Monongalia County Schools

G.U.I.D.E.S.Groups United to Inspire, Develop, and Educate

StudentsElementary Alternative Education Pilot Grant

West Virginia University Psychology Department- Dr. Claire St. Peter & Applied Behavior Analyst Program

West Virginia University School of Social Work West Virginia University Health Sciences Center- Dr. Lauren

Swagger United Summit Center Monongalia County Schools School Nurses Monongalia County Schools School Counselors & Alternative

Education Counselor Area Pediatricians and Psychiatrists Administration/Counselors/Teachers from School of Origin IEP Specialists/Academic Coaches/Technology Integration

Specialists Burlington Family Services (Attendance Designees)

Collaboration

G.U.I.D.E.S. is located in a separate school building that houses the Physical Therapy and Occupational Therapy Team, School Health, and Attendance Designees.

G.U.I.D.E.S. students are afforded the opportunity to have recess outside on a full size playground.

Related Arts (Music, Art, P. E., and Library/Media) are provided by itinerant teachers weekly.

Meals are brought to the school from a nearby elementary school.

Transportation is provided to G.U.I.D.E.S.

Location

2 Teachers Certified in: Elementary Education K-6, Special Education Multi-Categorical K-12, Board Certified Applied Behavior Analysts.

2 Graduate Students from the WVU Applied Behavior Analysis doctoral program.

Ph. D. Level Behavior Analyst consultant and supervisor of graduate students.

Itinerant Related Arts Teachers WVU Psychology students complete intern hours

in the G.U.I.D.E.S. Classroom. Director of Special Education serves as the

administrator.

Staffing

Review of school-wide PBS FBA/BIP Training Crisis Team Training CPI Training Liaison Meetings with BD teachers on strategies SAT Training Tier II Behavior Strategies Training (Check in /Check

out) Training on G.U.I.D.E.S. criteria/application process School Mentor Training Morning Side Academy Training for G.U.I.D.E.S.

teachers

Implementation

WATCH A VIDEO OF MORNINGSIDE ACADEMY

Morningside Generative Curriculum Individualized instruction targeted to

students’ needs Structured academic periods to increase the

rate of student learning

Curriculum & Assessments

Empirically based instructional strategies

Frequent data collection (every learning session for every student)

Data-driven decision making for academics and behavior

Behavior & Instructional Strategies

Classwide level system Function-based

behavior interventions that are individualized for each student Based on the student’s

preferences for rewards Often initially intensive

and systematically faded over time

Behavior Plan in Action

Behavior & Instructional Strategies

Direct social skills instruction Facilitated peer groups to develop appropriate

social interactions

Daily communication with parents through progress logs

Frequent phone conferences with parents to celebrate student success and update parents on changes

Collaboration with parents, social workers, and physicians

Working with parents on consistency of expectations between home and school

Providing parents with information for community resources

Parental Involvement in G.U.I.D.E.S.

General and Special Education students in grades K-5.

Students who have demonstrated extreme behaviors (multiple incidents of physical aggression).

General Education students who have been unresponsive to Tier I and Tier II behavior strategies.

Special Education students whose IEPs have been fully exhausted at the school of origin.

Who is a good candidate for G.U.I.D.E.S.?

Second-grade boy who transitioned from a residential placement in October 2011

What are the outcomes of G.U.I.D.E.S.?

Third grade student who transitioned from a residential placement

What are the outcomes of G.U.I.D.E.S.?

Second grade student who was referred after seriously injuring a classmate

What are the outcomes of G.U.I.D.E.S.?

First grade student referred for physical aggression and leaving classroom/school frequently

What are the outcomes of G.U.I.D.E.S.?

Kindergarten student referred for severe aggression, disruption, and inappropriate language

What are the outcomes of G.U.I.D.E.S.?

"He isn't getting sent home everyday and his grades are improving. He is learning in a new way and making progress.“

"The communication between home, doctor and school has helped a lot. The graphs and charts sent to the doctor help him make decisions about medication and diagnoses.“

"I don't know where he would be otherwise! He was on home-bound for several weeks and I didn't know what they were going to do to get him back to school. This program is just what he needs!"

What do parents think about G.U.I.D.E.S.?

Student meets individualized transition goal while at G.U.I.D.E.S.

Student’s entire team develops a transition plan that describes each member’s responsibilities for transition

Extra support provided by G.U.I.D.E.S. staff during initial transition

Ongoing consultation with teachers from the school of origin

Transition

G.U.I.D.E.S. Statistics

G.U.I.D.E.S. Statistics

G.U.I.D.E.S. Statistics