RESEARCH. Report on an Educational Program. D e p a r t m e n t of R e s e a r c h a n d A c c o u n t a b i l i t y

Transcription

1 RESEARCH Report on an Educational Program D e p a r t m e n t of R e s e a r c h a n d A c c o u n t a b i l i t y SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM: Houston Independent School District

2 HOUSTON INDEPENDENT SCHOOL DISTRICT Board of Education Diana Dávila, PRESIDENT Manuel Rodríguez, Jr., FIRST VICE PRESIDENT Harvin C. Moore, SECOND VICE PRESIDENT Arthur M. Gaines, Jr., SECRETARY Natasha M. Kamrani Kevin H. Hoffman Dianne Johnson Lawrence Marshall Greg Meyers, ASSISTANT SECRETARY Abelardo Saavedra SUPERINTENDENT OF SCHOOLS Kathryn Sánchez ASSISTANT SUPERINTENDENT DEPARTMENT OF RESEARCH AND ACCOUNTABILITY Deborah L. Muñiz RESEARCH SPECIALISTS Chris Huzinec RESEARCH MANAGER

3 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM : EXECUTIVE SUMMARY SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM: HISD RESEARCH AND ACCOUNTABILITY Program Description The Houston Independent School District s (HISD) Office of Special Education Services provides a Behavior Support Program to students with disabilities in Behavior Support Classes (BSC). The purpose of BSC is to provide a self-contained class in which students with behavior disorders can work individually on academic and behavioral goals determined by the Admission Referral Dismissal (ARD) Committee in their Individualized Education Program (IEP). Students referred to BSC must manifest behavior problems that are of such magnitude that less restrictive instructional options cannot accommodate that student s special behavioral needs. A special education teacher trained to work with behavioral/emotional problems and an instructional aide are assigned to each BSC. This program is highly structured with supervision throughout the instructional day. The BSC is a time-limited service that prepares the students for a less restrictive environment prior to transitioning or exiting from the program. The goals of the Behavior Support Program are: To provide time-limited services that will allow students to function in the least restrictive educational environment. To provide on-going support services to assist students who are transitioning to a less restrictive setting or exiting behavior services. To increase the student s coping and social skills. To offer on-going consultation services on behavior management techniques for parents and professional staff. To provide an instructional program which will allow the students to progress academically. As indicated in the goals, the Behavior Support Program emphasizes appropriate social and interactive skills. The social skills curriculum that is integrated into the daily curriculum is Skillstreaming. Skillstreaming has four main components, which include modeling, role-playing, performance feedback, and transfer/generalization training. The curriculum contains 60 skill lessons and includes five skill groups which are Classroom Survival Skills, Friendship-Making Skills, Dealing with Feelings, Alternatives to Aggression, and Dealing with Stress. Social skills should be taught in a structured lesson at least two times per week. The social skills curriculum is designed to help students return to a less restrictive environment, such as general education or resource. Behavior management is also a focus of the Behavior Support Program. The Office of Special Education Services has implemented the DailyReview as the core behavior management system. The DailyReview was created by Psychological Software Solutions, Inc. The purpose of the DailyReview was to provide web-based resources for behavior support teachers and district office support staff. The DailyReview assists campus and district office staff in developing research based psychological solutions for disruptive student behavior and certain types of academic problems. The DailyReview allows teachers to develop and implement positive behavior interventions, typically referred to as a Daily Report Card. The Daily Report Card is a classroom intervention for students who are disruptive, challenging to manage, and/or experiencing academic problems. The interventions are positive and work to increase parental involvement and encourage student responsibility. The goals of the DailyReview are to: develop a system that facilitates consistent and daily communication between parents and teachers; reduce the manifestations of disruptive behaviors 1

4 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM: in the classroom; increase student academic performance and productivity; and encourage students to engage in pro-social behaviors. The following research questions were addressed: 1. What were the perceptions of Behavior Support teachers regarding the Behavior Support Class? 2. What were the perceptions of Behavior Support teachers regarding the implementation of the Skillstreaming curriculum? 3. What were the perceptions of Behavior Support teachers regarding the implementation of the DailyReview program? 4. What was the academic performance of students in BSC on the Texas Assessment of Knowledge and Skills (TAKS)? 5. What was the academic performance of students in BSC on the State Developed Alternative Assessment II (SDAA II)? Findings The majority of Behavior Support teachers at 67% indicated that they had between 6 10 students enrolled in their classroom. About 23% had between 1 5 students, while 9% had students. Behavior Support teachers were asked, How many paraprofessionals assist you with your class? About 91% stated they had one paraprofessional, 4% two, 1% three, and 3% none. Behavior Support teachers believe paraprofessionals who assist them need training in the following areas: behavior strategies, classroom management, DailyReview, computer, instructional strategies, Crisis Prevention Institute training, and special education laws. Behavior Support teachers were asked, Have you had students return to the resource/general education classroom this school year? Of the 118 Behavior Support teachers who answered this question, 55% stated yes, and 45% stated no. Behavior Support teachers were asked, What criteria do you use to move students into general education? Teachers provided 124 comments that were grouped into 12 categories. The two categories with the most comments were DailyReview/level management system with 36 comments and reduction of inappropriate behaviors with 30 comments. Teachers were asked, Has your career as a Behavioral Support teacher been rewarding? Fiftyeight percent stated yes, 29% stated somewhat, and 8% stated no. Five percent of the teachers did not respond to the question. Teachers were also asked, What is the ultimate goal of the Behavior Support teacher regarding behavior service students? Most of the teachers believed that the ultimate goal of the Behavior Support teacher was to exit students from Behavior Support classrooms and transition them back into general education. Teachers were asked, Do you have Skillstreaming materials? About 73% of the Behavior Support teachers stated yes, while 27% stated no. Behavior Support teachers were then asked if they had attended Skillstreaming training. Approximately, 70% of the teachers stated yes, while 30% stated no. Behavior Support teachers were asked how often they implement the Skillstreaming curriculum and 7% indicated daily, 26% 3 times a week, 17% 2 times a week, 25% once a week, and 25% never. Behavior Support teachers were asked was Do your students benefit from the Skillstreaming curriculum? The majority of teachers at 55% stated yes compared to 45% who stated no. The majority of Behavior Support teachers at 57% attended training on the DailyReview during the school year. Another 25% of the Behavior Support teachers indicated they attended training during the school year, 6% during the school year, and 2% during the school year. About 10% of the Behavior Support teachers have not attended training. Also, 48% of the Behavior Support teachers 2 HISD RESEARCH AND ACCOUNTABILITY

5 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM : indicated that they need additional training on the DailyReview Program, 52% indicated they did not. The majority of the teachers at 65% indicated that they have utilized the DailyReview program in their classroom to implement the Level Management Point System. Teachers who indicated that they have implemented the DailyReview program were asked, To what degree have you implemented the DailyReview program in your classroom? Approximately, 5% of the teachers indicated that implementation is only in the planning stages, 39% of teachers indicated limited implementation has started, and 56% indicated full implementation of the program has begun in their classroom. Teachers were asked if they have experienced any challenges in implementing the DailyReview. A total of 49 teachers described challenges they faced in implementing the DailyReview program. The challenges were categorized as time, technical problems, software limitations/ problems, and student buy in. Teachers who have implemented the DailyReview program were asked, Since implementing the DailyReview program, have students disruptive behaviors decreased? Approximately, 15% of the teachers indicated yes, while 35% indicated somewhat. However, 50% of the teachers indicated no. Teachers were asked to indicate how many computers they had in their classroom. Approximately, 35% stated one, 32% two, 16% three, and 7% four or more. However, 8% of the Behavior Support teachers did not have a computer in their class. The overwhelming majority of teachers at 94% stated they have access to the Internet in their classroom, while 6% did not. The percent of students in BSC who met the minimum standard on the TAKS reading subtest ranged from 0% in grade 10 to 61% in grade 6, while all HISD students with disabilities had a range from 28% in grade 10 to 73% in grade 3. The highest percent of students in BSC who earned the commended status was 11% in grade 6 compared to 25% in grade 3 for all students with disabilities. HISD RESEARCH AND ACCOUNTABILITY The percent of BSC students who met the minimum standard TAKS mathematics subtest ranged from 2% in grade 8 to 57% in grade 3, while all HISD students with disabilities had a range from 17% in grade 10 to 57% in grades 3 and 4. The highest percent of students in BSC who earned the commended status was 5% in grade 6 compared to 17% in grade 4 for all students with disabilities. The majority of students in BSC met their ARD expectation on the reading subtest of the SDAA II. The percentage of students in BSC who met their ARD expectation ranged from 94% at instructional level K to 68% at instructional level 3 compared to 94% at instructional levels K and 1 to 79% at instructional level 3 among all students with disabilities in the district. The majority of BSC students met their ARD expectation on the mathematics subtest of the SDAA II. The percentage of BSC students who met their ARD expectation ranged from 97% at instructional level 2 to 73% at instructional level 4 compared to 97% at instructional level 1 to 68% at instructional level 7 among all students with disabilities in the district. The majority of students in BSC met their ARD expectation on the writing subtest of the SDAA II. The percentage of students in BSC who met their ARD expectation ranged from 93% at instructional level 6/7 to 60% at instructional level 2 compared to 86% at instructional level K/1 to 45% at instructional level 8/9 of all students with disabilities in the district. Recommendations 1. An accurate number of the students who have exited the Behavior Support program was not available. An efficient system for tracking the number of students who exit the Behavior Support program needs to be developed by the Office of Special Education Services. 2. Almost a third of Behavior Support teachers indicated that they have not attended Skillstreaming training and do not have the curriculum. The program coordinator may want to offer Behavior Support teachers the opportunity to attend training during the upcoming school year. 3

6 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM: Behavior Support teachers need support in fully implementing the Skillstreaming curriculum correctly. Nearly half of the teachers did not believe the Skillstreaming curriculum benefited their students. The project coordinator may want to consider offering all Behavior Support teachers and paraprofessionals the opportunity to attend professional development regarding the social skills curriculum. Additional professional development in this area may increase teacher confidence in implementing the curriculum. 4. Behavior Support teachers need support in implementing the DailyReview program. Almost half of the teachers indicated they need additional training using the DailyReview. The project coordinator may want to consider offering all Behavior Support teachers and paraprofessionals the opportunity to attend follow-up training regarding the DailyReview program. Also, the program coordinator may want to set aside time during the training to discuss with Behavior Support teachers the barriers that are keeping them from fully implementing the program. Behavior Support teachers may also find it beneficial to hear from colleagues who are fully implementing the DailyReview program and are experiencing success with their students. 5. An analysis of the TAKS data revealed that students in BSC did not perform as well as all students with disabilities. The subject areas in which students in BSC need the most academic support was in math and science. Teachers also indicated a need for professional development regarding instructional strategies. The program coordinator may want to provide professional development regarding instructional strategies in the core subject areas. The program coordinator may need to conduct a needs assessment to ensure that the Behavior Support teachers have the necessary materials needed to allow students to progress academically. In addition, the program coordinator may need to consider how the NCLB requirement that all teachers must by highly qualified by the end of the school year will effect the academic instruction Behavior Support teachers can provide. 6. Continued monitoring of the Behavior Support Program will provide additional information about the effectiveness of the services. Specifically, an examination of the perceptions held by students in BSC will yield valuable information. 4 HISD RESEARCH AND ACCOUNTABILITY

7 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM : SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM: Purpose: To evaluate the implementation of the Behavior Support Program. Population: A total of 170 Behavior Support teachers in HISD elementary, middle, and high schools. Methods: Information regarding the Behavior Support Program was collected through interviews with Special Education personnel. Surveys were collected from Behavior Support teachers. Qualitative and quantitative data were analyzed using descriptive statistics. Findings: The evaluation of the Behavior Support Program, which was based on survey responses, suggested that many teachers are not fully implementing two of the key program components: Skillstreaming, the social skills curriculum; and DailyReview, the behavior management system. An analysis of the performance of students in the Behavior Support Program on the SDAA II revealed that the majority met ARD expectations. Conclusions: Recommendations were made to ensure that the number of students who exit Behavior Support Classes can be determined and that additional training for Behavior Support teachers regarding Skillstreaming curriculum, the DailyReview program, and instructional strategies be provided. Also, it was recommended that student s perceptions regarding the Behavior Support Class be gathered. Introduction Program Description The Houston Independent School District s (HISD) Office of Special Education Services provides a Behavior Support Program to students with disabilities in Behavior Support Classes (BSC). The purpose of BSC is to provide a self-contained class in which students with behavior disorders can work individually on academic and behavioral goals determined by the Admission Referral Dismissal (ARD) Committee in their Individualized Education Program (IEP). Students referred to BSC must manifest behavior problems that are of such magnitude that less restrictive instructional options cannot accommodate that student s special behavioral needs. A Special Education teacher trained to work with behavioral/emotional problems and an instructional aide are assigned to each BSC. This program is highly structured with supervision throughout the instructional day. The BSC is a time-limited service that prepares the students for a less restrictive environment prior to transitioning or exiting from the HISD RESEARCH AND ACCOUNTABILITY program. The goals of the Behavior Support Program are: To provide time-limited services that will allow students to function in the least restrictive educational environment. To provide on-going support services to assist students who are transitioning to a less restrictive setting or exiting behavior services. To increase the student s coping and social skills. To offer on-going consultation services on behavior management techniques for parents and professional staff. To provide an instructional program which allows the students to progress academically. As indicated in the goals, the Behavior Support Program emphasizes appropriate social and interactive skills. The social skills curriculum that is integrated into the daily curriculum is Skillstreaming. Skillstreaming has four main components, which include modeling, role-play, performance feedback, and transfer/generalization training. The curriculum contains 60 skill lessons and includes five skill groups: 5

8 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM: Classroom Survival Skills, Friendship-Making Skills, Dealing with Feelings, Alternatives to Aggression, and Dealing with Stress. Social skills should be taught in a structured lesson at least two times per week. The social skills curriculum is designed to help students return to a less restrictive environment, such as general education or resource. Behavior management is also a focus of the Behavior Support Program. The Office of Special Education Services has implemented the DailyReview as the core behavior management system. The DailyReview was created by Psychological Software Solutions, Inc. The DailyReview provides web-based resources for behavior support teachers and district office support staff. The DailyReview assists campus and district office staff in developing research based psychological solutions for disruptive student behavior and certain types of academic problems. The DailyReview allows teachers to develop and implement positive behavior interventions, typically referred to as a Daily Report Card. The Daily Report Card is a classroom intervention for students who are disruptive, challenging to manage, and/or experiencing academic problems. The interventions are positive and work to increase parental involvement and encourage student responsibility. The goals of the DailyReview are to: Develop a system that facilitates consistent and daily communication between parents and teachers; reduce the manifestations of disruptive behaviors in the classroom; increase student academic performance and productivity; and encourage students to engage in pro-social behaviors. Program Personnel The Behavior Support Program is under the direction of the manager of Program and Instructional Support. Within this program, a coordinator was assigned to facilitate and support the Behavior Support Program. There were 170 Behavior Support teachers during the school year. Program Participants There were a total of 132 schools with one or more BSC students. A list of the schools that had BSC students during the school year can be found in Appendix A. Table 1 details the demographic characteristics of students in BSC. The demographic characteristics of these students were retrieved from the School Administrative Student Information (SASI) database as of July 17, During the school year, there were 1,496 students with disabilities with the instructional location BSC. The overwhelming majority of the students in BSC were male at 84.3%. The percentage of female students in BSC increased from 13.9% during the school year to 15.7% during the school year. Also, close to 63% of these students were African American followed by 27% who were Hispanic during and school years. White students accounted for about 10% of the students in BSC across both years of data. The most frequently reported primary disability for BSC students in was emotional disturbance at 61.4% followed by 18.2% identified with a learning disability. It should be noted that the primary disability of two students at these schools was not identified in the SASI database. Table 2 details the number and percent of students in BSC by grade level. The highest percent of students in BSC are in grades 6 9. Purpose of the Evaluation Report The purpose of this report was to evaluate the implementation of the Behavior Support Program. The following research questions were addressed: 1. What were the perceptions of Behavior Support teachers regarding the Behavior Support Class? 2. What were the perceptions of Behavior Support teachers regarding the implementation of the Skillstreaming curriculum? 3. What were the perceptions of Behavior Support teachers regarding the implementation of the DailyReview program? 4. What was the academic performance of students in BSC on the Texas Assessment of Knowledge and Skills (TAKS)? 5. What was the academic performance of students in BSC on the State Developed Alternative Assessment II (SDAA II)? Review of Literature Federal and State Mandates Positive behavioral support (PBS) was first mandated in the 1997 Individuals with Disabilities Education Act (IDEA). The 2004 Individuals with Disabilities Education Act (IDEA) regulations indicate that in the case of a child whose behavior impedes the child s learning or that of others, consider the use of positive 6 HISD RESEARCH AND ACCOUNTABILITY

9 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM : Table 1: Demographic Information of Students in Behavior Support Classes: and School Years behavioral interventions and supports, and other strategies, to address that behavior. The Office of Special Education Program at the U.S. Department of Education established the National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. The overall goals of the PBIS are to: Table 2: Students in Behavior Support by Grade Level Identify and enhance knowledge about, and practical demonstration of, school-wide PBS practices, systems and outcomes along the threetiered continuum (primary, secondary, tertiary); and develop, conduct and evaluate technical assistance and dissemination efforts that allow evidence-based practices to be implemented on a large scale with high durability and effectiveness. The Texas Behavior Support Initiative (TBSI) was established in 2001 in response to Senate Bill 1196 and was designed to build capacity in Texas schools for the provision of positive behavioral support (PBS) to all students. The goal of PBS is to educate all students, especially students with challenging behaviors, by adopting a sustained, positive, preventative instructional approach to schoolwide discipline and behavior management. This approach focuses on teaching and encouraging positive schoolwide behavioral expectations and increasing school capacity to support sustained use of empirically validated practices. Positive Behavior Support According to Trunball et al. (2002) Positive behavior support (PBS) is a broad range of systemic and individualized strategies for achieving important social HISD RESEARCH AND ACCOUNTABILITY 7

10 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM: and learning outcomes while preventing problem behavior. The components that make up PBS are universal, group, and individual support. Universal support is described as proactive in that every student gets effective PBS without identification or referral for specific problem behavior (Trunball et al., 2002). For example, expected behaviors are taught and proactive discipline policies and procedures are in place. Universal support works for about 75% 80% of students. Group support recognizes that some students problem behavior is not sufficiently addressed through universal support. Examples of group support include intensive social skills teaching, self-management programs and increased academic support. About 15% 25% of students need group support. Individual support is the core intervention that is typically provided to students who engage in chronic challenging behavior. For example, individual behavior support plans are created and parent training and collaboration is set up. Between 5% 10% of students need individual support. Many of the students that need individual support are identified with emotional or behavioral disorders. The outlook for these students is unpromising if they do not receive the support they need. Students who receive special education services with emotional or behavioral disorders (EBD) experience impaired social relationships, academic underachievement, high dropout rates, and more disciplinary actions than their peers. Life after high school for these students may also be discouraging because they are more likely to experience unemployment than their general and special education peers and 73 percent are arrested within five years of leaving school (Anderson and Madigan, n.d.; Lane, Wehbyand Barton-Arwood, 2005). Therefore, it is crucial that these students receive positive behavior supports that will meet their social and academic needs. Lane, Wehby and Barton-Arwood (2005) found that social skills interventions conducted with students identified with EBD have been mostly effective. These researchers referred to Gresham s research that reported that social skills interventions with students identified with EBD yielded a 64% improvement relative to comparison groups (Lane, Wehby, and Barton-Arwood, 2005). Consequently, with much of the focus on the social and behavioral deficits of students identified with EBD, the academic instruction they receive may be overlooked. According to Lane, Gresham, and O Shaughnessy: In practice, most EBD preparation programs place a strong emphasis on preparing future teachers to be competent in the areas of classroom management, anger management, social skills training, and conflict resolution. While competence in these areas is vital to providing a sound educational experience for students with EBD, socio-behavioral matters are just one component of the broader curricular responsibilities. In addition, public law mandates that all learners be exposed to the core curriculum (2002). In addition, the No Child Left Behind (NCLB) Act of 2001 requires all students, including those who receive special education services, to participate in testing programs to measure Adequate Yearly Progress (AYP). Also, in this era of high-stakes testing, meeting graduation requirements may be more difficult for students with EBD (Lane, Wehby, and Barton-Arwood, 2005). Cartledge explains that The importance of challenging curricula, effective teaching, and robust learning cannot be over emphasized for these students (2001). According to Cartlede (2001), students with EBD who were in classrooms with teachers trained in direct instruction procedures experienced significant academic and social gains. Cartledge explains These lessons, characterized by high rates of oral and written student responses, are so tightly structured that students are constantly engaged in academic responding with limited opportunities to act otherwise (2001). Osher and Hanely (2001) conducted a study to identify, observe, and describe initiatives (programs and policies) that exemplify the National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance. Osher and Hanely identified eight characteristics of successful self-contained programs: A desire and capacity to prepare students and environments of reintegration and to reintegrate students as soon as was clinically and educationally appropriate; a commitment to high academic expectations; strategies aimed at enabling students to acquire the social and academic skills necessary to succeed when they return to mainstream settings; staff who appreciated and were committed to the students; high staff to student ratios; an array of supports, services, and collaborative linkages with other agencies; strategies to empower students and families; and training and support to enable staff to meet the demands of the challenging environments in which they work. 8 HISD RESEARCH AND ACCOUNTABILITY

11 Methods Participants There were a total of 170 Behavior Support teachers in HISD for the school year, and a total of a 122 participated in this evaluation. This accounted for a 72% response rate. The teaching experience of Behavior Support teachers included 34% teaching 4 years or less, 23% teaching 5 9 years, 15% years, 15% years, and 14% teaching 20 or more years. The number of years employed as a Behavior Support teacher included 58% employed 4 years or less, 21% employed 5 9 years, 10% employed years, 6% employed years, and 3% employed 20 or more years. In addition, 94% of the Behavior Support teachers received their certification in special education, while 6% have not. Instruments The instrument used to survey Behavior Support teachers consisted of a demographic section regarding experience and certification areas (see Appendix B). The next section included questions about paraprofessionals and computer use. Behavior Support teachers were also asked questions regarding the DailyReview program and the Skillstreaming curriculum. Also, a series of open-ended questions were included to determine the effectiveness of the Behavior Support program. Data Collection Information regarding the Behavior Support program was collected through interviews with the BSC coordinator and the manager of Program and Instructional Support. The Behavior Support Class Teacher survey along with a Scantron was mailed to teachers. Behavior Support teachers were asked to return the completed survey and Scantron in the envelope provided. Data Analysis Descriptive statistics such as frequencies and percentages were used to summarize survey data. A coding scheme was developed for each of the openended questions. Responses were then coded according to the emergent categories. Texas Assessment of Knowledge and Skills (TAKS) data were analyzed for students in BSC in grades 3 11 who were administered the TAKS in the spring of All students with disabilities are required to take the TAKS test with two exceptions: 1) students required to HISD RESEARCH AND ACCOUNTABILITY SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM : take the TAAS test to meet their graduation requirement; and 2) those who are exempt from TAKS and are tested on an alternate instrument as dictated by their IEP, specifically those students receiving instruction off-grade level. Results were examined for grades 3 11 from the English TAKS for reading and mathematics; writing grades 4 and 7; science grades 5, 10, and 11; and social studies grades 8, 10, and 11. Grades 3 and 5 reading tests had three separate administrations in 2005 due to the state s Student Success Initiative: February 23, April 20 (students not previously passed); and, June 29 (students not previously passed). Grade 5 mathematics also had three administrations: April 5, May 17, and June 28. The TAKS reading and math results for grades three and five reported in this evaluation reflect the first administration. The performance of students in BSC was compared to distictwide results for students with disabilities. Results are reported as percent met standard and commended performance. The commended performance is passing at a higher standard. State Developed Alternative Assessment II (SDAA II) was analyzed for students in BSC. Results for students enrolled in grades 3 10 from the SDAA II for reading and mathematics; and writing grades 4, 7, and 10 were examined in this evaluation. This inquiry was completed for all students in BSC who were administered these tests in the spring of The performance of students in BSC was compared to distictwide results for students with disabilities. Results are reported as the percent of students who met ARD expectations and the percent of students at each achievement level. What were the perceptions of Behavior Support teachers regarding the Behavior Support Class? The majority of Behavior Support teachers, 67%, indicated that they had between 6 10 students enrolled in their classroom. About 23% had between 1 5 students, while 9% had students. Behavior Support teachers were asked, How many paraprofessionals assist you with your class? About 91% stated they had one paraprofessional, 4% two, 1% three, and 3% none. Behavior Support Teachers were also asked, How much time do paraprofessionals spend assisting you in the classroom during the day? Of the 97 teachers who responded to this question, 87 stated all day, and 3 stated half of the day. Seven teachers indicated other, some of these responses included: as needed, whenever a paraprofessional is avail- 9

12 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM: able, and not enough. Behavior Support teachers believe paraprofessionals who assist them need training in the following areas: behavior strategies, classroom management, DailyReview, computer, instructional strategies, Crisis Prevention Institute training, and special education laws. As stated previously, a goal of the Behavior Support Program was to provide a time-limited service that prepares the students for a less restrictive environment (LRE) prior to transitioning or exiting from the program. At the time this evaluation was conducted there was not a system in place to track the number of students who exit BSC. Therefore, Behavior Support teachers were asked, Have you had students return to the resource/general education classroom this school year? Of the 118 Behavior Support teachers who answered this question, 55% stated yes, and 45% stated no. Teachers who responded yes were asked to indicate how many of their students have returned either full or part-time to resource or general education classrooms. A total of 40 students returned to a resource classroom full-time and 48 students parttime. A lesser amount of students returned to a general education classroom with 15 students returning fulltime and 27 part-time. It should be noted that many teachers who indicated they had students return to resource or general education classrooms did not provide the number of students. Behavior Support teachers were asked, What criteria do you use to move students into general education? Teachers provided 124 comments that were grouped into 12 categories. The two categories with the most comments were DailyReview/level management system with 36 comments and reduction of inappropriate behaviors with 30 comments. Thirteen of the comments were categorized as academic performance. The other categories were observation/evaluations with seven comments, work ethic and BIP/IEP with six comments each, abilities with five comments, social skills, attendance, and trials outside of BSC with three comments each. There were also 10 comments that could not be categorized. Some of which included: personally developed system; ARD committee made the decision; and information from my colleagues. Also, Behavior Support teachers were asked to explain how they plan for moving BSC students into the resource/general education classroom. Teachers provided 80 comments that were grouped into seven categories. The first category included 36 comments categorized as work with receiving teacher. Some of the responses were as follows: I offer full support to the resource/general education teacher in order that the child may have the opportunity to be successful in their LRE. I talk to teachers constantly about students moving. Collaborate with teachers with whom the student is going to be placed. The second category included 13 comments categorized as gradually transition students to resource/ general education class. For instance, a Behavior Support teacher explained, I add on one class at a time once the student has been on Level 4 for four weeks. Plan with the general education teacher for the student s transition, if successful in one class, add on another every two weeks. The third category included 12 comments categorized as monitor behavior. The fourth category included five comments categorized as identify teachers. As one teacher stated, I take a census of those teachers who are willing to work with my students and then have them sit in on a trial basis. The fifth category included three comments categorized as have ARD meeting. The sixth category included three comments categorized as monitor academic performance. The seventh category included eight comments that could not be categorized. Some of the comments included: work closely with parents; I talk to teachers constantly about students moving. It needs to become more frequent to motivate students. Administration reluctant to move students due to past behaviors; and focus students. Behavior Support teachers were asked to rate their effectiveness regarding classroom management, instructional strategies, and social skills instruction on the following scale: very effective, effective, somewhat effective, and not effective. Table 3 details the percentages of effectiveness for each of the activities. The majority of Behavior Support teachers, 56% stated that they were very effective with regards to classroom management, while 37% stated effective. Only 7% of the teachers thought they were somewhat effective. Thirty-six percent of teachers indicated they were very effective with regards to instructional strategies, while 59% thought they were effective. Five percent of the teachers stated they were somewhat effective, and.8% not effective. About 33% of the teachers indicated they were very effective with 10 HISD RESEARCH AND ACCOUNTABILITY

13 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM : Table 3: Percent of Behavior Support Teachers Effectiveness Regarding Aspects of the Behavior Support Program regards to social skills instruction, while 53% indicated effective. The percentage of teachers who thought they were somewhat effective was close to 13%, and close to 2% of the teachers indicated not effective. Behavior Support teachers were asked to list the type of professional development they need in order to be effective in the classroom. Teachers provided 76 comments that were grouped into seven categories of professional development. The first category included 24 comments categorized as instructional strategies. Some of the comments were as follows: Professional development in instructional strategies that general education teachers have the opportunity to attend. BSC should have the latest training on new strategies and trends in education. Instructional training in math, science, and social studies. Math strategies for low achieving students, reading strategies. The second category included 10 comments categorized as social skills/skillstreaming curriculum. As one Behavior Support teacher explained, I need to receive the social skills training. The third category included 10 comments categorized as behavior management. The fourth category included nine comments categorized as need materials. The fifth category included five comments categorized as teaching students on different instructional levels. The sixth category included three comments categorized as time management. The seventh category included 15 comments that could not be categorized. Some of the comments were as follows: More help in addressing remediation for students that are off grade level in high school; stress management; and on hands professional development which introduce real life scenarios in the classroom. Teachers were asked, Has your career as a Behavioral Support teacher been rewarding? Fiftyeight percent stated yes, 29% stated somewhat, and 8% stated no. Five percent of the teachers did not respond to the question. A teacher who believes his/ her career has been rewarding explained, I enjoy working with the most challenged student because I love to look into their eyes when they realize that I finally have someone on my side. I love to see these children turn themselves around and learn how to manage their own behavior. They feel good about themselves and so do I. Shoot for the moon & if you fall, you ll land among stars. Another teacher who indicated their career is somewhat rewarding explained, My career as a behavioral service teacher has been rewarding somewhat. The rewarding part is having support from our [Special Education] office and having a great paraprofessional. The area that has not been rewarding is the stress of being self-contained with tough students. A teacher who believes their career has not been rewarding explained, Not enough resources to get the job done. Not enough time to complete paperwork on time. Not enough support from other staff. Teachers were also asked, What is the ultimate goal of the Behavior Support teacher regarding behavior service students? Most of the teachers believed that the ultimate goal of the Behavior Support teacher was to exit students from Behavior Support classrooms and transition them back into general education. Teachers explained that this ultimate goal was supported by other goals such as increasing appropriate behavior and improving social and academic skills. What were the perceptions of Behavior Support teachers regarding the implementation of the Skillstreaming curriculum? The perceptions of Behavior Support teachers regarding the implementation of the Skillstreaming curriculum were assessed through close-ended and open-ended questions that were designed to elicit their experiences. Teachers were asked, Do you have Skillstreaming materials? About 73% of the Behavior Support teachers stated yes, while 27% stated no. Teachers who indicated they did not have Skillstreaming materials were asked to specify what social skills materials they are using with their students in BSC. Two teachers indicated none. Three teachers indi- HISD RESEARCH AND ACCOUNTABILITY 11

14 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM: cated they use Character Education materials. Two teachers indicated that they use Ready-To-Use Social Skills Lessons and Activities by Ruth Weltmann Begun (1996). Several teachers indicated they use books, cards, interactive games to teach social skills. Also, one teacher commented, I plan and use self-made lessons according to student needs. Another teacher stated, Group discussion on different issues or problems mishandled by students. Behavior Support teachers were then asked if they had attended Skillstreaming training. Approximately, 70% of the teachers stated yes, while 30% stated no. Teachers who responded that they have attended Skillstreaming training were asked, How confident are you in using Skillstreaming curriculum? About 29% stated very, 42% somewhat, and 29% not at all. Behavior Support teachers were asked how often they implement the Skillstreaming curriculum and 7% indicated daily, 26% 3 times a week, 17% 2 times a week, 25% once a week, and 25% never. The last question Behavior Support teachers were asked was Do your students benefit from the Skillstreaming curriculum? The majority of teachers at 55% stated yes compared to 45% who stated no. Teachers were asked to explain their response. The teachers who believe their students benefit from Skillstreaming curriculum responded with 36 comments which were grouped into five categories. The first category included nine comments categorized as improving social skills. Some of the responses were as follows: They are building skills that were absent or never taught to them before. It is filling the social gaps that were missing from their social skills. They benefit by learning pro-social ways of responding to situations. There is a reduction in negative behaviors and conflicts. The second category included eight comments categorized as enjoying role-play. For instance a teacher commented, My students enjoy participating in role-playing with their classmates. The third category also included eight comments categorized as problem solving. A Behavior Support teacher explained, Yes, because they are usually faced with the problems that happen in the social skill material. When that happens, they know how to try and solve them. The fourth category included three comments categorized as expressing yourself. As one teacher stated, Talk out problems, have a voice in the classroom. The fifth category included eight comments that could not be categorized. Some of these comments were as follows: They know the skills, but forget to use them at the appropriate time. Somewhat, they may apply what they ve learned for a day. This curriculum targets the behaviors that are exhibited in the BSC classroom. The examples or situations are real so that the learner can relate. Behavior Support teachers who do not believe their students benefit from Skillstreaming curriculum responded with 25 comments which were grouped into three categories. The first category included eight comments categorized as don t apply what they learn. Some of the responses were as follows: The students go through the rituals of the role playing and enjoy it. However, they never seem to be able to apply what they ve learned into actual life. They learn the lesson, but do not apply it to their daily lives. The students want to act silly and although they seem to know the appropriate behaviors during a Skillstreaming role play they do not choose the appropriate behaviors in real situations. The second category included nine comments categorized as do not implement. Some of the responses were as follows: I don t fully understand the program. No, with the number of students I have, I have not yet successfully implemented Skillstreaming. I don t know what it is. I ve never been trained or told anything about it. The third category included eight comments that could not be categorized. Some of the responses were as follows: Incident processing is more effective. They benefit more from modeling and redirection. They find it silly and hard to participate. What were the perceptions of Behavior Support teachers regarding the DailyReview program? The majority of Behavior Support teachers at 57% attended training on the DailyReview during the school year. Another 25% of the Behavior Support teachers indicated they attended training during the school year, 6% during the school year, and 2% during the school year. About 10% of the Behavior Support teachers have not attended training. Of the teachers who have attended 12 HISD RESEARCH AND ACCOUNTABILITY

15 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM : training, 41% believe the training prepared them to implement the DailyReview program in their classroom. Some of the comments from these teachers were as follows: It allowed me the opportunity to document behaviors on a daily basis and to see the results visually. I was so pleased with this program that I would like to be a trainer. I like the data it provides and the positive approach to managing behaviors. The training allowed me to be able to use the program for my student. Also, I am able to change behavior objectives when needed. About 46% of the teachers indicated that the training somewhat prepared them. Some of their comments were as follows: I felt they should have explained the point system. They only showed me how to use the software. It showed me how to use the program, but did little to help us implement the program with our students. It is somewhat difficult to list the exact wording needed for behaviors (rules and positive behavior strategies) for the child with autism. Approximately 14% of the teachers indicated that the training did not prepare them to implement the DailyReview program. Some of their comments were as follows: There were several teachers attending the workshop. Did not provide enough practice. I had to go to another campus to get assistance. The book did not explain it clearly, print was too small, too many people in sessions. All I learned was how to input the data. At that time there was no manual on how to implement the program. Also, 48% of the Behavior Support teachers indicated that they need additional training on the DailyReview Program, 52% indicated they did not. Teachers who indicated they needed additional training were asked to indicate what day of the week and time of day would be a most convenient time for them to attend training. Of the 36 teachers who provided a response 17 indicated any day. The remaining teachers specifically recommended days such Tuesday, Wednesday, and Friday afternoons. It was apparent that teachers preferred to attend training during the week and not on the weekend as only three teachers indicated Saturday would be a convenient day. The majority of the teachers at 65% indicated that they have utilized the DailyReview program in their classroom to implement the Level Management Point System. Teachers who indicated they have only somewhat or have not utilized the DailyReview program where asked to explain what system they were using to monitor student level management/point system. Of the 27 teachers who responded, nine teachers indicated that they employ a personally developed system. An additional nine teachers indicated they were using a combination of the DailyReview and Crane-Reynolds or personally developed system. Three teachers indicated Crane-Reynolds, while six teachers comments suggested that they tried using DailyReview, but it did not work for their students or did not know if they were using it correctly. Teachers who indicated that they have implemented the DailyReview program were asked, To what degree have you implemented the DailyReview program in your classroom? Approximately, 5% of the teachers indicated that implementation is only in the planning stages, 39% of teachers indicated limited implementation has started, and 56% indicated full implementation of the program has begun in their classroom. Teachers were asked if they have experienced any challenges in implementing the DailyReview. A total of 49 teachers described challenges they faced in implementing the DailyReview program. The challenges were categorized as time, technical problems, software limitations/problems, and student buy in. Teachers indicated that training, a handbook on level management point system, and technical support would most assist them in fully implementing the DailyReview program. Also, 64% of teachers indicated that paraprofessionals assist them in maintaining the DailyReview program. Behavior Support teachers were asked, How often do your students receive a Daily Report Card? About 16% of teachers indicated daily and 37% weekly, and 47% other. Teachers were asked to explain other and the following are some of their responses: use daily communication book, every six weeks, sometimes, daily before Christmas, seldom afterwards, home logs are used, and never. Teachers were then asked, Do parents receive information about their child s progress regarding the DailyReview? Approximately 29% of the teachers stated yes, 43% sometimes, and 28% no. Teachers who indicated yes, were asked to explain if using the DailyReview has increased parental involvement. A total of 22 teachers provided comments. Ten of the teachers stated that using the DailyReview has not increased parental involvement. As one teacher explains, No, they are interested in the HISD RESEARCH AND ACCOUNTABILITY 13

16 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM: Table 4: Percent of Behavior Support Teachers who use DailyReview Documentation beginning, but their interest fades with time. Six of the teachers believe parental involvement has increased since using the DailyReview. A teacher commented, My parents look forward to seeing the weekly report. They also call or schedule a visit to the BSC class. Six of the comments could not be categorized. Table 4 details the percent of teachers who use DailyReview documentation during parent conferences, ARD meetings, and IEP meetings. A higher percentage of teachers indicated they use DailyReview documentation during ARD meetings followed by parent conferences. Close to 40% of the teachers indicated they do not use DailyReview documentation during IEP meetings. Teachers were asked, Has using the DailyReview saved you time? About 24% of the teachers stated yes, 31% somewhat, and 45% indicated no. Teachers who have implemented the DailyReview program were asked, Since implementing the DailyReview program, have students disruptive behaviors decreased? Approximately, 15% of the teachers indicated yes, while 35% indicated somewhat. However, 50% of the teachers indicated no. Teachers were also asked, Has the DailyReview program assisted students in returning to the resource/general education classroom this school year? The majority of teachers at 62% stated no, while 38% stated yes. The most important tool used for implementing the DailyReview program is the computer. Therefore, teachers were asked several questions regarding computers. Teachers were asked to indicate how many computers they had in their classroom. Approximately, 35% stated one, 32% two, 16% three, and 7% four or more. However, 8% of the Behavior Support teachers did not have a computer in their class. The overwhelming majority of teachers at 94% stated they have access to the Internet in their classroom, while 6% did not. Teachers were also asked, How confident are you in using computers? The majority of teachers at 68% stated very, 31% somewhat, and 2% not at all. Approximately 93% of teachers indicated they use a computer daily, 6% weekly, and less than 1% never. Teachers who indicated weekly or never were asked to explain what barriers were keeping them from using a computer. The barriers indicated by the teachers were categorized as don t have a computer in the classroom, have an outdated computer, do not have access to the Internet, and not good with computers. Lastly, teachers were asked if they believe the DailyReview software is user-friendly. About 42% stated yes, 41% somewhat, and 17% no. A teacher who stated the DailyReview software is userfriendly commented, It is simple and the tech support responds instantly if there is a problem. The charts at a glance give you an instant idea of how the students are doing. A teacher who responded the DailyReview was somewhat user-friendly indicated that, more userfriendly supplementary materials would enhance effectiveness. A teacher who does not believe the DailyReview is user-friendly stated that the, program is too slow and time consuming. What was the academic performance of students in BSC on the Texas Assessment of Knowledge and Skills (TAKS)? The TAKS exam results for BSC students were compared to districtwide results for students with disabilities enrolled in grades The percent of students who met minimum standards and earned the commended status are presented for reading, mathematics, writing, science, and social studies. Table 5 presents the English 2005 TAKS results in Reading and English Language Arts (ELA) for students in BSC compared to all HISD students with disabilities. A total of 103 students in BSC took the Reading/ELA subtest on the English TAKS. The percent of students in BSC who met the minimum standard ranged from 0% in grade 10 to 61% in grade 6, while all HISD students with disabilities had a range from 28% in grade 10 to 73% in grade 3. The highest percent of students in BSC who earned the commended status was 11% in grade 6 compared to 25% in grade 3 for all students with disabilities. Table 6 presents the English 2005 TAKS results in mathematics for BSC students compared to all HISD students with disabilities. A total of 104 students in BSC took the mathematics subtest on the English TAKS. The percent of BSC students who met the 14 HISD RESEARCH AND ACCOUNTABILITY

17 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM : Table 5: English TAKS Results in Reading/ELA (Grades 3 11) for Students in Behavior Services and All Students with Disabilities: Spring 2005 minimum standard ranged from 2% in grade 8 to 57% in grade 3, while all HISD students with disabilities had a range from 17% in grade 10 to 57% in grades 3 and 4. The highest percent of students in BSC who earned the commended status was 5% in grade 6 compared to 17% in grade 4 for all students with disabilities. Table 7 presents the English 2005 TAKS results in writing for students in BSC compared to all HISD students with disabilities. A total of 22 students in BSC took the writing subtest on the English TAKS. The percent of students in BSC who met the minimum standard in grade 4 was 83% compared to 77% of all Table 6: English TAKS Results in Mathematics (Grades 3 11) for Students in Behavior Services and All Students with Disabilities: Spring 2005 HISD RESEARCH AND ACCOUNTABILITY 15

18 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM: Table 7: English TAKS Results in Writing (Grades 4 and 7) for Students in Behavior Support and All Students with Disabilities: Spring 2005 Table 8: English TAKS Results in Science (Grades 5 and 10 11) for Students in Behavior Support and All Students with Disabilities: Spring 2005 students with disabilities in the district. In grade 7, the percent of BSC students who met the minimum standard was 40% compared to 67% of all HISD students with disabilities. The percent of students in BSC who earned the commended status was 17% in grade 4 and 10% in grade 7 compared to 10% and 5% of all students with disabilities in the district. Table 8 presents the English 2005 TAKS results in science for BSC students compared to all HISD students with disabilities. A total of 38 students in BSC took the science subtest on the English TAKS. The percent of BSC students who met the minimum standard in grade 5 was 21% compared to 24% of all students with disabilities in the district. None of the BSC students in grade 10 met the minimum standard, while 16% of all students with disabilities in HISD did. Also, none of the BSC students earned the commended status. Table 9 presents the English 2005 TAKS results in social studies for BSC students compared to all HISD students with disabilities. A total of 27 students in BSC took the social studies subtest on the English TAKS. The percent of BSC students who met the minimum standard in grade 8 was 37% compared to 50% of all HISD students with disabilities. In grade 10, the percent of BSC students who met the minimum standard was 40% compared to 49% of all students with disabilities in the district. What was the academic performance of students in BSC on the State Developed Alternative Assessment II (SDAA II)? The SDAA II exam results for students in BSC were compared to districtwide results for students with Table 9: English TAKS Results in Social Studies (Grades 8 and 10 11) for Students in Behavior Support and All Students with Disabilities: Spring HISD RESEARCH AND ACCOUNTABILITY

19 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM : Table 10: Percent of Students in Behavior Support and All Students with Disabilities Who Met ARD Expectations on the SDAA II in Reading: Spring 2005 disabilities enrolled in grades 3 8 and 10. The percent of students who met ARD expectations and the percent of students at each achievement level are presented for reading, mathematics, and writing. Table 10 presents the reading results on the 2005 SDAA II for BSC students compared to all HISD students with disabilities. A total of 640 students in BSC took the reading subtest on the SDAA II. The majority of students in BSC met their ARD expectation on the reading subtest of the SDAA II. The percentage of students in BSC who met their ARD expectation ranged from 94% at instructional level K to 68% at instructional level 3 compared to 94% at instructional levels K and 1 to 79% at instructional level 3 among all students with disabilities in the district. The percent of students in BSC who met their ARD expectation was lower at all levels of instruction compared to all students with disabilities with the exception of instructional level K. The highest number of BSC students were tested at instructional levels 3 and 4. The percent of BSC students at each achievement level for all instructional levels indicated that most students at instructional levels 3 8 scored at a Level II, while students at instructional levels K 2 scored at a Level HISD RESEARCH AND ACCOUNTABILITY III. There were no BSC students who took the English Language Arts (ELA) subtest on the SDAA II. Table 11 presents the mathematics results on the 2005 SDAA II for BSC students compared to all HISD students with disabilities. A total of 654 students in BSC took the mathematics subtest on the SDAA II. The majority of BSC students met their ARD expectation on the mathematics subtest of the SDAA II. The percentage of BSC students who met their ARD expectation ranged from 97% at instructional level 2 to 73% at instructional level 4 compared to 97% at instructional level 1 to 68% at instructional level 7 among all students with disabilities in the district. The percent of BSC students who met their ARD expectation was higher at instructional levels 2, 6, and 7 than all students with disabilities. As the instructional level increased, the achievement level scored decreased for students taking the mathematics subtest of the SDAA II. The majority of BSC students at instructional levels K, 1, and 2 scored at an achievement level III, while the majority of BSC students at instructional levels 3, 4, and 5 scored at achievement level II. BSC students at instructional levels 6, 7, and 8 scored at achievement level I. 17

20 SPECIAL EDUCATION S BEHAVIOR SUPPORT PROGRAM: Table 11: Percent of Students in Behavior Services and All Students with Disabilities Who Met ARD Expectations on the SDAA II in Mathematics: Spring 2005 Table 12: Percent of Students in Behavior Services and All Students with Disabilities Who Met ARD Expectations on the SDAA II in Writing: Spring 2005 K/1 3/4 6/7 8/9 Table 12 presents the writing results on the 2005 SDAA II for students in BSC compared to all HISD students with disabilities. A total of 222 BSC students took the writing subtest on the SDAA II. The majority of students in BSC met their ARD expectation on the writing subtest of the SDAA II. The percentage of students in BSC who met their ARD expectation ranged from 93% at instructional level 6/7 to 60% at instructional level 2 compared to 86% at instructional level K/1 to 45% at instructional level 8/9 of all students with disabilities in the district. The percent of students in BSC who met their ARD expectation was higher at instructional level 6/7 compared to all students with disabilities. The percent of students in BSC at each 18 HISD RESEARCH AND ACCOUNTABILITY