monongalia county schools g.u.i.d.e.s. groups united to inspire, develop, and educate students...
TRANSCRIPT
Monongalia County Schools
G.U.I.D.E.S.Groups United to Inspire, Develop, and Educate
StudentsElementary Alternative Education Pilot Grant
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)
Collaboration
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.
Location
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.
Staffing
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
Implementation
WATCH A VIDEO OF MORNINGSIDE ACADEMY
Morningside Generative Curriculum Individualized instruction targeted to
students’ needs Structured academic periods to increase the
rate of student learning
Curriculum & Assessments
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
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
Parental Involvement in 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.
Who is a good candidate for 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
What are the outcomes of G.U.I.D.E.S.?
Second grade student who was referred after seriously injuring a classmate
What are the outcomes of G.U.I.D.E.S.?
First grade student referred for physical aggression and leaving classroom/school frequently
What are the outcomes of G.U.I.D.E.S.?
Kindergarten student referred for severe aggression, disruption, and inappropriate language
What are the outcomes of 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 home-bound 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!"
What do parents think about G.U.I.D.E.S.?
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
Transition
G.U.I.D.E.S. Statistics
G.U.I.D.E.S. Statistics
G.U.I.D.E.S. Statistics