Newcomers Club

1. Newcomers Club MO PBIS Summer Institute 2013

2. SSD PBIS/CE Team Bottom to Top: Lynn Yokoyama, Data Specialist Lisa Powers, Area Coordinator Rebecca Carr -Stith BJC Lisa Leonard Facilitator Tricia Diebold Facilitator Bridget Thomas Facilitator Morgan Clough Facilitator Taryn Gaskill Facilitator Ryan Guffey Facilitator Barb Nash, Administrative Assist.

3. We would like to thank… Dr. Kathleen Lane Professor of Special Education, University of Kansas Dr. Lucille Eber Illinois PBIS Network Director Center for SW-PBS College of Education University of Missouri

4. Participant Outcomes • Create intervention guidelines for Newcomers Club • Description • Entry Criteria • Progress Monitoring • Exiting Criteria • Develop social validity measures for pre-post intervention data • Develop communication system for families and staff

5. Student Outcomes • 10-15% of student body will access Tier 2 interventions which includes students with disabilities. • 70% or more, of students accessing Tier 2 and/or Tier 3 interventions will respond positively.

6. Agenda • Describing Newcomers Club • Identifying Students • Implementing the Intervention • Progress Monitoring • Generalization and Maintenance

7. BAT Scales & Subscales • Tier 1 Implementation of SW-PBS • Tier 2 and 3 Foundations • Commitment • Student Identification • Monitoring & Evaluation • Tier 2 Targeted Interventions • Tier 2 Support System • Main Tier 2 Strategy Implementation • Main Tier 2 Strategy Monitoring & Evaluation • Tier 3 Intensive Interventions • Tier 3 Support System • Tier 3 Assessment & Plan Development • Tier 3 Monitoring & Evaluation

8. Why Newcomers Club? School Safety Survey Results

9. Rationale • The purpose of Newcomers Club is to create a natural support for new students that enter the building throughout the year to learn the school-wide expectations for behavior in all educational environments.

10. Critical Features of Newcomers Club • Selecting Expectations to be taught (Description) • Training of Ambassadors (Intervention Plan) • Identification of Students (Entry Criteria) • Providing Effective Instruction (Intervention Plan) • Managing the group (Intervention Plan) • Evaluating Results (Monitoring and Exit) • Planning for Generalization (Intervention Plan)

11. Tier 2 Interventions • Academic or behavior interventions are strategies or techniques applied to instruction in order to teach a new skill, build fluency in a skill, or encourage the application of existing skills to a new situation. MO Dept. of Elementary & Secondary Education, Special Education, Compliance

12. SWPBS Subsystems School-wide Classroom Family Non-classroom Student

13. Newcomers Club Systems • Universal Systems-teaching the school-wide expectations • Classroom Systems- teaching the classroom rules and routines • Social Skills- developing and maintaining friendships and adult connections • Family Engagement- engaging families to support their child to be successful in school

14. Social Skill Domains • Initial Social Skills • Expressing Feeling Skills • Social Relationship Skills • Classroom Skills • Decision-Making & Problem Solving Skills • Conflict Management Skills http://pbiscompendium.ssd.k12.mo.us/ResourcesSchools/SSD/SocialSkills/socialskills.html

15. Intervention Guidelines

16. Description Considerations: • How has the staff at your school taught school-wide expectations? (Non-classroom and classroom) 2. How will the staff at your school support adult/student positive contact and reinforcement for the new student? 3. How will the staff at your school include the family perspective in your plan?

17. Newcomers Club

18. Identifying Students

19. Intervention Guidelines

20. Examine your school wide data.. With an elbow partner consider… • Number of new students that enroll each year • Students with more than 2 changes in schools • Students in foster care • Students in therapeutic classrooms • Take a moment to discuss with your partner data you might use to identify students for Newcomers Club intervention

21. Ambassador Selection Criteria • Students follow school-wide expectations and have no office discipline referrals • Students have passing grades C or higher in all academic courses • Students can articulate and model behavioral expectations for non-classroom and classroom settings • Students enjoy making new friends, and have strong social skills in the social relationship domain

22. Teacher Ambassadors You may consider… • Conduct Newcomers Club as a small group intervention • Meet with new students to re-teach and reinforce school-wide behavioral lessons • Directly teach social skills around forming social relationship • Administer social validity surveys for families and students

23. For Pre K-Second Grade StudentAdult Ambassador Considering some students might be too young to teach behavioral expectations, how might you select a staff member as an adult ambassador? Considerations may include: • Time allocation • Roles and responsibilities • Knowledge of school-wide expectations • Willingness to teach behavior

24. Selecting Student Ambassadors • What criteria will you look for in your student/teacher ambassadors? • What criteria will you examine for students who may need to access Newcomers Club? Take a moment to talk with a partner and note ideas on what this might look like

25. Intervention Guidelines

26. Description and Entry Criteria • Consider constructing a description and entry criteria for Newcomers Club. Consider entry for new students and student/teacher ambassadors. • How will you ensure that new students will enter the intervention in a timely manner? • How will you communicate with staff and stakeholders the students/ambassadors that are selected for the intervention?

27. Implementing the Intervention

28. Implementation- Orientation Week • PBIS Universal -Tier 2/3 Team meets and plans Newcomer’s Club activities for the year and adds pieces to their implementation manual • PBIS Tier 2/3 Team creates social validity survey for Newcomers, Ambassadors and families • PBIS Tier 2/3 Team communicates intervention critical features to all staff

29. First Two Weeks… • Newcomers learn and practice school-wide and classroom behavioral lessons with their classmates • Teach school wide lessons on welcoming new students to the classroom on a monthly basis • Student ambassadors are nominated by grade level teams and entry criteria. Teacher ambassadors are selected. • Families of Newcomers are invited to participate in the intervention. • Pre-social validity surveys are given to students and families as additional information about the student is collected.

30. Within the Month… • Student/Teacher Ambassadors are selected and taught by the Newcomers Club Coordinator. Ambassadors are trained to give tours, model behavioral expectations, and support Newcomers in forming friendships. • Newcomers are invited to meet and interact with the Student/Teacher Ambassadors they are assigned • Student/Teacher Ambassadors take each Newcomer on a personal tour of all school environments. They review school-wide expectations, have lunch together to review or answer questions. Classroom teachers review and reinforce expectations as well.

31. Throughout the rest of the year… • Any additional Newcomer is greeted on their first day of school by the teacher and that grade level student ambassador • School wide matrix behavior lessons are taught and reinforced by ambassador and classroom teacher • Teacher or Newcomer Coordinator tracks behavioral lessons taught and mastered from the matrix with check for understanding • Student ambassadors follow the routine of taking the student on a guided tour, having lunch and addressing questions.

32. During the last month of school… • Grade level teachers acknowledge student Ambassadors for their year long commitment with an acknowledgement/reward. • Newcomers, Student Ambassadors, families and teachers complete a social validity survey to give feedback on the activities and effectiveness of the intervention.

33. Implementation Planning Activity • How will you organize the implementation of Newcomers Club? • Take a few moments to note what steps might be needed for implementation. Consider who will be responsible, time frame and communication structure to staff.

34. Progress Monitoring

35. Intervention Guidelines

36. Social Validity for an Intervention • Obtaining participants’ (Teachers, Students, Families) perceptions of the goals, procedures and outcomes of the intervention to ensure they can comfortably support implementation. Lane, Kathleen Lynne, Menzies, Holly M., Bruhn, Allis L., and Crnobori, M. Managing Challenging Behaviors in Schools: Research-Based Strategies that Work. The Guilford Press, 2011.

37. Social Validity Surveys • First two weeks construction of social validity survey for families and newcomers around enrollment in the intervention. Capturing social validity data on: • Goals of the intervention • Procedures of the intervention • Additional information on the students interests

38. FamilySocial ValidityPre-Intervention • What are your hopes for your child’s participation in the Newcomer Club? • How do you feel about the procedures put in place for Newcomers Club? • Which component of the plan do you feel will be the best support for your child? • Which component of the club do you think could be changed to better support your child? • What if any potential negative effects might this intervention have on your child? • Tell us more about your child. Additional interests, hobbies, sports, preferred activities or concerns.

39. FamilySocial Validity Post-Intervention • How did you feel about the procedures put in place for Newcomer’s Club? • Which components of the plan did you like the most? • Which components of the plan did you like the least? • How satisfied are you with the outcomes of Newcomers Club? • What aspects of Newcomers Club would you change? • Would you recommend Newcomers Club to other parents? Why or why not?

40. New Student Social Validity • What did you like about the club? • What would you change about the club? • What did you learn in Newcomers Club that will: • Help you do better in school • Help you get along with other kids • Help you make good choices • Help you at home

41. Student Ambassador Social Validity • What was the best thing about being an ambassador in Newcomers Club? • What would you change about Newcomers Club? • Do you feel you learned important things? If yes, what are the most important things you learned? Or how do you feel you contributed to the success of others in your school? • How might you use what you learned in the future?

42. Interpreting Social Validity Surveys • Designed to inform the interventionist about the perceptions of intervention goals, procedures and outcomes from the perspective of all involved parties. • Examination of commitment and motivation to implement and sustain the intervention until goals are reached and positive outcomes are confirmed.

43. Progress Monitoring-Activity • How can accurate conclusions regarding intervention outcomes using social validity data be used in your school? • How will social validity results be interpreted and shared with staff and stakeholders?

44. Intervention Guidelines

45. Exiting Criteria

46. Intervention Guidelines

47. Exit criteria • The student knows the school wide expectations • The student has at least one friend • The student is following classroom procedures and routines • The student feels like the teacher supports him/or her This data will match your social validity data

48. Exiting Considerations for Students • Consider a quiz over school-wide expectations or a chance for students to model what they have learned during the intervention • A direct observation of the students in the cafeteria or playground are they interacting with others and is that interaction reciprocated?

49. Intervention Guidelines

50. Exit Criteria • What data will you use to know that the intervention has been effective? • How will you share this data with staff, students and families?