1. Santa Barbara County SELPA’s
Steps to Improving Outcomes
for Students in Center for
Therapeutic Education (CTE)
ED Programs
THE AIMS LEVELS SYSTEM
Dr. Jarice Butterfield, Kellie Butkiewicz, M.A. PPS,
Sandy Fahey, MFT, Stacy Tolkin, M.A., LEP, PPS, and
Reza Shahroozi, M.Ed., PPS

2. Introduction: Process of Change in
CTE ED Programs Step One
Needs Assessment Conduction by SELPA:
 Students were remaining in CTE ED programs on
average 6+ years
 No consistent system for controlling externalizing
behaviors
 Therapy services 1x per week by outside agencies no
contracted by SELPA
 No social skills or social emotional curriculum
 Students were consistently not attending – truancy
issues were not being addressed
 Students in some programs were in CTE year after year
but only in one or two periods
2

3. Introduction: Process of Change in
CTE ED Programs Step 2
Research Evidence-based Best Practices
Implemented
 Students should not be in restrictive settings more than one
year on average before returning to LREs
 Successful programs include multi-tiered levels system for
addressing behavior
 Students with externalizing behaviors have behavior
intervention plans – FBAs as appropriate
 Successful programs include social direct instruction and
evidence-based social emotional curriculums
 Non attendance is addressed through IEP team / behavior
plan if appropriate
 Successful programs gradually transition students out to
least restrictive environments based on their level of
functioning over time
3

4. Introduction: Process of Change in
CTE ED Programs Step 3
Consultation with Experts in the Field / Staff
Development
Year 1:
 SBCSELPA contracted with NPS’ to provide staff development in
best practices
 SELPA purchased materials and literature on best practices
 Students with externalizing behaviors have behavior intervention
plans – FBAs as appropriate
 AIMS levels system was developed
 Half time therapists were contracted by SELPA for all CTE
programs
 Day treatment programs much like private NPS’ were opened at
high school level
 Computer-based credit recovery and course available
 State of the art technology purchased
 Vans were purchased for programs
4

5. Introduction: Process of Change in
CTE ED Programs Step 3 Cont’d.
Year 2:
 Diana Browning Wright and Dr. Clay Cook provided ongoing staff
development, observations, and coaching
 Community-based learning implemented such as equine therapy,
etc.
 TIERS program combined with AIMS levels system
 Second Step and Steps to Success implemented as social skills and
social emotional curriculums
5

6. Acquire Implement and Maintain
Skills (AIMS) MISSION STATEMENT
Developed in collaboration with the teachers, behavior
specialists, and support staff in all of our 12 CTE ED
programs for students identified as exhibiting Emotional
Disturbance under IDEA.
“We believe every child has the right to experience
academic, social, and emotional success within a safe
and consistent environment in order to live happy,
fulfilling, and productive lives.”
Core Values: Responsibility, Hope, Opportunity, Joy,
Safety, Respect, Emotional Regulation.
6

7. AIMS Program Philosophy and
Anticipated Outcomes
AIMS was developed as a structured, tiered levels
system designed to measure student progress within the
most restrictive educational settings in order to
approximate students more quickly to less restrictive
environments.
AIMS is an acronym for the 3-pronged levels system
designed to teach students core emotional regulation
skills necessary for least restrictive environment (LRE)
settings.
Acquire + Implement + Maintain Skills is the AIMS motto.
7

8. AIMS Philosophy
Continued
We chose a 3-pronged system in order to align the AIMS
levels system with the theory based 3-tiered model in
education. Our students are all at the Intensive tier within
the larger tiered model, but even at Tier 3, AIMS provides
us with three measurable tiers within.
Level 3: Maintain Skills
(measured over 20 consecutive days minimally)
Level 2: Implement Skills
(measured over 20 days)
Level 1: Acquire Skills
(measured over 20 consecutive days minimally)
8

9. AIMS Philosophy
Continued
AIMS was designed through careful review of the
available educational research , looking for best
practices in education as evidenced by student
outcomes.
This is the theoretical framework behind using points
and levels within the CTE ED Special Education setting
serving students with emotional behavioral disorders
(EBD)
After reviewing the available research, SBCSELPA
adopted a consultation model to enhance AIMS, through
collaboration with Diana Browning Wright and Clayton
Cook (more to come in later discussion)
9

10. AIMS Philosophy
Continued
There is a large body of educational research to support
the use of a three-tiered framework for providing
instruction and intervention across educational settings.
This three-tiered framework is the cornerstone of
Response to Intervention (RTI/MTSS) in both academic
and behavioral practices.
The three tiered framework is considered best practice
for providing evidence based assessment, instruction,
and intervention practices.
10

11. AIMS Philosophy
Continued
AIMS adopts this three-tiered practice, with three levels
of measurable skill instruction including student
acquisition of skills, student implementation of these
skills, and student maintenance of these skills in order
to demonstrate mastery and readiness for
generalization in LRE settings.
The selection of skills taught within the AIMS levels
system is based on psycho-educational research, and
includes the intentional (ie curricular) and systematic
instruction of crucial social skills (SS) and socialemotional skills (SEL) through evidence based and SEL
curriculum.
11

12. AIMS Philosophy
Continued
Perhaps the most guiding mission behind the AIMS levels
system is our need to provide students with the external
framework necessary in order to remediate significant
skill deficits, so that ultimately this external framework
will lead to increases in internal skills such as locus of
control and emotional regulation for these highly
sensitive and emotionally dysregulated population of
young people.
EBD is unique within IDEA because it is “curable”. The
underlying mental health conditions present in students
identified as EBD are treatable.
12

13. AIMS Philosophy
Continued
With a combination of intensive mental health support in
the form of cognitive behavior therapy (CBT) therapeutic
interventions, academic and developmental support in the
form of evidence based curricula, and behavioral support
in the form of applied behavior analysis (ABA) supported
practices including FBA related behavior interventions and
ongoing behavior monitoring, students in the AIMS levels
system programs will learn the skills necessary to selfmonitor their own behavior, self-regulate their emotional
responses to stressors, and make progress academically
with the goal of transition to LRE.
13

14. SBC SELPA CTE ED Program
Components: Staffing Roles
District/LEA Special Education Administrator- serves as
the top level administrator and regional operator of the
CTE ED program, ensures all program components are in
place, and provides support to site administration
ongoing.
District/LEA School Site Administrator- Serves as the onsite go to person in the event of a crisis or emergency;
assists staff access to general supplies or equipment not
funded through mental health funding, and assists with
students discipline.
14

15. Staffing Roles
Continued
Special Education Credentialed Teacher- Serves as the
case manager and teacher to each student. Sets up the
IEPs and prepares the IEP paperwork. Coordinates IEP
goals and monitors academic progress and IEP goal
progress.
Behavioral Instructional Assistants- Provides academic
support, data collection, and supervision (and other
duties to include behavior support as determined by
case manager) to students individually and in groups
under the supervision (direct or indirect) of special
education teacher/case manager.
15

16. Staffing Roles
Continued
School Psychologist- Provides oversight for all mental
health services, drafts and monitors all IEP mental
health goals by collaborating with the community
mental health clinician and other IEP team members,
and conducts all assessment related to initial and
triennial evaluations.
BCBA- Provides consultation to classroom staff and
parents, conducts behavioral assessments and drafts
behavior intervention plans (BIPs).
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17. AIMS Points and Levels Procedural
Summary
Data Tracking
Daily team meetings for a duration of 20 minutes should
be held to discuss points and daily events.
Use of Review 360 as a data collection tool, and various
self-rating scales may be used.
BCBAs review data during weekly class support to help
evaluate intervention effectiveness and facilitate a data
driven decision making process.
17

18. AIMS Points and Levels Procedural
Summary
Students on Daily Level- Acquire
Depending on the classroom and need, students will
earn access to honors room one to five days a week.
Honors room will have activities, and access to preferred
items for approximately 20 minutes.
Students will be given feedback daily and be permitted
to a student store if they meet criteria of 80% (or 85%)
depending on the class.
Students will be required to “pay” for access to the
“honors” activities by surrendering 80%(or 85%) their
points. Any points over the minimum required points to
earn access to honors activity will be banked to use in the
weekly student store. A concrete example will be given
under sample student store section.
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19. AIMS Points and Levels Procedural
Summary
Students on Weekly Level- Implement
Once a week students will earn access to extra
privileges not available to those on the daily level.
Examples of other weekly privileges include: Outings,
special lunches, access to better student store items,
subject switch. Outings are determined by the teacher
with the input of students and available staff.
Students on a weekly monitoring system, will no longer
be given feedback on points daily. Points will be tallied up
at the end of the week (e.g. Friday) to determine if they
will continue to earn weekly honors activity for the
following week.
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20. AIMS Points and Levels Procedural
Summary
Students on Natural Level - Maintain
Students have access to weekly and daily
privileges, plus extra privileges not available to
students on the daily or weekly level. Examples of
other natural privileges include: Use of kitchen,
Teacher assistant privileges
In addition, point sheets removed.
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21. AIMS Points and Levels Procedural
Summary
Bonus Points
Are not to be counted as part of the 80% of points.
Only the scaled 0-3 points are used to accumulate
80% of points to earn honors room.
However, points not used to access the “honors”
activities, can be used in conjunction with bonus
points to purchase items from the student store.
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22. AIMS Points and Levels Procedural
Summary
Student Store
Student store will be offered 2-3 times a week (or
more depending on classroom). Student will be able
to purchase items from the student store with their
bonus points.
Students will not be able to earn access to student
store on any day they have had zero out behaviors or
did not earn 80% of points for the time since the last
student store.
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23. AIMS Points and Levels Procedural
Summary
Movement Criteria
A student will move up to the next level after each
17/20 consecutive days of making a minimum of 80% of
their points. The most current 7 days of each 20 days
before moving up must have 80% or better of their daily
points to be eligible to move up.
Any drop back in levels is a team discussion, after a
student has a zero behavior on a higher level or is
unsuccessful in meeting criteria to move forward for two
consecutive weeks.
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24. AIMS Points and Levels Procedural
Summary
Zero Out behaviors include but are not limited to:
Unprovoked aggression
Elopement off campus
Provoked Aggression
Elopement on Campus
 Sustained non-compliance (two consecutive
intervals of zero points in one consistent domain)
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25. AIMS Points and Levels Procedural
Summary
Sample Student Store
A classroom with 11 intervals has a total of 99
points possible for the three pillars targeted.
Since students are to bank all points over 80%
to use towards student store, a student that
obtains 100% of their points (i.e, 99 points) for a
day will earn 20 bonus points to bank. Because,
80% of 99 points is 79 points. Anything over 79
points is bankable toward the student store (20
points).
25

26. AIMS Points and Levels Procedural
Summary
When planning the “prices” for items in the
student store, it is important to include and
account for bonus points. Hypothetically, one bonus
point should be given in each interval for pro-social
behaviors or meeting student objectives. For this
example classroom with 11 intervals a student
should be earning 11 bonus points a day.
Therefore, a student that obtains 100% of their
points and earns one bonus point in each 11
intervals can earn a total of 31 points a day to use (or
bank) in a student store.
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27. AIMS Points and Levels Procedural
Summary
For this example, the classroom priced highly
preferred items to cost about 3 days of points, and
always has something available for students that have
just barely made their day. However, there is no
specific recommendation as each classroom will need
to tailor their reinforcement level to match the needs
of their students. Another idea to keep in mind when
setting up your student store is to use round numbers
to make it easier to calculate when exchanging points
for items. As well as, knowing your kids and their
preferences will immensely impact how you price
items. For this sample store, the students highly
preferred sodas, and beef jerky, and points are
rounded to the nearest 5th.
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28. 28
CTE Intensified Level 1 Supports
What all students in CTE receive:
1. Establishing Relationships with ALL Students
2. Physiology to Learn
3. Positive Behavior Supports (PBS)
4. Social skills & Social Emotional Learning Curricula
5. Proactive Classroom Management Strategies
6. Good Behavior Game (classroom management)
7. Points and Levels System
28

29. CTE Intensified Level 1 Supports
Continued
29
8. Progressive response system to problem behavior
9. Effective Academic Instruction*
10.Honors Room/Outings
11.Boring Room to encourage better behavior
12.Relentless Parental Outreach and Support
13.Daily De-Briefs to facilitate teaming and consistency
across staff
14.Self-Governance
29

30. 30
16 Proactive Classroom Management Strategies
Relationship Strategies
1. Strategically and intentionally establishing positive
relationships with all students in the class
2. 5 to 1 ratio of positive to negative interactions
(Magic ratio)
3. Smiling and being nice
4. Positive greetings at the door to precorrect and
establish a positive climate
5. Communicating competently w/ students
30

31. 16 Proactive Classroom Management Strategies 31
Continued
Procedural Strategies
1. Organizing a productive classroom
2. Providing numerous opportunities to respond
3. Classroom rules/expectations and procedures are visible and
known by every student
4. Teach, model, and reinforce social-emotional skills
5. Transitions are managed well
6. Independent seatwork is managed and used when needed
7. Teacher proximity and mobility
8. Motivation system to reward desirable behavior
9. Goal setting and performance feedback
10. Visual schedule of classroom activities
11. Effective cuing systems to release and regain attention

32. AIMS Targeted Progress Monitoring
Procedures
32
The best way to conceptualize Brief Behavior Rating Scales
(BBRS) is to think of them as CBMs for behavior.
In the appendices, you will find 5 separate Brief Behavior
Rating Scales targeting the following behaviors:
Inattentive Behaviors
Depressive Behaviors
Aggressive Behaviors
Anxious Behaviors
Social Skills

33. AIMS Targeted Progress Monitoring
Procedures - Continued
33
As a part of our AIMS data collection process, the following
procedures are recommended for collecting progress data:
Administration of BBRS
Choose the rating scale that is most specific to the
student’s area of need
Administer the scale prior to the implementation of the
student’s Behavior Intervention Plan to establish a baseline
(pre-intervention).
Subsequently administer the scale at regular intervals that
are reasonable for your individual programs.

34. AIMS Targeted Progress Monitoring
Procedures - Continued
Review of BBRS
Compare new rating scale from that of the previous
reporting period.
Note whether the student is demonstrating
improvement, regressing, or maintaining their current
level of functioning.
Discuss future steps with IEP team.
34

35. AIMS Targeted Progress Monitoring
Procedures - Continued
Rationale for BBRS
Can evaluate the progress of individual students
Regular data collection and review encourages team
members to continually engage in a problem solving process
Can better suggest causal links between changes in
programming (e.g. behavior support plans, implementation
of SEL and Social Skills curriculum, therapeutic techniques)
and the student’s behavior
Data collected across dosage conditions can assist
physicians in evaluating and titrating various medications
(for students currently taking prescription medication).
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36. AIMS Treatment Integrity Data
Collection Procedures
36
In order to ensure the fidelity of adherence to best practices,
periodically teachers and specialists working within AIMS
classrooms will evaluate the components of their programs. See
Appendix for “10 Elements of ED Programming Periodic SelfReflection for Fidelity”.
Teachers are asked to complete the Fidelity Check monthly, and
report within their PLC groups regarding challenges and successes
in implementing the AIMS points and levels system with fidelity.
Additionally, specialists assigned to the program including school
psychologists, mental health specialists, and behavior analysts,
will also contribute to fidelity checks utilizing Review 360 forms,
or the “10 Elements of ED Programming” form.
Treatment integrity data collected should be used in the data
driven decision making processes related to programs, and inform
planning and curriculum.

37. Need for More Restrictive
Educational Setting
37
If a student is not responding to the Center for Therapeutic
Education (CTE) and AIMS Levels System even with the
intensified Level 2 and 3 Supports over time and the Districts
resources have been exhausted, the District may choose to
request a Consideration for placement in a Non Public School
(NPS) and Residential Treatment Center (RTC) funded by
SELPA. To begin this process it is recommended that the
LEA/district special education administrator contact the
SELPA Director to consult about the case at the earliest sign
of a potential referral for NPS RTC being requested.

38. Need for More Restrictive
Educational Setting
The referral form (available in SEIS Document Library) is
to be completed by the District along with a signed
assessment plan and all indicated documentation and
sent to the SELPA Director. The SELPA Director will
review the case and consult with the SELPA Mental
Health Specialist. The SELPA Mental Health Specialist
will then contact the LEA/District Special Education
Administrator and School Psychologist to begin the joint
assessment process. Within 60 days of the signed
Assessment Plan, the LEA schedules an IEP meeting to
review the findings and to discuss if a NPS RTC
placement recommendation meets the requirements of
the Local Plan in order for the placement to be funded
by the SBCSELPA.

39. Threat Assessment Protocol in
CTE ED Programs
Adapted from the Diana Browning Wright TIERS
Model
After the threat is made:
Staff member is made aware of the threat, threat
reported to Case Manager and Site Administrator
immediately.
.
39

40. Threat Assessment Protocol in
CTE ED Programs - Continued
Step 1:
Case manager (possibly in combination with
mental health provider or behavior specialist),
evaluates the threat using the “11 Questions”
guide (attached). The principal or other site
administrator also interviews the recipient of the
threat and any witnesses. Note: Main focus is to
understand the context in which the threat was
made and what the student intended by making
the threat
40

41. Threat Assessment Protocol in CTE ED
Programs - Continued
41
Step 2:
Must decide if threat was Transient or Substantive. This is a critical step in the
process.
Transient threats can be readily identified as expressions of anger or
frustration (or perhaps inappropriate attempts at humor) that dissipate quickly
when the student reflects on the meaning of what he or she has said.
Substantive threats represent a sustained intent to harm someone beyond the
immediate incident. If there is doubt whether a threat is transient or
substantive, the threat is regarded as substantive. One way to identify a threat as
substantive is to look for certain characteristics derived from the FBI report
(O’Toole, 2000) that suggest that the threat is likely to be serious:
 The threat includes plausible details, such as a specific victim, time, place,
and method of assault;
 The threat has been repeated over time or communicated to multiple
persons;
 The threat is reported as a plan, or planning has taken place;
 The student has accomplices, or has attempted to recruit accomplices; hat
the student intended by making the threat

42. Threat Assessment - Continued
42
Step 3 (for Transient Threats only):
A transient threat can often be resolved quickly at step three without
engaging the full team in a comprehensive threat assessment.
The administrator may require the student to apologize or explain to
those affected by threat, or take other action to make amends for the
student’s behavior. The administrator may also respond with a reprimand
or other disciplinary consequence if the behavior was disruptive or
violated the school’s discipline code.
If a transient threat was sparked by an argument or conflict, the
administration can involve other team members (e.g. case manager,
mental health specialists) in helping to address or resolve the problem.
NOTE: If Transient threat is resolved, staff does not need to proceed
with steps 4-7.

43. 43
Threat Assessment - Continued
Step 4
The substantive threat is determined to be serious or very
serious. The distinction between serious and very serious
threats is based on the intended severity of injury.
Serious Threats: A serious threat is a threat to assault,
strike, or beat up someone. Go To Step 5
Very Serious Threats: A very serious threat is a threat to
kill, sexually assault, or severely injure someone. A threat
involving the use of a weapon is generally considered a threat
to severely injure someone. Go Immediately to Step 6.

44. 44
Threat Assessment - Continued
Step 5:
Team members (including administration, case manager,
mental health specialists, behavior specialist, etc.) take
actions to protect potential victims.
Protective actions depend on the circumstances of the
threat, as well as how soon and where the threat might be
carried out. Immediate protective actions include cautioning
the student about the consequences of carrying out the
threat and contacting the student’s parents.
Team must also notify the intended victim of the threat.

45. Threat Assessment - Continued
45
Step 6:
Team members (same as Step 5)take immediate action to assure that
the threat is not carried out.
Additionally, the student may be suspended from school, as
determined by designated LEA/district administrator.
The team may conduct a more comprehensive safety evaluation that
includes both a mental health and law enforcement component. A
manifestation determination may also be conducted if the behavior
results in a recommendation for expulsion or exceeds 10 days of
suspension during the current school year.
Team may also consider calling SAFTY for further mental health
assessment. Law enforcement may also conduct further investigations of
student.

46. Threat Assessment - Continued
Step 7:
Team integrates findings from the safety evaluation into
a written safety plan. The safety plan is designed both to
protect potential victims and to address the student’s
educational needs.
The IEP team should meet and discuss whether the
student can return to school or should be placed in an
alternative setting. If the student is permitted to return
to school, the plan describes the conditions that must be
met and the procedures in place to monitor the student
when he or she returns.
46

47. Next steps…
Ongoing Support and Training
Diana Browning Wright - TIERS
Training for new staff
Coaching
Self-Monitoring
SBCSELPA Staff Support
Review 360
Collaboration between programs
47

48. Questions
48

49. 49
Thank You!
Santa Barbara County SELPA
(805) 683-1424
selpa@sbceo.org