1. Intervention Team

2. iTeam MEMBERS Property of BSISD Department of Special Education Kim Parker, Director of Special Education Brad Hyde, Assistant Sped. Director, LSSP, iTeam Leader Jeff Lane, Behavior Interventionist Nancy Ortega, Behavior Interventionist Aide Susan Palmer, Counselor, iTeam Member Sandi Van Pelt, Diagnostician, iTeam Member Casey Waggoner, Diagnostician, iTeam Member Terry Kubena, Autism Specialist, iTeam Member

3. What is the iTeam? iTeam was created in 2009 by and for the Big Spring Independent School District. A program designed for increased inclusion for special education students with behavior issues. A program that uses modeling, coaching, data collection etc, to build capacity on the home campus to promote development of strategies which foster the student’s behavioral and academic successes in the Least Restrictive Environment. Property of BSISD Department of Special Education

4. What does the iTeam do? Lead in collaborative problem solving. Help create mutual trust with teacher and student. Generate commitment to an intervention plan. Assist in planning, implementing and revising intervention strategies. Model strategies. Coaches: Teachers and Students. Review and revise BIP (ARD Committee decision.) Address safety concerns. Conduct observations to determine events that trigger and/or maintain problem behavior. Collect data with teacher assistance. (Without data, you are just another person with an opinion.) Property of BSISD Department of Special Education

5. What the iTeam is NOT Property of BSISD Department of Special Education iTeam is not meant to replace the general ed. teacher or to be used as a D-AEP type of placement. iTeam is not a magic pill or a one- time cure all. Many behaviors are learned over many years and will not be changed overnight. iTeam will not intervene until ALL of the required information has been received (NOTE: This requirement will be waived in emergency situations. Emergencies will be decided upon by the Special Education Director or iTeam Leader). iTeam is not a long-term placement program. iTeam Interventionist Aides are not full-time, inclusion aides when present on campus.

6. Tier 1 – Campus Positive Behavior Support Property of BSISD Department of Special Education Tier 1 will include 85% of the population – Limited iTeam support Tier 1 is meant for every student regardless of classification – School-wide PBS Tier 1 involves good, sound teaching skills and strategies (This is where teachers will institute and follow their own classroom behavior plan; teaching of expectations, rules & procedures are taught, modeled etc) Tier 1 is where the documentation process begins in regards to behavior intervention, where at-risk behavior are identified “An explosive outburst – like other forms of maladaptive behavior – occurs when the cognitive demands being placed on a person outstrip that person’s capacity to respond adaptively.” – Ross W. Greene PhD

7. Tier 2 – Campus Care Team Support Property of BSISD Department of Special Education 10-15% of the population – Moderate iTeam support Data indicates the student has not been successful with Tier 1 Student Code of Conduct being followed, classroom behavior plan being followed and IF a BIP is in place, the documentation that the BIP is being followed is collected. Campus requests Campus Care Team intervention with support of iTeam: - Gather data (approximately 4 weeks) - Interview staff - Observe student in the classroom(s) - Meet with staff to make recommendations - iTeam Member remain for 2-3 days to support in carrying out of plan - iTeam Member return 2-3 times over a period of weeks to support staff and fine tune plan *** Campus Care Team should include : Behavior Interventionist, General Ed teacher, Special Ed teacher, Administrator and Behavior Aides

8. Tier 3 – iTeam Intervention Property of BSISD Department of Special Education 3-5% of population – Maximal iTeam support – Direct, hands on intervention from BEST Data shows Tier 1 & Tier 2 have shown no progress Student Code of Conduct, classroom behavior plan being followed and IF BIP in place, documentation is available Referral for iTeam intervention made in transition from Tier 2: - Consult with staff & Campus Care Team and gather data - Observe student - Collaborate with staff to develop a plan - Convene with staff to review/implement recommendations - Model, Coach, support staff and eventually fade and retrocede - Progress review meeting

9. Reasons Students Misbehave Property of BSISD Department of Special Education Students may be ignorant of or have forgotten the classroom rules. Classrooms should have basic, simple and age appropriate rules that are posted in the classroom and reviewed frequently. A student may not be engaged in the classroom lesson and the student becomes bored and loses interest. Students with ADHD will do something (usually not something constructive) to compensate for this boredom. A student that is below grade level may feel threatened in a classroom setting where they are expected to function at the same level as other students. They may “act out” rather than let other students see that they are unable to be successful. A student who has been embarrassed or has had their feelings hurt in front of their peers may lash out at teachers or peers. A student may be very frustrated about something. Many students do not have effective communication skills when it comes to communicating “why” they are frustrated. The only means they may have to communicate their frustration is to “act out”. The misbehaving student may be dealing with a very traumatic situation at home (over which they have little or no control). This will often carry over to the school setting. Examples: the police may have been called to the house the night before for domestic violence or the child may be subject to child abuse in the home. Students may have very different rules or standards at home. They may find this confusing and may have difficulty transitioning (or may not want to change) from one situation to the next. Some students seek to “be in charge”. These students may simply want their way. They may be disruptive and confrontational in reaching their goal. The teacher may feel provoked, threatened or challenged by this student. Some students strive to be the center of attention. They will do almost anything to be noticed – may do anything from being argumentative to being the class clown.

10. Reasons cont… Property of BSISD Department of Special Education RESPONSES THAT GENERALLY GET NEGATIVE RESULTS: Reacting emotionally by being angry or making hollow threats (Remember: it is NOT about you! Don’t take it personally) Handing out a punishment that is out of proportion to the offense. Reacting to misbehavior publicly Reacting to a small incidence that often resolves itself Making an accusation without the facts to back it up RESPONSES THAT TEND TO GET POSITIVE RESULTS INCLUDE: Describing the unacceptable behavior to the student Pointing out how his behavior negatively impacts him and others (in private) Talking with the students about what could have been a better choice and why Working with the student to determine a goal that will help him improve his actions – after reaching that goal chose another goal to work on Showing confidence in the student that his behavior goals are achievable Positively reinforcing behavior that relates to student goals

11. iTeam FAQ’s Property of BSISD Department of Special Education What if an emergency situation arises? Do I still need to follow the documentation process? In the event of an emergency behavior situation, an iTeam staff member will arrive on your campus ASAP to help assist or to assume control of the situation. The documentation normally required before-hand will obviously be waived, but must be submitted to the special ed. Office or a iTeam team member within 2 working days. Will there ever be a behavior classroom where at-risk, behavior students will be assigned? There are no plans at this time to have a specific room to re-assign misbehaving students. Best practice suggests that changing a students placement can seriously damage the educational process. BSISD has taken the approach of keeping students mainstreamed and helping them learn to cope with their behavior issues without having to remove them from classroom instruction for set periods of time. Do I have to follow iTeam recommendations? You are free to use whatever behavior management program you would like in your classroom. However, if the iTeam is called in to assist, the strategies they offer need to be attempted to gauge their effectiveness.

12. iTeam FAQ’s Property of BSISD Department of Special Education When should I make a request for iTeam intervention? (1) When your personal classroom behavior policy and office referrals have been attempted repeatedly and are no longer effective. (2) When you have sufficient documentation to show a pattern of behavior and not just a “one-time” incident. (3) If the student has already been identified by BEST. It is always a good idea to speak to your administrator or Care Team leader first. They can assist you in making the decision to contact the iTeam. Should I drop my documentation in the pony, or can I bring it to the special ed. office myself? You should use whatever means of delivery that is most convenient for you. As always, grab an iTeam team member when you see one on your campus. Is it absolutely necessary to keep all this data? Data collection is essential for several reasons: (1) to prove what we are trying is effective or ineffective, (2) to determine patterns, (3) to cover yourself/campus/district, (4) to ascertain triggers and to determine if we need to modify BIPs and other intervention strategies.

13. iTeam Contact Information Property of BSISD Department of Special Education InterventionTeam Big Spring ISD Special Services Building 708 E. 11 th Place Big Spring, Texas 79720 432-264-4106432-264-3613(fax)