Performance Tracking System Handout
A trauma responsive system to identify, measure, and effectively support student skills and engagement.
OWNER AND CREATOR: DANIELLE THEIS, LICSW, ED. S.
Core Components of Trauma Responsive Schools
The PTS will simultaneously achieve three things:
01.
Increase student investment
and engagement
The PTS will increase the student’s ability to self monitor, their awareness of the skills they struggle with and the corresponding impact, and motivate them to attempt change.
02.
Ensure objective, consistent,
and purposeful language
The PTS will release trained adults from bantering or repeating expectations which can lead to power struggles and additional barriers.
The PTS will provide staff with common language across classrooms when defining student skills and the level of adult management needed.
03.
Provide data that guides instructional strategies, behavior modification, and progress monitoring
The PTS will provide objective current data to be reviewed regularly to guide strategic adjustments and maintain forward progress
Teaming
Teaming is a facilitated process to determine strategic adjustments for students.
It is the most important discussion educators have to support kids.
- Agendas should be completed prior to the meeting and staff should arrive prepared to participate.
- Agendas should outline what data will be accessed in the PTS. This will best position the team for efficiency and solution focused discussion.
- The agenda for teaming should include students that have been struggling within the preceding week or programmatic items.
- Decisions should be documented in the Strategic Adjustment Log (SAL) within the PTS.
- Strategies should be given three weeks to determine effectiveness.
- Students who are within the three week timeline should not be on the agenda unless there has been a significant increase in the intensity they display.
- Staff who are unable to attend teaming will be responsible to review the decisions in SAL for implementation and follow up.
- The entire team must actively participate.
- Case managers must be prepared to discuss their students and their current performance.
- Paraprofessionals observations in the classroom are imperative to the discussion.
- Mental Health Prof or Prac/ SW/ Behavior Specialists/ Interventionists bring diagnosis info/ MH history/ trauma triggers/ stages and interventions/ current circumstances.
- Discussions must acquire and maintain a nurturing stance of new skill acquisition and focus on the perception of the child.
- Administration must be able to facilitate solution based discussions that deter staff from a “compliance lens.”
- Educators must be held accountable for this.
Student Skills
Define with language that describes these student skills demonstrated successfully
RESPECT OF OTHERS
- Tone/ Volume
- Physical Boundaries
- Interactions
WORK BEHAVIOR
- Assignment Completion
GROUP PARTICIPATION
- Area of Designation
- Accepts Directions
- Participation
- Self Regulation
Choosing Student Skills
CONSISTENCY ACROSS THE TEAM
- The team’s language must be consistent for reliable and valid data.
- This is particularly important if the student is in multiple classrooms.
- Data has direct impact on strategies and progress reports.
IDENTIFY THE MOST SIGNIFICANT PATTERN FOR THE STUDENT
- The behavior may not start or end in the same place so the team must identify the impetus.
TEAM IT!
- You can only ensure consistency if you team the skills and identify the perceptions and inner dialogue guiding what is displayed.
- These discussions may include vulnerable conversation with adults who may be defining behavior through their own perceptions.
Levels of Individual Management
SELF TIME
Student has identified some level of dysregulation and has requested Self Time for up to five minutes.
- Self Time typically occurs inside the classroom.
- Self Time may include strategies such as quiet time in my assigned area, meditation mats, calming corners, mindful me time, regulation kits, etc…
DIRECTED TIME
Adult has identified a skill needing adjustment (post re-direction) and verbally labels the skill for the student by informing them, “We are moving to Directed Time for _____.”
- Directed Time preferably occurs inside the classroom based on individual student need and team strategies.
- R&R/ Resource/ Focus Area
- Adult has determined that the student must experience a change in their environment to regulate with an Interventionist.
TIER ONE
- The PTS defines eight specific skill sets necessary to be a successful student.
- These eight areas are taught by classroom teachers. Students increase their awareness of need areas when staff label them directly when they need to be expanding or working on that specific skill.
- Students are introduced to “self time” to increase their ability to normalize and practice regulation.
TIER TWO
- Students who receive more than ten minutes of “directed time” as a consistent pattern within a specific skill across the school day could be added to the PTS database.
- The PTS tracks trend data regarding specific need areas over time and varying circumstances. This data is used by school teams to make strategic adjustments to best support the needs of the students.
- The PTS can also track time in R&R and applicable interventions to increase the teams understanding of what the child perceives in a pre-crisis and/or crisis state.
Quantifying Performance
SELF (S) TIME
- One pocket of Self Time for up to 5 minutes per period is acceptable.
- Self Time can only occur once per class period.
DIRECTED (D) TIME
- One pocket of Directed Time for 5-9 minutes per period is acceptable.
- Directed Time is a minimum of 5 minutes per pocket.
- If the Directed Time crosses into the next period it will be a minimum of five minutes in the new period.
SKILL SETS ARE IDENTIFIED
- (T, PB, Int., AC, AoD, AD, P, SR, and PG)
Directed Time – When does it end?
- The student is demonstrating effort in the skill area.
- The student has returned from R&R to the classroom.
- The team assumes the student has processed successfully with the R&R/ Resource staff through the use of LSCI. Staff should not engage in a discussion regarding the impetus for Directed Time as it could reescalate the student.
- The student begins an unrelated excused activity.
TIER THREE
- Students are able to rate their management of the skills they are working on. These ratings are completed consistently throughout the school day with adults. This is an objective process based on the number of “directed minutes” the child has received within each skill set.
- Students, who tend to lack intrinsic motivation, have access to three additional levels of positive reinforcement to encourage them to take risks and practice new skills.
- Percentages toward access and maintenance of additional positive reinforcement are tracked within the system. The system is also flexible to accommodate times when this population may struggle.
- The PTS process and corresponding data guides the teaming agenda.
- The PTS tracks trend data regarding specific need areas over time and varying circumstances. This data is used by school teams to strategize to best support the needs of the students.
- The PTS can also track time in R&R and applicable interventions to increase the teams understanding of what the child perceives in a pre-crisis and/or crisis state.
- Students generalizing back into general education classrooms will experience predictable consistent language and processes increasing the likelihood that they will be more successful in less restrictive settings.
Quantifying Performance Numeric Scale
0
Student skills were minimally displayed
1
Student skills were displayed in pockets
2
Student skills were displayed inconsistently
3
Student skills were displayed consistently
4
Student skills surpassed expectations (new and/or distinguished skill displayed)
A rating of “4” should be considered carefully and only granted due to rare circumstances.
Quantifying Performance
- The PTS determines rating scales by applying a formula to the total number of minutes in each period.
- Teams must refer to the individual rating chart in the PTS. Ratings are determined according to the total number of directed minutes the student received in the period.
- Example rating scale given a 45 minute period:
- 5 – 9 minutes of directed time 3
- 10 – 19 minutes of directed time 2
- 20 – 34 minutes of directed time 1
- 35 – 45 minutes of directed time 0
- Student/ Staff ratings:
- Walk outs are an automatic 1 point reduction in the staff rating.
- If the student and staff rating match – award an extra point in the total column.
- If the student and staff rating do not match, the student is outside the classroom due to behavior, or the student chooses not to participate in the rating – the staff’s rating is placed in the total column.
Motivating Students through the PTS
- Participation in the numeric rating process
- It must be developmentally appropriate.
- Increases the student’s ability to self-monitor consistently throughout the school day which increases their opportunities to attempt to adjust a pattern.
- Encourages student’s to honestly appraise their performance.
- Provides regular praise for utilizing the strategies that work individually resulting in academic progress.
- Increases student engagement and time on task.
Levels of Additional Positive Reinforcement
- Level Names
- Level names indicate new skill acquisition. (Awareness Ownership Integration)
- Timing of Level Acquisition
- No more than 3 consecutive days to achieve a new level; then move to an average of 3 days to maintain level.
- Percentages are high (85% Ownership/ 95% Integration).
- Level acquisition does not have to be sequential in either direction.
- Calculating percentages for level acquisition
- A student must be in the classroom for a minimum of 11 minutes to rate at all.
- Ratings can range from 0 – 4 in the “student rating” and “staff rating” columns.
- The “Total” column can range from 0 – 5 due to the potential match of student and staff ratings.
- The base for the percentage calculation is a 4 in the “Total” column.
- Example A: A student who attended a full day (7 periods) and received 4’s in each
class period would earn 28/28 equaling 100%. - Example B: A student who attended a full day (7 periods) and received 24/28 equaling
86%. - Note: Distinguished skills acknowledged with a “Total” of 5 will impact the daily
percentage.
Awareness
All students start on Awareness
- The student will:
- participate in regular class activities.
- remain in their designated area.
- be provided equivalent curriculum in place of off-campus field trips.
- receive constant staff supervision.
Ownership
- Students achieve the Ownership Level by earning 85% of their daily points for three consecutive days.
- Students maintain the Ownership Level by maintaining an 85% average over the preceding three days.
- Students will maintain progress toward passing grades.
- Students will refrain from physically aggressive displays (physical aggression results in an immediate shift to the Awareness Level per team review).
- The student will:
- be eligible to participate in off-campus activities.
- participate in the end-of-term on-campus activity (must maintain Ownership status
for the 10 school days prior to, and the day of, the event).
Integration
- Students achieve the Integration Level by earning 95% of their daily points for three consecutive days.
- Students maintain the Integration Level by maintaining an 95% average over the preceding three days.
- Students will maintain progress toward passing grades.
- Students will refrain from physically aggressive displays (physical aggression results in an immediate shift to the Awareness Level per team review).
- The student will:
- enjoy all the privileges of the Ownership Level.
- participate in monthly leadership activities.
- utilize the internet with staff supervision.
- have supervised use of the I-Pad (student must maintain Integration status for the prior 10 school days).
- Academic purposes only.
- participate in the end-of-term off-campus activity (student must maintain Integration status for the 10 school days prior to, and the day of, the event).
Danielle Theis, LICSW, Ed S.