OUTSET, IDENTIFIED 32 WHO HAD FAILED 2 OR MORE CORE CLASSES, ADDED 8 MORE AT SECOND SEMESTER 26 COMPLETED THE PROGRAM 13 WITHDREW OR TRANSFERRED, ONE PARENT OPTED OUT

FIRST SEMESTER RESULTS (COMPARING 2ND SEMESTER OF MS WITH 1ST SEMESTER OF HS) OF THE 22 IN THE PROGRAM AT THIS POINT, 19 (86%) DID BETTER 4 DIDN T FAIL ANY CORE CLASSES, 16 FAILED LESS CORE CLASSES (COMPARED TO MIDDLE SCHOOL) 2 FAILED MORE CORE CLASSES AND 1 MADE NO IMPROVEMENT

SECOND SEMESTER RESULTS (COMPARING 1ST AND 2ND SEMESTER GRADES) 8 FAILED LESS CORE CLASSES, 3 DIDN T FAIL ANY CORE CLASSES, 1 PASSED ALL CLASSES (31%) 10 STAYED THE SAME FAILING THE SAME NUMBER OF CORE CLASSES (38%) BUT NONETHELESS IMPROVED OVER THE YEAR 8 FAILED MORE CORE CLASSES (31%) ALL IN ALL, 16 IMPROVED OVER THE YEAR (69%)

FALL 2018 4 WEEKS IN IDENTIFIED 41 INCOMING FRESHMEN WHO MET SS PROGRAM CRITERIA ENROLLED THEM IN THE STUDY SKILLS PROGRAM AT THIS POINT, 9 DIDN T FAIL ANY CLASSES, 6 DIDN T FAIL ANY CORE CLASSES AND 16 FAILED ONLY ONE CORE CLASS A 76% IMPROVEMENT RATE!

OBSERVATIONS SOME DID BETTER 1ST SEMESTER BUT FELL OFF 2ND SEMESTER; THEY COULDN T MAINTAIN ALL YEAR LONG SOME GOT TO THE POINT THEY WERE CONTENT TO FAIL DESPITE THE INTERVENTIONS INTERVENTION MADE A DIFFERENCE FOR MOST!

EXIT SURVEYS KIDS RATED THE PROGRAM 3.5 ON A 5.0 SCALE ALL LEARNED SOMETHING THEY COULD ARTICULATE MOST WOULD RECOMMEND THE PROGRAM TO OTHERS

STUDENT SUPPORT GROUPS GROUPS OFFERED EACH QUARTER KIDS SELF-SELECT OR ARE REFERED GROUPS ARE CO-FACILITATED BY DISTRICT SOCIAL WORKERS

GROUP PROCESS PURPOSE AND GUIDELINES HIGHS AND LOWS LESSON PER CURRICULUM VERY INTERACTIVE ATTENDANCE CONFIDENTIALITY

GROUPS LGBTQ MOTIVATION SELF-CARE SELF-ESTEEM SHARING ANGER ANXIETY FAMILIES IN TRANSITION GRIEF AND LOSS HEALTHY RELATIONSHIPS

DATA FROM FALL 2017 GROUPS PRE 28% POST 44% FEELINGS OF SELF WORTH ABILITY TO MAKE/MAINTAIN FRIENDSHIPS POSITIVE WAYS TO DEAL WITH PROBLEMS EXPRESS FEELINGS IN POSITIVE WAY 47% 66% 27% 40% 25% 44% KIDS RATED THE GROUP EXPERIENCE 4.2 ON 5.0 SCALE 95% WOULD RECOMMEND THE EXPERIENCE TO OTHERS

ANECDOTAL COMMENTS HELPED ME TO RELIEVE STRESS AND FEEL MORE CONFIDENT HELPED ME BY BEING ABLE TO BE PROUD OF WHO I AM IT HELPED ME CONTROL MY ANXIETY TAUGHT ME HOW TO DEAL WITH ANGER LEARNED HEALTHY COPING SKILLS DON T SETTLE

MORE COMMENTS TO STAY AWAY FROM UNHEALTHY RELATIONSHIPS AND HOW TO KEEP A GOOD ONE HELPED ME GET THROUGH THINGS & UNDERSTAND IT S OK TO FEEL THE WAY YOU DO IT HELPED ME STOP COPING BY BEING NEGATIVE HELPED ME THINK OF HOW OTHERS MIGHT FEEL I DIDN T KNOW I COULD HAVE A GOOD RELATIONSHIP - STORY

STUDENT SUCCESS PLANS KIDS COMING BACK FROM LONG TERM SUSPENSION MEET TO DEVELOP A PLAN FOR THE NEXT 9 WEEKS IDENTIFY THEIR STRENGTHS IDENTIFY THOSE WHO CAN SUPPORT THEM

WEEKLY CONTACT REVIEW ACADEMIC PROGRESS ADDRESS PERSONAL ISSUES SUPPORT AS NEEDED DOCUMENT

SUCCESS PLAN DATA 36 KIDS LONG TERM SUSPENDED 2017-18 89% ILLEGAL SUBSTANCES (JUULS MARIJUANA-PRESCRIPTION DRUGS) DEMOGRAPHICS ACROSS ALL GRADE LEVELS 52% PASSED ALL CLASSES AT END OF SEMESTER EXIT SURVEYS INDICATED KIDS APPRECIATED A CARING ADULT ON CAMPUS

HELPING KIDS MAKE SENSE OF LIFE IT S ALL ABOUT RELATIONSHIPS TAKING TIME NOT LETTING GO BEING ONE MORE PERSON WHO CAN BE THERE FOR THEM .

QUESTIONS? BRUCE HESSE INTERVENTION COUNSELOR MOUNTAIN VIEW HIGH SCHOOL MARANA USD TUCSON, AZ B.Z.HESSE@MARANAUSD.ORG

National PBIS Leadership Forum | October 4-5, 2018, Chicago, IL Please Complete the Session Evaluation to Tell Us What You Thought of This Session

National PBIS Leadership Forum | October 4-5, 2018, Chicago, IL Please Complete the Session Evaluation to Tell Us What You Thought of This Session