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REACH MS

Presentation to SIG PBIS in Juvenile Justice Center November, 2013. REACH MS. Selina Merrell, MS, Ed selina.merrell@usm.edu. Juvenile Justice Center. Beliefs about purpose of facility Paradigm shift – positive way of thinking 50% of YP have Mental Health Disabilities

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REACH MS

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  1. Presentation to SIG PBIS in Juvenile Justice Center November, 2013 REACH MS Selina Merrell, MS, Ed selina.merrell@usm.edu

  2. Juvenile Justice Center

  3. Beliefs about purpose of facility Paradigm shift – positive way of thinking 50% of YP have Mental Health Disabilities Lack of consistency and communication Complex treatment models YP with disabilities have a hard time understanding the systems Training of all staff Obstacles Taking PBS to Scale in Juvenile Justice Settings

  4. Initial Technical Assistance • June 2012 • Education Policy and Procedure (P&P) – Annotated Code of MS • 10 Bed (Rankin County YP) to 100 Bed (Multiple Districts) (50) • 1 Teacher to 2 Teachers, 1 Assistant, 1 Special Educator and 1 Intake Coordinator • Will add Mental Health Counselor next school year • July 2012 • Presented P&P to Youth Court and Detention administrators • September 2012 • P&P adopted by sponsoring district’s school board

  5. August 2012 – SWPBIS Education Team • Initial implementation, October 2012 • December 2012 – SWPBIS 3 Detention Officers • December 2012 – Nonviolent Crisis Intervention training for all youth court counselors and lead administrator • May 2013 – SWPBIS training for all three departments, i.e. education, detention and youth court • September 2013 – Life Space Interview Professional Development

  6. Face to Face coaching at monthly PBIS team meetings • Professional development regarding evaluation tools • Resources on REACH MS website and other sources • Emails • Phone contact Technical Assistance

  7. Barriers to Implementation • Transient nature of population, YP serve from 1 – 3 days to 90 days, which affects: • Teaching • Reinforcement • Discipline Ladder • “Buy In” • Data collection and analysis • Minors documented in classroom • Majors documented by detention staff – did not have access to data

  8. Responses to BarriersCreation of Facility-wide Plan • Professional development • Team established - representation from all departments • Team meetings scheduled • Benchmarks of Quality completed and Action Plan developed • Creation of documentation and discipline ladder (majors & minors) system • Teaching – Review expectations and rules every morning • Scheduled character education classes daily • Reinforcement – scheduled daily reinforcement activities based on classroom discipline ladder • Data system created

  9. Evaluation of Implementation • Benchmarks of Quality - ongoing • School Evaluation Tool (modified) - annually • Surveys – annually • Qualitative study of thoughts, perspectives, needs • Being conducted now to get a snapshot in time of current perspectives of implementation, as well as to identify potential needs for training and coaching • Anticipate repeating once implementation fidelity has been achieved across programs within the facility

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