The ASCA model and the Behaviors and Mindsets drive our practices. We used these structures to ensure we were providing our students with targeted interventions that met their needs. We identified our small groups from a variety of data sources: CPS Dashboard behavior reports, Student Logger (internal communication system) anecdotal records, teacher referrals, All In Learning data reports, and IEP goals. We identified our lessons and small group curriculum through CPS recommended strategies, such as Anger Coping, and CPS Diverse Learner partners.
Overall we were pleased with our Small Group data. Our students made gains in all areas. For our social emotional goal, our student misconducts decreased, our groups 1-3 misconducts decreased dramatically. We went from a total of 26 misconducts to 18 misconducts. When we drilled down on the data we were pleased to see a dramatic drop in Group 1-3 misconducts, which are lower level misconducts. We feel this is reflective of a strong Tier 1 program; universal language, clear and consistent expectations and the PBIS program as well as Calm Classroom. What was concerning was our Group 4-6 misconducts. We were disappointed to see that not only had we not met our goal, but the number had slightly increased from the last year. When we drilled down on the data we saw that three student had repeated Group 4 and 5 misconducts. These three students also have Behavior Plans with their IEPs. Two of them have diagnosed emotional disorders. What this told is that for the next SY we need to work on strengthening our Tier 3 interventions. Pre and Post test data showed slight gains in perception data, these gains are what we would expect to see due to our students’ intellectual impairments. Gains are often incremental. We feel we saw the biggest growth through our year-long consistent programs; Calm Classroom & PBIS since we do these daily/weekly. That repetition is the best way for our students to acquire the skills they need. The team will work to identify if and how we can replicate that model in our Tier 2/3 programming for student with more intense behavior needs.
Our data over the past five years shows a positive trend of students registered with adult service agencies. We will continue to work to increase this number of students. We know that the more students who are registered with and aware of adult service agencies will increase their post-secondary opportunities. Pre/post test data shows that we made positive gains in all areas. In order to register with an adult service agency students need to meet certain criteria. These year-long interventions provide them with consistent support to be able to meet that criteria. Our goal for next year is to have two groups of 12 students participating in the READY group and one group with Marriott. While both students made gains, our parents are reporting that Access Living does a better job communicating with the students and families after graduation.