Red Zone TeamsSystematic Support

for Struggling Students and Families

Presenters: Sally Helton, EBIS Coordinator Tigard Tualatin School DistrictGreg Rush, Care Coordinator, Lifeworks NorthwestSusan Winterbourne, Washington County Juvenile Department

Main Message

Wrap-around support for struggling students is available, cost effective, and beneficial for all.

Structured systems, decision rules, training, and coaching are needed to ensure that all children are planned for and receive the support they need.

For our most at-risk students, connecting parents, school, law enforcement and mental health services is essential in helping students stay in school, receive the mental health and parenting support they need, and reduce at-risk behavior.

A structured, integrated process is necessary to ensure that every child with identified mental health needs has access to comprehensive services.

Agenda

Review District Demographics

Review Universal and Secondary Supports and data that reveal their effectiveness

Outline Red Zone Meeting Process

Role of Care Coordination

Juvenile Justice Role

Initial Finding Successes Challenges Preliminary Outcomes

TTSD Demographics

10 Elementary Schools, 3 Middle Schools, 2 High Schools, 1 Alternative School (12,400 students).

Since 2000, rapid increase in total student population, ethnic diversity, and economically disadvantaged students.

Number of schools with over 40% of students eligible for free or reduced lunch has increased 300 percent since 2001

From 2001 to 2007 the number of minority students in the district increased by 78%.

33% non-white, (Ranges from 19% to 48%)

35% Free and Reduced Lunch (11% to 61%)

Existing Features

PBIS in all schools K-12 since 1998

RTI in place with grade level or subject area teams meeting regularly since 2002

Counselors in every school

Multi-tiered Elementary and Secondary Behavior Protocols and Decision Rules established

2 District Level Coaches who attend and provide feedback to PBIS, and EBIS teams since 2008

7 pilot elementary

schools implement

EBS

Board adopts EBS

district-wide: 5 more schools

implement

1996

1997

Remaining (2) schools implement; ongoing training & leadership

1998-2000

EBIS OSEP Grant:

Reading & SPED

initiatives incorporated

2001

Highly focused,

ongoing PD with EBIS

teams focusing on

MTI/RTI principles

2001- 2005

TTSD develops RTI

Technical Assistance Manual for

ODE(Rev. Dec

‘07)

2005

2005- 2010

TTSD has trained 37

Oregon school districts to develop &

implement RTI

EBIS Development Timeline

Awarded SSHS Grant, Began Red Zone Teams

2008

Preliminary Look shows PBIS Systems functioning well

And Green Zone Solidly Established!

4 Year SET* Averages2005-06 2006-07 2007-08 2008-09

Alberta Rider 99 100 100 99Bridgeport 91 82 98 94Byrom 80 80 85 82CFT 85 84 89 77Deer Creek 95 100 100 97Durham 84 87 90 95Metzger 95 98 96 99Templeton 98 100 97 95Tualatin ES 73 95 96 89Woodward 74 99 97 100District Elementary Average 87.4 92.5 94.8 92.7Fowler 89 86 79 93Hazelbrook 99 93 92 95Twality 100 98 92 96District Middle School Average 96 92.3 87.7 94.7Tigard High 85 91 95 91Tualatin High 76 88 80 61District High School Average 80.5 89.5 87.5 76

* School-wide Evaluation Tool

2008-09 TTSD PBIS Triangle Triangle Data

K-5: 97% Green, 3% Yellow, 0% Red 6-8: 86% Green, 10% Yellow, 3% Red

Elementary Middle School

2008-09 TTSD High School Triangle Data

9-12: 87% Green, 10% Yellow, 4% Red

Great Looking Data! But we dug deeper!

2008-09 Hispanic/Latino Student Triangle Data K-5: 96% Green, 3% Yellow, 1% Red

6-8 76% Green, 17% Yellow, 7% Red

9-12 70% Green, 17% Yellow, 13% Red

K-5 H

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Ref

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9

6-8

Hispan

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Ref

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9-12

Hispa

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90%

10%20%30%40%50%60%70%80%90%

100%

6+ Referrals2-5 Referrals0-1 Referral

2008-09 SWIS Referral Data

Percentage of TTSD Students with 2 or more Fs or GPA Below 1.4, At End of Semester, June 2009

by Subgroup

We’re working to shore up our Core for all ethnicities by:Courageous Conversations about Race

A team works with entire staff to address these concerns

Increasing equity is part of the Improvement Plans at all schools

Coaching at EBIS and PBIS meetings

Meeting in focus groups with our students of color

Opportunity for High School Latino students to become tutors to middle school students

After school groups for recreation and homework help

TTSD’s Multi-Tiered System

All Schools have a PBIS Team that meets monthly to review data to ensure that PBIS systems are in place and to create actions that address school-wide areas of concern.

EBIS Teams meet every 4 to 6 weeks in elementary, weekly in secondary to: Determine, based on data, which students are

in need of secondary supports (interventions) Review progress-monitoring data of students in

interventions and make changes to interventions based on the data

Use Decision Rules to identify students in need of referral to the Red Zone Team

ELEMENTARY STANDARD BEHAVIOR PROTOCOL(Revised Spring, 2009)

Red Zone Criteria from Behavior Protocol

Progress is below the expected rate after 6 to 8 weeks of Second Tier Intervention. (Perform a Functional Behavior Assessment and develop a Behavior Support Plan.)

Student receives 6 or more behavior referrals. Perform an appropriate Functional Behavior Assessment & develop a Behavior Support Plan AND consult with the Care Coordinator and/or Juvenile Court Counselor, if applicable.

There is a significant concern regarding mental health issues or anti-social behavior.

Student’s behavior poses a potential risk to self or others.

Red Zone Structure

Elementary Schools:

Meet at least one time per month

Counselor, Administrator, and Care Coordinator attend

Secondary Schools:

Meet at least two times per month

At least one counselor, an administrator, Care Coordinator, Juvenile Counselor, and Prevention Specialist attend

Red ZoneStandardized Procedures

Administrator, Counselor, and Care Coordinator are active participants in the meeting

SRO and Juvenile Counselor are active participants in the meeting in secondary schools. The Multicultural Coordinator and Prevention Specialists attend high school meetings.

Elementary team meets at least once per month. Secondary school teams meet at least two times per month.

Team uses data and follows the Standard Behavior Protocol and Decision Rules when determining which students will be presented at the Red Zone Team Meeting

All students with 6 or more referrals are reviewed and planned for.

Procedures, Continued

At least one Strategic Intervention was attempted prior to referral to the Red Zone Team Meeting, unless the student’s behavior poses a risk to self or others.

A Strategic Intervention continues to be implemented for students in the Red Zone AND an Intensive Intervention is added.

Prior to the meeting, FBA and BSP are completed for each Red Zone Team student except those with suspected complex mental health issues.

The following students are discussed: Students with behavior referrals for drug or alcohol use, students who have received emergency mental health services, students who have expressed suicidal ideation, and students in the behavior program at the school.

There is a procedure for obtaining mental health referrals from school staff for students that may not have behavior problems.

An Intensive Intervention is selected from the Standard Behavior Protocol and put into place for each student.

And a few more

BSPs include procedures for assessing effects of the intervention on problem behavior and for evaluating fidelity of implementation.

Behavior and Attendance Data are collected on all Red Zone students

Intervention Data on students in the Red Zone are projected and reviewed at the meeting.

Interventions are modified or intensified if progress isn’t being made.

Family members are notified when a student is referred to the Red Zone Team

Minutes or log of the meeting listing who is going to do what by when are kept and distributed to team members in a timely manner.

The minutes of the previous meeting are reviewed at the next meeting to ensure that tasks were completed.

Care Coordinator Role

The focus is accessing appropriate mental health services.

The role of the Care Coordinator (CC) is to work with school personnel to identify students with complex mental health issues that have not and cannot be addressed through in-school resources and interventions and link students and families to resources in the community.

CC’s have the ability to meet with families in their homes and in the community in order to better determine issues and needs, explain available services, and support families through the referral process.

Care Coordination ContinuedCC’s will stay involved after students are referred to

community services to improve follow-through by the student and family.

Increase communication between the community provider and the school.

Care Coordination is one of multiple Intensive Interventions that are available to Red Zone Teams.

CC’s are designated school officials and are covered by FERPA. CC’s can openly discuss students with school staff.

And…CC’s are not crisis responders.

CC’s can act as an advocate for the student/family.

CC’s can act as a mediator between the school and family.

CC’s work to promote a more positive image of mental health needs and services.

CC’s do not provide treatment.

CC’s work to expand views and perspectives of mental health needs and services.

Juvenile Counselor’s Role

“To increase responsible behavior among youth”

Focus on commonality of purposes – risk factors related to education and community investment

Provide enhanced support towards reducing truancy and attendance issues

Facilitate parental/guardian involvement and participation

Coordinate cooperation and connection with other juvenile justice providers

Juvenile Counselor’s Role

Participate in educational meetings and support educational plans

Provide increased safety in schools through identification of behaviors and assist in triage planning

Increase knowledge of the Juvenile Justice system with educational and mental health partners

Challenges

Implementing a new program in schools

Working with multiple school cultures

Educating a broad and varied staff/ Different views of mental health

Communication with multiple parties (schools, community, families, students)

Integrating multiple goals and objectives

Helping families understand the need to make changes after years of maladaptive behavior

More Challenges

Providing totally voluntary services to sometimes reluctant families

Confidentiality – FERPA and HIPPA, Releases of Information

Different/competing goals and objectives among multiple parties (schools, community, families, students)

Under-insured students, lack of appropriate community resources

Creating an efficient system for collecting and using data

Time to develop Functional Behavioral Assessments and create Behavior Support Plans

And More Challenges

Stigma around mental health problems including cultural sensitivities

Difficult conversations Within schools With school personnel With parents Within the team of partners

Successes

Providing instruction directly to teachers

Integrating into school culture

Expanding knowledge and understanding of mental health, public safety and juvenile justice issues within the school

Advocating for parents/students

Increasing schools resource base and bringing community resources into the schools

And More Successes

Connecting students with mental health services in their community

Meeting families’ needs for concrete resources

Preventing further escalation of unsafe/maladaptive behavior

Improved academic performance, positive behavior, and school attendance

Building/repairing relationships between school and family

And during the first semester 2009-10:Percentage of Latino students passing all classes

increased by 28%

Absences for students meeting with Juvenile Counselor decreased by 11% and office discipline referrals (ODRs) decreased by 33%

Students in CICO had increased attendance, decreased incidents of ODRs and increased their GPA, so that there was a 50% decrease in failed classes.

All school staffs were trained to recognize signs of mental illness and instructed on the process for referring students with suspected issues.

For students referred to the Red Zone Team, staff reported 56% improved in their ability to succeed in school.

Questions?

Contacts:

Sally Helton: shelton@ttsd.k12.or.us

Greg Rush: gregr@lifeworksnw.org

Susan Winterbourne: Susan_Winterbourne@co.washington.or.us

This powerpoint is posted on the Tigard Tualatin School District Website at: www.ttsd.k12.or.us