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
ispan
ic M
ajor
Ref
erra
ls 20
08-0
9
6-8
Hispan
ic M
ajor
Ref
erra
ls 20
08-0
9
9-12
Hispa
nic M
ajor
Ref
erra
ls 20
08-0
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: [email protected]
Greg Rush: [email protected]
Susan Winterbourne: [email protected]
This powerpoint is posted on the Tigard Tualatin School District Website at: www.ttsd.k12.or.us