PASS: Positive Approach to Student Success
KASA
July 2011
Karen King, Consultant CKSEC
Karen Frohoff, Ed.D. Assistant
Superintendent Madison County
Welcome
PASS:
Positive Approach to Student Success
2009-2010 Data
A PBS approach to
educational programming for
students with behavioral and
James
R.
Poole,
B.A.
emotional disorders
Hope Caperton-Brown, Ed.D
PASS
• What is PASS
– Process for managing the behavior of students
identified as Behaviorally Disordered / Emotionally
Disturbed that
• is a non-levels / individualized approach
• based on teaching behavioral expectations primarily in
mainstream settings
• utilizes daily behavioral evaluation software and
weekly behavioral analysis to guide intervention using a
FBA approach
Caperton-Brown & Poole, 2008
4
PASS
• Who participates in PASS?
– “High-Risk” Students
– Previous, less intensive
interventions have been
attempted but failed.
Tertiary
Level of
Intervention
Purpose: Reduce Harm
Caperton-Brown & Poole, 2008
5
PASS and the PBS Intervention Continuum
Tertiary
3-5%
of students
Targeted/
Intensive
7-10% of Students
Secondary
At-Risk Students
Classroom/Small Group
Strategies
85-90% of Students
Primary
School-wide/Universal
Preventive Interventions
Caperton-Brown & Poole, 2008
6
PASS: An alternative to level-system
approach to services for ED/BD
• PASS is
– Inclusive
• The majority of PASS services are delivered in the mainstream / inclusive
setting.
– Constructive
• Focused on building environments and behavioral skills rather than
punishment procedures.
– Focused on behavioral education
• Formal and informal delivery of social skills training
– Positive Approach to behavior management emphasizing
• Academic and behavioral success
• Treating students with dignity and respect
• Collaborative team efforts
So that the student is provided a reasonable chance to succeed.
Caperton-Brown & Poole, 2008
7
PASS
Phase 1:
Referral to
Program
Phase 2
Orientation
Aftercare
Or
PASS Out
Phase 3
Maintenance
and
Inclusion
• How does PASS work?
– It’s a process.
Caperton-Brown & Poole, 2008
8
PASS : Referral to the Program
• Activities
– Identification of PASS
candidates
– Formal placement
– Determination of Target
Behavior(s)/Appropriate
Interventions
– Establishing PASS Team
– Training Team Members
Caperton-Brown & Poole, 2008
9
PASS: Referral to the program
• Prior to placement …
– Campus Responsibilities
• Campus exhausts regular
interventions/resources to address
student’s behavior
– Special Education Responsibilities
• Student is recommended for PASS following
behavior consult / documented
intervention(s)
• ARC convened
• FBA & BIP developed
– PASS Teacher Responsibilities
• Form PASS Team
• “scout” the student
Caperton-Brown & Poole, 2008
10
PASS: Referral to the program
The PASS Team
• Membership
–
–
–
–
–
–
–
• Responsibilities
Behavior Specialist
PASS Teacher
Classroom Teachers
Assistant Principal
Educational Diagnostician
Counselor/LSSP
Auxiliary Personnel
– Delivery of services
mandated by ARC
– Refinement of BIP
– FBA
– Decision-making
regarding ReOrientation/SelfMonitoring/Dismissal
Caperton-Brown & Poole, 2008
11
PASS: Phase 2 - Orientation
-Occurs within PASS
classroom for individually
determined period of
time. (Range is several
days to several weeks.)
- PASS classroom is
organized using CHAMPs
model
Caperton-Brown & Poole, 2008
12
PASS: Orientation
• Activities
– Instruction in PASS procedures
• Monitoring system
• Reward System
• School-to-Home Note Responsibilities
• Mainstream Classroom exit/re-entry procedures
• Behavior Expectations for independent
seatwork/cafeteria/hallway/ bus/restroom
behavior
Caperton-Brown & Poole, 2008
13
PASS: Orientation
• Teaching Replacement Behavior –
Individualized Social Skills Instruction
– Step one: Develop T-chart
– Step two: Teach / model replacement behavior
(s)
– Step three: Role-play scenerios
– Drill, practice, and reward
Caperton-Brown & Poole, 2008
14
PASS: Orientation
• Sample T-chart
Target (BIP) Behavior #1: Physical Aggression
Examples of unacceptable
behavior:
Replacement behaviors:
- hitting, kicking, fighting or
wrestling
- walking away
- keeping hands and feet to self
- biting, scratching or spitting
- using words instead of actions
-throwing objects
- ignoring
- seek an adult to mediate
Caperton-Brown & Poole, 2008
15
PASS: Orientation
• Activities (continued):
– Academic instruction in core curricula
provided by PASS teacher & by classroom
teacher
• Reduced amount of class work is generated by
classroom teacher
• PASS provides “content mastery”-like support of
academics
• Classroom teacher visits PASS to ensure teacher
understands work assignment/discuss work and/
discuss rules of their specific class
Caperton-Brown & Poole, 2008
16
PASS: Orientation
• Activities (continued):
– Elicitation of parent participation
– Development of student portfolio
– Structured Observation and Feedback Session
Caperton-Brown & Poole, 2008
17
PASS: Orientation
• Structured Observation and Feedback Session
– Arrangements are made with mainstream teachers for student
observation of class
– Student observes classroom for 15 minutes accompanied by PASS
teacher with pre-planned agenda
•
•
•
•
•
When can you talk in this classroom?
How do you ask for help?
Do rules for behavior change with different activities?
When is it o.k. to move around the room?
What are the teacher’s expectations for student participation?
– Immediately after observation, student and PASS teacher discuss
student’s observations
Caperton-Brown & Poole, 2008
18
PASS: Phase 3 Maintenance & Inclusion
Frequent
monitoring
To
Selfmonitoring
Caperton-Brown & Poole, 2008
19
PASS: Phase 3
• Activities
– “Readiness” Criteria for Phase 3
– “Marketing” the PASS Student
– Monitoring
– Re-Direction of Inappropriate Behavior
– Re-Orientation
– Self-Monitoring
Caperton-Brown & Poole, 2008
20
PASS: Phase 3
Readiness
• Transition to Phase 3
– Student demonstrates understanding of
• PASS Procedures
• Replacement Behaviors
• Expectations of Mainstream Classroom(s)
– Affective control is demonstrated
Caperton-Brown & Poole, 2008
21
PASS: Phase 3
– Monitoring student behavior
• monitoring
tokens are utilized by
classroom teacher to identify 3 levels
of acceptability of student behavior
• PASS teacher/paraprofessional
record level of behavior at monitoring
time and use data to further the
functional assessment of target
behavior
• behavior at the warning or
unacceptable level is re-directed
Caperton-Brown & Poole, 2008
22
PASS: Phase 3
• Monitoring Tokens
Behavior is Acceptable
Warning: Behavior is unacceptable. Student
has been given warning and compliance is
expected in 1-2 minutes.
Behavior is continues to be unacceptable
after reasonable period of time to comply.
Bonus: Student has performed above
and beyond expectations.
Caperton-Brown & Poole, 2008
23
PASS: Phase 3
• What behaviors do we monitor?
Only behaviors targeted for intervention by
the student’s BIP are monitored!
Caperton-Brown & Poole, 2008
24
PASS: Phase 3
• Functional Analysis
– Behavior analysis (from monitoring data)
is reviewed weekly and guides …
• Reinforcement
• Intervention
• Monitoring schedule
Caperton-Brown & Poole, 2008
25
PASS: Phase 3
The Reward System
• Students earn rewards by …
– Accumulating mastery credit for
“acceptable behavior” in areas
identified on BIP/documented on
monitoring sheets
– Return of parent note
– Bonus points for demonstrating
behavior that is above expectations
• Thursday to Thursday Week
• Rewards delivered on Friday
Caperton-Brown & Poole, 2008
26
PASS: Phase 3
• Re-Direction Procedure
– PASS teacher prompts:
• What’s going on? (Check out student’s story if it
differs from teachers.)
• What led up to this?
• How could you have handled this differently?
(replacement behavior)
• What are you going to do when you return to the
classroom?
• What will be consequences of that action?
Caperton-Brown & Poole, 2008
27
PASS: Phase 3
• Re-Orientation/Revolving Door Approach
– Occurs when
• A student repeatedly displays an inability to successfully perform
target behaviors in a specific setting
• Student engages in high level misbehavior that is a danger to himself
or others
– Activities
• Intensive social skills training in problematic target behavior
• Structured observation/feedback session in problematic setting
• Academic instruction
– Student returns to inclusion setting when
• Successfully performs replacement behavior for misbehavior
• Affective control is demonstrated
Caperton-Brown & Poole, 2008
28
PASS: Phase 3
• Self-Monitoring
– Occurs
• After a student has demonstrated a prolonged (i.e., one semester to one
school year) period of success on target behaviors and there are no other
misbehaviors that significantly interfere with academic success
– Activities
• Student and teacher use monitoring forms to assess targeted BIP
behaviors
• Behavior Analysis continues with student’s participation
– Dismissal from PASS
• Considered after student demonstrates a prolonged period of success on
target/BIP behaviors and there are no other misbehaviors that
significantly interfere with academic success
Caperton-Brown & Poole, 2008
29
PASS: Aftercare
• “PASS Out”
– 12-step model
• provides continuing support for behavior maintenance
for graduates
• provides peer mentorship to new PASS students
– PASS graduates serve as mentors to new PASS
students
– PASS teacher provides supervision of mentorship
relationships
Caperton-Brown & Poole, 2008
30
PASS
• PASS in a nutshell…
– Non-levels, Inclusion approach
– Focus on constructing new behaviors
– Functional analysis of behavior supported by daily
data collection and analysis
– Reward-based system
Caperton-Brown & Poole, 2008
31
PASS
• Initiating PASS requires ..
– 3 day training including
•
•
•
•
PASS teacher
PASS paraprofessional
Campus administrator (s) – (Day 1 only)
Behavior program supervisor (s)
– First year commitment to consultation by PASS personnel
– Resources including:
•
•
•
•
PASS Manual
PASS software
Social skills curriculum
CHAMPs materials
Caperton-Brown & Poole, 2008
32
COLLABORATION
Regular Education Teacher and Pass Teacher
* Communication + Consistency = Student Success
* Every Adult/Professional Must Be On The Same
Page To Help OUR Students Be Successful!
What is the data
saying!
PASS District and School
Participation
21 School Districts in
Kentucky
64 Total Schools
20 Elementary Schools
24 Middle Schools
20 High Schools
Disability Distribution
Race (Available by Count and
Percentage)
KY Pass Behavior Program Summary
• Approximately 580 KY PASS students.
• Representation from 6 Cooperatives, 20+ Districts, 52 Schools and 212
Users.
70
60
66
58
50
40
33
61
60
54
30
21
20
10
7
23
28
22
32
0
19
Grade Level Participation
80
74
69
69
70
60
56
60
50
40
34
36
31
25
30
26
24
20
20
10
8
0
# Students 14
Data
Behavior Tracker
Monthly District Suspensions
Madison County
2007-2009 (5 Schools)
2009-2010 (6 Schools)
140
120
100
2007-2008
2008-2009
2009-2010
2010-2011
80
60
40
20
0
Aug
Nov
Feb
May/June
Madison Central Suspension Rates
45
40
35
30
25
20
15
10
5
0
2007-2008
2008-2009
2009-2010
2010-2011
Aug
Nov
Feb
May/June
Madison Southern Suspension Rates
70
60
50
2007-2008
2008-2009
2009-2010
2010-2011
40
30
20
10
0
Aug
Nov
Feb
May/June
Clark Moores Middle Suspension Rates
25
20
2007-2008
2008-2009
2009-2010
2010-2011
15
10
5
0
Aug
Nov
Feb
May/June
Madison Middle Suspension Rates
40
35
30
25
2007-2008
2008-2009
2009-2010
2010-2011
20
15
10
5
0
Aug
Nov
Feb
May/June
Foley Middle Suspension Rates
20
18
16
14
12
10
8
6
4
2
0
2007-2008
2008-2009
2009-2010
2010-2011
Aug
Nov
Feb
May/June
B. Michael Caudill Suspension
Rates
12
10
8
2009-2010
2010-2011
6
4
2
0
Aug
Nov
Feb
May/June
OSS Comparisons 2007-2011
Trending in Out of School
Suspensions
Trending in Out of School
Suspensions
Trending for In School Suspensions
Trending for In School Suspensions
Unexcused Absences
Trending in Office Referrals
Trending in Office Referrals
Trending for Physical Restraints
Top 10
1. Warning/Off task
2. Warning/Failure to follow directions
3. Warning/Not completing work
4. Excused Absence/Non-Targeted
5. School Holiday/Full Day
6. Warning/Non-Targeted
7. OSS
8. School Closing
9. Warning/Disrespectful to peer
10. Warning/Disruption of class
Dunbar High
Dunbar
Allen Co High
Allen Co High
Clark County OSS
Clark County ISS
Clark County Office Referrals
SAMPLE DATA TRACKER
Sample Student Data Dec to Jan
Sample Student Data Jan to Feb
Student Self-Monitoring
Following Directions by month
35
30
Number of intervals
25
20
15
10
5
0
Aug
Sept
Oct
Nov
Dec
Jan
Months of year
Yellows
Reds
Feb
Mar
Apr
May
Following Directions Analysis by
Student
• Trend is that more reds at the beginning of the year. More
yellows, less reds toward the end of the year.
• Means I am getting better at following directions. Because
now when I go to yellow I fix it rather than have to go to red
to get it fixed.
• I follow directions best from, Ms. Gullett, Mr. Gullett, Ms.
Combs, Ms. Berry,
• People I still tend to ignore: Ms. Sipes, Ms. Fox, Ms. Hollon,
• Goal: keep reds under 10 a month and get yellows down to 10
a month or less.
Expressing Emotions Correctly
7
6
Number of Intervals
5
4
3
2
1
0
Oct
Nov
Dec
Jan
Feb
Months of year
Yellows
Red
Mar
Apr
May
Expressing Emotions Analysis
• Think that Christmas may have gotten me
excited and caused increase in Dec.
• Reds under five whole year. That’s really good
• Goal: to keep these numbers low and use
please more.
• Cue cards to help when in classroom.
Tantrums
18
16
14
Number of intervals
12
10
8
6
4
2
0
Nov
Dec
Jan
Feb
Mar
Month of year
Yellow
Red
Apr
May
Tantrum Analysis
• Tantrums have basically disappeared.
• Think they went away cause I am learning self
control.
• I still have to do what I am asked so tantrum doesn’t
work to get me out of work.
• Instead of throwing a tantrum, I will read, color, or
ask the teacher to make a deal on work and reward.
• Goal: No tantrums.
Total Intervals
180
160
140
number of intervals
120
100
80
60
40
20
0
Aug
Sept
Oct
Nov
Dec
Jan
Months of year
Yellows
Red
Suspensions
Feb
Mar
Apr
May
Total Interval Analysis
• Over all, number of reds and yellows has gone
down for the year.
• Have not been suspended since September.
• November was elevated because of getting
tonsils out and being stressed about coming
surgery.
• My scores started getting better when new
teacher came in October. (Ms. Gullett).
Monthly Percentage
120%
100%
Percentage
80%
60%
40%
20%
0%
Aug
Sept
Oct
Nov
Dec
Jan
Month
Feb
Mar
Apr
May
Monthly Percentage Analysis
• Percentage has increased over the year.
• There was a jump in October when Ms. Gullett
came.
• Also started spending most of day in PASS in
October.
• Have moved back out to class more in March
and April but percentages have stayed high.
Things I have learned…
• If I ask I usually get what I want better than when I
throw a fit.
• It is better to get it done quicker so I can have reward
than losing time arguing over everything.
• I am going to have to do the work whether I throw fit
or not, so just do it and get it done.
• People like it when you ask before you touch.