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Jason Ness, Ph.D., Principal John Frampton, Psy.D., Psychologist

Implementing a Therapeutic and Evidence-Based Performance Management System within an Alternative Setting at the Secondary Level. Jason Ness, Ph.D., Principal John Frampton, Psy.D., Psychologist. AGENDA. I. Introductions II. About the Program III. Essential Ingredients

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Jason Ness, Ph.D., Principal John Frampton, Psy.D., Psychologist

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  1. Implementing a Therapeutic and Evidence-Based Performance Management System within an Alternative Setting at the Secondary Level Jason Ness, Ph.D., Principal John Frampton, Psy.D., Psychologist

  2. AGENDA • I. Introductions • II. About the Program • III. Essential Ingredients • IV. Performance Management System • V. Entrance/Exit Guidelines • VI. Data and Future Directions

  3. What is Niles Central? • District 219 day school serving students identified with significant academic, behavioral, and emotional needs. • Provide highly individualized/differentiated instruction that is aligned with the curriculum taught at North/West. • Highly structured educational environment. • Focus on the integration of instructional and therapeutic support systems based on research validated practices (i.e., behavioral science, PBIS, CBT, LSCI, Boys Town, CPI). • Positive behavioral supports embedded into program. • Program aligned with Response to Intervention initiatives.

  4. Principal Administrative Assistant 6 full-time special education teachers/IEP Managers. 1 pre-vocational teacher. 4 full-time paraprofessionals. 2 traveling certified teachers. Clinical/School psychologist. 2 LCSW’s Consulting psychiatrist. Clinical psychologist intern. 2 social work interns. 1 full-time substitute. 1 full-time security guard. Skokie Police Liaison. Tech Support (IT) Demographics: Staff

  5. 45-50 students Special Education ED (16) LD (7) ED/LD (13) ED/OHI (3) OHI (2) LD/OHI (2) Diagnostic Placement (3) Free/Reduced Lunch Staff:Student Ratio 3:1 Multiple Agencies Psychiatric Diagnosis ADHD Depression/anxiety Obsessive-Compulsive Bi-Polar Disorder Nonverbal Learning Disability Conduct Disorder/ODD Demographics: Students

  6. What is the Niles Central Philosophy? • Programmatic shift from placement to intervention • Philosophical shift to a more therapeutic service delivery model. • Emphasis on: • Relationships and Connecting. • “Here and Now” • Coping, Problem Solving, Insight, Personal Responsibility. • Behavior modification is viewed as an opportunity to teach, learn and grow. • Strength-based and reward focused. • Individualized treatment plan based on mental health needs • Emphasis on listening not reacting. • Data and team-based decision making/problem solving model.

  7. Essential Ingredients • Administrative Support • Staff Buy-In to Program Change • “Marketing” • Show Me the Money • Shift in Ideology is a shift in Language • Communication

  8. Performance Management System • Point-Level System • Point Sheet • Processing Center • Data Collection • Individualized Treatment Plans

  9. Name Change Updated Staff/Student Handbook. Newly Revised Point-Level System. New Daily Point Sheets. File Maker Pro (FMP). Student Planning Assistance Team. Processing Center New Computer Lab Student Lounge Weight Room Security Audit/Cameras Daily Wanding Transportation. Principal’s Leadership Scholarship Rewards/Field Trips/Student Lunches/Points for Pizza/Bulls Game Hot Chocolate with the Principal Teacher/Support Staff Member of the Month. Community Service Streamed HR Announcements Most students on honor roll. 2 students honored at Principal’s Breakfast at Niles North What’s New at Niles Central?

  10. Data/Directions for Future Research • Evidenced Based Practice • 2006-07: 403 BAC’s • 2008-09: 220 BAC’s • Further individualized coping skills training • Data analysis regarding use of Proc. Center in context of LSCI • Data regarding students re-integrated

  11. Testimonial • Dear Kirby and Kate, “I have been meaning to send you this letter for a long time. I would like to thank you for all the work you did with _. Although _ was unpleasant to deal with, you were always professional and courteous with him. You worked hard to problem-solve with him in order to meet his needs. You were a wonderful source of support to me as well and I so appreciated your time, knowledge, and your approach to dealing with the challenges that seemed to arise on a daily basis. Thank you for trying so hard to make _ comfortable and successful at OCLC. I was grateful that you took time to get to know _ right from the start by coming to see him in his event even though he had been at OCLC only for a couple of days. You do your job well, with professionalism and heart. OCLC is lucky to have you on their staff and I feel fortunate that you were the one to help our family through a difficult time.”

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