Monongalia County Schools
G.U.I.D.E.S.
Groups United to Inspire, Develop, and Educate Students
Elementary Alternative Education Pilot Grant
Collaboration
 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)
Location
 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.
Staffing
 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.
Implementation










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
 WATCH A VIDEO OF MORNINGSIDE ACADEMY
Curriculum & Assessments
 Morningside Generative Curriculum
 Individualized instruction targeted to students’ needs
 Structured academic periods to increase the rate of
student learning
 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
Parental Involvement in
G.U.I.D.E.S.
 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
Who is a good candidate for
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.
What are the outcomes of
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
6
RESPONSES PER HOUR
5
4
Baseline
Interv…
3
2
1
0
Aggression
Property Destruction
Disruption
What are the outcomes of
G.U.I.D.E.S.?
 Second4grade student who was referred after seriously
injuring a classmate
3.5
RESPONSES PER HOUR
3
Baseline
Intervention
2.5
2
1.5
1
0.5
0
Aggression
Property Destruction
Out of Area
What are the outcomes of
G.U.I.D.E.S.?
 First grade student referred for physical aggression and
8
leaving classroom/school
frequently
RESPONSES PER HOUR
7
6
Baseline
Intervention
5
4
3
2
1
0
Aggression
Property Destruction
Out of Area
What are the outcomes of
G.U.I.D.E.S.?
 Kindergarten student referred for severe aggression,
disruption, and inappropriate language
RESPONSES PER HOUR
25
20
Baseline
Intervention
15
10
5
0
Aggression
Property Destruction
Swearing
What do parents think about
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 homebound 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!"
Transition
 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
G.U.I.D.E.S. Statistics
Elementary Students
Alternative Education Services
G.U.I.D.E.S. Statistics
Direct Services
Consultative Services
G.U.I.D.E.S. Statistics
Exitted District
Successful Transition
Enrolled at GUIDES