Johns Hopkins University
Department of Mental Health
The Center for Prevention and Early Intervention
The JHU Early Identification and Intervention Program (JHEIIP)
PURPOSE
The Center’s primary mission is to improve the effectiveness and sustainability of school-based
preventive and early treatment interventions aimed at reducing school violence, student mental
health problems, and drug abuse and, therefore increase more time on task and improved student
achievement.
COMPONENTS
The JHEIIP consists of three primary components:
 PATHS TO PAX, which consists of PATHS lessons, a set of lessons created to develop
social emotional learning integrated with the PAX Game (Good Behavior Game), a
classroom management system;
 Computerized Assessment, a computerized program of identified indicators designed to
be used by teachers to identify students on a three-tier scale needing intervention; and,
 Intervention would be provided for students identified as needing support.
o Tier 1 – These students would receive intervention from the classroom teacher
using PATHS TO PAX and other classroom management strategies
o Tier 2 – These students would receive intervention from school-based mental
health clinicians. These students exhibit mild to moderate behavior problems, and
can be considered our “yellow” flag students
o Tier 3 - These students exhibit severe behavior problems. These are our “red”
flag students. These students require more intense intervention from external
resources.
PARTICIPATING SCHOOLS
The Center has divided the eight JHEIIP identified schools into two cohorts. Cohort 1 consists of
five schools, Johnston Square Elementary School, Waverly Elementary School, William Paca
Elementary School, Thomas G. Hayes Elementary School and Bay Brook Elementary School.
These schools will receive the full implementation of the project this year in grades prekindergarten through two. Cohort 2 schools, Commodore John Rodgers Elementary School,
Samuel B. Morse Elementary School, and Morrell Park Elementary School have been identified
as PBIS schools and, will therefore; only implement the computerized assessment and
intervention components this school year in grades pre-kindergarten through two. The attached
timeline outlines the project’s initiatives for the next four years.
PROFESSIONAL DEVELOPMENT
The Center staff had the pleasure of working with the Baltimore City Public School System
(BCPSS) school staff who participated in the JHEIIP three-day orientation session on August
15th, 16th, and 17th. The BCPSS staff, a total of 72 school administrators, mental health clinicians,
teachers, and paraprofessionals, appeared to be enthusiastic about the new JHEIIP program and
evaluated the session favorably.
The Center will offer orientation make-up sessions for identified school staff that missed the
professional development this summer. Teachers will have an opportunity to attend make-up
sessions on two Saturdays, one in mid-October and the second, in early November. Dates TBD.
Stipends and parking vouchers will be provided to all participants who attend the sessions.
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Professional development sessions have been planned for primary school teams, including the
designated primary instructional support teacher (IST), pre-kindergarten through two teachers,
primary paraprofessionals, primary special educators, and mental health clinicians each quarter.
School staff will be able to explore topics on social emotional learning, discuss program
implementation issues, and share experiences.
COMMUNICATION
To keep communication between the Center and the BCPSS ongoing, a monthly school
administrators’ meeting schedule has been established. These meetings will address new
initiatives, questions, and implementation concerns that may arise at schools. The group will
meet at 1:00 pm on the identified dates. (See attached schedule)
The Center will post announcements and documents on the ECE website for school staff as well
as send out communiqué in the form of quarterly newsletters, reminders, etc.
SUPPORT TO SCHOOLS
Center coaches (Dr. Brenda Kelly and Ms. Dana Darney) began visiting schools beginning the
week of September 12th to begin a year-long partnership and provide support to school staff.
These coaches will support school staff weekly as well as facilitate professional development and
focus sessions. Coaches will begin observations beginning week of September 19th.
As the project adds additional grade levels each year, the coaching and support staff will increase
in number.
INCENTIVES AND INSTRUCTIONAL MATERIALS
School staff will receive numerous incentives throughout the school year.
 “Gift bags” with start-up classroom materials delivered by coaches during the week of
9/12/05
 PATHS TO PAX materials delivered by courier during the week of 9/12/05
 Laptop computers for each classroom teacher to support the implementation of the
computerized assessment component. delivered to schools by November 2005
 One desktop computer for each JHEIIP school to provide access to data for identified
school staff. Delivered to schools by November 2005
 Learning How $50 gift certificate for classroom teachers to be distributed January 2006
 Refreshments and parking vouchers for school administrators for each administrators’
meeting
 Refreshments, stipends, and parking vouchers for school staff for each professional
development session
PARENT INVOLVEMENT
For school year, 2005-2006, parent involvement is minimal. Parents received letters from the
teachers with a brief description of the programs during the first week of school. Parents will also
receive “information brochures’ at the Back-to-School events this fall. PATHS Lessons unit
introduction letters and PAX Game Tootle Notes are sent home on a frequent basis to parents.
The parent component of the JHEIIP will become more prominant during the project’s third year.
EVALUATION
Teachers will be asked to complete mid-year and end-of-year evaluations centered on
implementation and program feasibility. At the end of the school year, another avenue for
evaluation will involve a focus comprised of a group of randomly-selected school staff. At that
time, the group will discuss and evaluate this year’s program and brainstorm ways to improve.
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