3A Learning YearThis is a different approach to behavioral programming.We are trying to get consistency across the AVRSB – provincial initiativeFor this year, regardless of your familiarity with the FAIS, we are asking that FAIS LIGHTs and FULL FAISs are done with psychology personnel.
4Positive Effective Behaviour Support (PEBS) Continuum of School-Wide .Instructional and Positive .Behaviour Support5%TERTIARY PREVENTIONRed ZoneSECONDARY PREVENTION 15%Yellow ZoneFix the 5 BIGGEST IDEASPRIMARY PREVENTION 80%Green Zone
5FAIS and PEBS Every behaviour has a function. Identify the function of the problem behaviour.Teach an alternative behaviour that serves the same function.Adapt environment to promote use of alternative behaviour.“Behaviour is predictable, thus preventable”
7FAIS-Light versus Full FAIS Alien versus Predator?
8FAIS-Light vs. FAIS FAIS-Light Tool for initial problem clarification Uses anecdotal informationCreates a plan with strategiesCan use it to start planning, even for “red zone” kidsFAISInvolves more precise goal settingInvolves data trackingUsed when FAIS-Light proves insufficientUsually for those with significant history of very aggressive behavior (physically assaultive behavior)
9FAIS Light vs. FAIS FAIS-Light 14 year old boy habitually tells teacher to “stuff it” when told to finish worksheetFULL FAIS14 year old boy habitually picks up chair and throws it at the teacher when told to finish worksheet. The FAIS-light strategies have not changed this.
10Analogy with Programming FAIS Light = AdaptationsFULL FAIS = Individual Program Plan
11FAIS - Program Planning Process 1. Identification of student with behaviours of concern.2. Exploration of classroom strategies by teacher/Problem-Solving meeting at school.3. Referral to Program Planning Team meeting to complete the FAIS Light (parents, teachers, administrator, Guidance, School Psychologist, other Student Services staff as appropriate).
12FAIS - Program Planning Process (cont.) 4. Follow-up Program Planning Team meetings to evaluate FAIS Light plan.5. Next step: Monitor/Revise plan. The team may decide to do a full FAIS.6. Full FAIS conducted with the program planning team
13Who helps with Full FAIS planning? For the next two years, the FAIS would be facilitated by a member of the Behavior Intervention TeamEventually, the full FAIS will be facilitated by school psychologists as well as the Behavior Intervention Team
14Flow Chart for Now Problem-solving meeting at school FAIS Light consult with School PsychologistFull FAIS with Behavior Intervention Team
16Why Do Program Plans Flop? Lack of knowledge/skillBeliefs and attitudesLack of adequate resources and supportLack of collaborationFAIS system helps address these
17DAY ONE Social Competence Checklist Section 1 Identifying Priority ConcernIdentifying Context/Setting ConditionsIdentifying Consequences or EffectsIdentifying the Function of BehaviorIdentifying Competencies and Positive AlternativesDevelop a Summary Statement
18DAY 1Section 2Indicate Desired Outcomes and Social Validation CriteriaEstablish the GoalDefine Benchmarks
20DAY TWO Section 3 Brainstorm Support Strategies Specify Positive Support PlanSection 4Indicate Progress Monitoring ProceduresComplete Information on Goal Attainment RatingsRecord Benchmark Ratings on Goal Attainment ChartRecord Other Progress-Monitoring Data on Progress Rating Chart
21DAY TWO Section 5 Summarize Student’s Progress toward Goal Analyze ProgressPlan Next StepsDesign New StrategiesSpecify Final Team Recommendations and Consensus StatementCrisis Plan
22How Does the FAIS work with EA Allocation? Cindy Giffen and Holly StephensonDO THE FAIS REGARDLESSOF WHETHER A DIAGNOSIS EXISTS!
23Bring into your Mind... The child with the most challenging behaviours you are working with now…
26Social Competence Performance Checklist (SCPC) a.k.a. – Social Competency Scale or Social Competency ChecklistHelpful first step in assessment & planning (FAIS- Light or FAIS-Full)Focuses team on student strengths – re-defines student as more than “problem behaviour”Breaks-down problem behaviour(s) into manageable targetsIdentifies Priority ConcernCan be used to evaluate progress
28Design of SPC Checklist 4 pt. rating scale based on frequency of occurrence0 - rarely1 - sometimes2 - often3 - mostly (N – no opportunity to observe)3 sectionsA) Positive Behaviour Ratings (Pos+)B) Challenging Behaviour Ratings (Neg-)C) Intervention Planning Chart
294 Areas of Behaviour Observations (for Pos+ and Neg- Behaviours) A) Pos+ BehaviorsSelf-controlSocial CompetenceLearning BehaviourAcademic PerformanceOtherB) Neg- BehavioursAggressionDistractibilityNon-complianceNeg- Affect (mood)Other
30C) Intervention Planning Chart Positive BehavioursStrength (Rated 3)Concern (Rated 0 or 1 and CheckedSelf-controlSocial CompetenceLearning BehavioursAcademic PerformanceOther Pos+ behavioursChallenging BehavioursStrength (Rated 0)Concern (Rated 3 and Checked)AggressionDistractibilityNon-complianceNegative AffectPriority Concern
31How to complete SCP Checklist Pos+ Behaviours1. Rate frequency of Pos+ behaviours in each observation area (0-3)2. Check the 3 Pos+ behaviour items that are most important to address (only 3!)3. Write the item # of the top 3 (checked) Pos+ behavioursNeg- Behaviours1. Rate frequency of Neg- behaviours in each observation area (0-3)2. Check the 3 Neg- behaviour items that are most important to address (only 3!)Write the item # of the top 3 (checked) Neg-behaviours
32Complete Intervention Planning Chart Pos+ BehavioursFor each behaviour area -Identify STRENGTHSList items rated 32) Identify CONCERNSList items rated 0 or 1and checkedNeg- BehavioursFor each behaviour area -Identify STRENGTHSList items rated 02) Identify CONCERNSList items rated 3and checked
33Complete Intervention Planning Chart Positive BehavioursStrength (Rated 3)Concern (Rated 0 or 1 and CheckedSelf-controlSocial CompetenceLearning BehavioursAcademic PerformanceOther Pos+ behavioursChallenging BehavioursStrength (Rated 0)Concern (Rated 3 and Checked)AggressionDistractibilityNon-complianceNegative AffectPriority Concern
34Section 1: Identify Concern, Function, and Positive Alternative Behavior Identify Priority ConcernIdentify Context/Setting ConditionsIdentify Consequences or EffectsIdentify the Function of the BehaviourIdentify Competencies and Positive AlternativesDevelop Summary Statement
35Section 1. A. Identify the Priority Concern What difficulty or problem is causing the greatest concern?
36Criteria for Identifying and Describing the Priority Concern Have the classroom teacher identify the concern that MOST interferes with the child’s productive functioning and the learning environment.As a team, describe the concerns in concrete and observable terms, when it happens, and how it happens.Ensure there is consensus regarding the behaviour description.USE THE SOCIAL COMPETENCE CHECKLIST!
37Examples of a Priority Concern: Running off school propertyStriking out physically at classmatesDestroying work materials/propertyVerbal outbursts in classBE SPECIFIC!
39B. Identifying Context/Setting Conditions Describe distant or proximal situations that contribute to the behaviour.Setting (e.g., hallways)Task/Activity (e.g., large group)Specific Triggers (e.g., adult request)
40Check all context or setting conditions in which the student is most likely to have difficulties. ClassroomSpecial ClassHallwaysCafeteriaPlaygroundBusGym/Locker roomRestroomHomeCommunity settingUnstructured settingUnfamiliar settingCrowded settingNoisy settingOther Task/ActivityLarge groupSmall groupPartner taskIndependent taskDifficult taskUninteresting taskSpecific taskSpecific materialsTask transitionLocation transitionUnstructured activityUnexpected activityInterruption in routineOther Specific TriggersNot receiving attentionAdult requestNegative feedbackPositive feedbackUnclear expectationsSleepinessPhysical discomfortSick, allergiesOver-stimulatedUnder-StimulatedExtreme EmotionDenied somethingHealth issueHome issueTime of DayArrival timeDismissal timeMorningAfternoonLunchRecessNon-specificOtherIndividualsInvolvedParticular adult(s)Particular peer(s)Authority figureSupport staffParentsStrangers
41Setting/Contexts Keep the team focused on the priority concern! Do not check off everything – only the MOST salient contexts
43C. Identify Consequences or Effects Behavior IgnoredRequest/Task RemovedReprimand/WarningTime outLoss of privilegesNegative social interactionPeer encouragementTeacher negotiationOffice referralHome contactIn school suspension/punishmentOut of school suspensionTEACH A NEW BEHAVIOR?????
44How effective were these consequences? NeverRarelySometimesOftenNot attemptedThis section allows for notes
45C. Identifying Consequences Identifying what typically happens in response to the behavior of concernWhat have you tried already? and how effective has this been IN REDUCING THE BEHAVIOR?
47D. Identifying the Function of the Behaviour As a team, identify the apparent functions (underlying reasons, intents, or pay-offs) that cause the behaviour of concern.
48C. Identify the Function of the Behavior Check all that apply. EscapeAvoid demand or requestAvoid/Escape activity or taskEscape classroom or settingEscape the schoolEscape consequencesOther:Gain Attention/ControlGet desired itemGain adult attentionGain peer attentionControl situationGain/Grab powerGain acceptanceOther :Other FunctionsCommunicationAffiliation/AffirmationSelf -expressionGratificationJustice/RevengeSelf-stimulationOther Other ReasonsDoes not have skillsDoes not have motivationDoes not know expectationsFears failureMedical problemAttentional problemSubstance abuseLack of securityTransitional issue(e.g., divorce, home conflict)
50E. Identify Competencies and Positive Alternatives Similar to FAIS light, but can add student assets and home/school assets.USE SOCIAL COMPETENCE CHECKLIST!Describe social or academic competencies that may serve as a positive alternative to the concern:e.g., good oral reader – could get class attention for thisGood guitar player – approach about playing at a school function
51F. Develop Summary Statement The behavior of concern________occurs in ______setting(s) in situations when________occurs.The function(s)_________underlie the behavior.The student has the following competencies:__________.Taking the function and the competencies into consideration___________ will serve as the positive alternative for the concern.
52Summary Statement Example The behavior of concern, verbal outbursts, occurs during classtime, in situations when writing activities occur.The function(s) of peer attention-seeking underlies the behavior.The student has the following competencies: at grade level in most subjects, responds to peer redirectionTaking the function and the competencies into consideration, giving him “points” for being quiet in class, that he can give to classmates, will serve as the positive alternative for the concern.
53Section Two: Setting Goals and Benchmarks Indicate desired outcomes and social validation criteriaEstablish GoalDefine Benchmarks
54A. Indicate Desired Outcomes and Social Validation Criteria What is the desired outcome of intervention?checklist of examplesCompletes workComplies with requestRemains in the room.What is the standard or social-comparison criterion used to compare students performance?
56B. Establish Goal Statement of Goal Context for Goal performance Target date for goal attainmente.g., “Within 10 weeks, Lisa will comply with adult requests to perform an activity with classmates one or more times each day with no teacher redirection or physical prompting”
57What Kind of Goal? Improve Positive Behavior e.g., calm himself when upsetraise hand in classmake appropriate social overturesReduce Challenging Behaviore.g., disturbs othersthrowing of things in classreduce length or intensity of outbursts
58Choosing Intervention Goals Just one works bestTarget a specific behavior of high priorityGoal should be linked to keystone behaviors and outcomesStudent must be capable of learning and performing goal behaviorWhat can s/he attain IN 10 WEEKS?
60C. Define BenchmarksState what the student will do, at what level, and with what type of support.Order the benchmarks according to the scale provided (-3 to +3)“0” refers to the Status Quo, or baseline functioning
61Think of a ladder to desired outcome Benchmarks continuedThink of a ladder to desired outcome+3 :competent behavior often (goal reached)+2 :competent behavior occurs sometimes+1 :competent behavior occurs rarely, minimally improved0 : No apparent change or progress-1 : behavior is minimally worse-2 : behavior is somewhat worse-3 : behavior is much worse
62Benchmark Dimensions that can be Altered Level of Support Needede.g., No more than three/two/one teacher promptsFrequency of behaviore.g., At least one/two/three times per hour, subject, daySeverity of behaviore.g., Rough physical aggression, mild physical aggression, only verbal aggressionDifficulty of Taske.g., Addition of single digits/double digits/triple digits
63Benchmark Dimensions continued Time needed to complete a taskComplete journal entry in 30/20/10 minutesAmount of work completedCompletes 25%, 50%, 75% of taskAccuracy of workCompletes math assignments with 50%, 70%, 90% accuracy
64The Benchmark Planner Appendix A in FAIS manual P. 132 Benchmark examples for each of the items on the Social Competence Checklist.
65Benchmark Examples+3 Shares playground equipment 8 out of 10 recess periods per week+2 shares 6-7 out of 10 recess periods+1 shares 4-5 out of 10 recess periods0 shares playground equipment 3 out of 10 recess periods a week-1 shares 2 out of 10 recess periods-2 shares 1 out of 10-3 refuses to share playground equipment
66Benchmarks + 3 Uses appropriate words to express frustration with work + 2 Uses words to express frustration with work+1 Grumbles or growls to express frustration with work0 Grumbles about work pushing it off the table-1 Grumbles about work and crumples it-2 Destroys his work with verbal outburst-3 Destroys his work with physical outburst (upsetting desk)
67Benchmark Examples continued +3 Follows teacher directions after 1-2 requests, teacher at a distance.+2 follows teacher direction after 2-3 requests, teacher at a distance+1 follows teacher direction after 2-3 requests, requires teacher proximity0 follows teacher directions after 3-5 requests, requires teacher proximity-1 follows teacher directions after 3-5 requests, requires physical guidance.-2 refuses teacher directions. Verbal complaints after directive.-3 Refuses to follow teacher directions. Physically aggressive behavior erupts after directives
68Section 3: Designing the Positive Support Plan A. Brainstorming Positive support strategies for the goal (Consulting Chapter 4 of the manual)B. Specifying the Positive Support PlanDetermining whoDetermining when and whereDetermining resources needed for planSPECIFY EA ROLE AND RESPONSIBILITIES!
69Designing the Positive Support Plan Environmental strategiesCounter the influence of setting conditions or specific triggersTeaching strategiesEnhance or develop alternative behaviors that achieve the same functionAltered Response strategiesCounter the functions or “pay offs” maintaining the priority concern
70Go to Page 56!Table 4.1Linking Potential Functions of Challenging Behaviors to Evidence-Based StrategiesTable 4.2Linking Concerns to Evidence-Based Strategies
71Environmental Strategies Environmental strategies prevent or minimize the occurrence of the prioritized concern by adjusting or modifying the features of the classroom, school, or home environment.
72Types of Environmental Strategies: Problem PreventersModifying Classroom ArrangementsOptimizing Rules, Routines, and TransitionsTechniques for Matching Instructional Demand with Learning Capability
73Modifying Seating Arrangement Examples of Individualized Choices:Asperger’s High school student – very upset by peer rule infractions – Sit in front row in all classesADHD Middle school student – socially responsive - sit next to attentive buddyAnxiety Disordered Elementary Child – overwhelmed by class but sometimes curious – Sit in alternate “quiet spot” in view of the board
75Environmental Strategies: Optimizing Rules, Routines, and Transitions Clarify Directions and ExpectationsProvide Equivalent ChoicesScaffold Prompts and Practice
76Clarify Directions and Expectations Use your PEBS matrixPEBS Matrix - Show respect for these things across school environments (eg. class, bus, assembly, etc)SelfOthersLearningEnvironment
77PBIS COMPENDIUM Lesson Plan templates for each part of the PEBs matrix Provides LESSONS that explicitly teach expectationsKey ingredients:Describe the expectation skill and critical ruleDemonstrate the expectation (role plays)
78Website with Matrix Lesson Plans Type “PBIS Compendium” at GoogleGo to:
79Lesson Plan Example: Respect in the Hallway Skill and Critical Rule:“Today we are going to talk about ways to BE RESPECTFUL of yourself in the hallway.”“What are some ways we can BE RESPECTFUL of ourselves in the hallway?”Ask students to define what BEING RESPECTFUL means. Shape their responses into observable behaviors (e.g. if they want to be nice, ask for examples of being nice that equate to observable skills such as taking turns, asking someone to play, etc.)There are several ways to BE RESPECTFUL of ourselves. For example, we can:Walk down the hallway instead of running.Move purposefully down the hallway toward your destination.Move quietly down the hallway.Review above key behaviors and any other skills the students identify.
80Lesson Plan Continued Demonstration and Role Play: Demonstrations: “I am going to show you some ways to BE RESPECTFUL of yourself and some ways to BE disrespectful. I want you to watch me and see if you can tell if I am BEING respectful of myself/yourself.”After each example ask the students if you were BEING RESPECTFUL of yourself. Ask what you might do instead during non-examples.Role Play:Walking with my hands all over the hallway displays.Staying in line to the right.Talking loudly when the teacher has asked you to remain quiet.Stopping every few feet and pulling on hallway displays.
81Clarify Expectations Provide practice opportunities “Show me” as response to minor rule infractionsREVIEW THROUGHOUT THE YEAR
82Environmental Strategies: Optimizing Rules, Routines, and Transitions Schedules and RoutinesConsensus Classroom RulesStreamline Transitions
86Differentiation Strategies Adaptations and Modifications (e.g., Cloze procedures for writing work)Ability groupingsPreteaching – teachers and EAs must communicate!!!Prompt in-class scaffolding for the highest needs studentsTiered or Tic Tac Toe assignments
87Novelty Teaching to Maximize Involvement: Who answers in class? Koosh ball throwingNames from a hatNominate students who call on other studentsContest to see who gets to answer
88Teaching StrategiesDesigned to teach children positive alternative behaviours that meet the same need as the challenging behaviour.e.g, How to…request assistancecommunicate a need,interact with a peercomplete a classroom task.
89Teaching Strategies Fundamental Peer Mediated Self-monitoring Teacher-mediatedAffect awareness and Anger Management
91Social SkillsThe most common deficit underlying Yellow and Red Zone students:Not able to perform them!Need to be taught them!
92Go to “SSD” under PBIS compendium Social Skills GroupsGeneralization is the problem!THE SCHOOL must provide opportunities for practiceMUST BE REINFORCED IN THE CLASSROOM!Go to “SSD” under PBIS compendium
93A Directory of Social Skills Explicit Lesson Plans to teach them PBIS CompendiumA Directory of Social SkillsExplicit Lesson Plans to teach themSOCIAL RELATIONSHIP SKILLS3.0 Say thank you…3.9 Introduce yourself3.10 Introduce others.311 Respect personal space3.12 Recognize social limits (strangers, formal, familiar, family)3.13 Touch appropriately3.14 Begin a conversation3.15 Maintain a conversation3.16 End a conversation3.17 Join in (gain attention appropriately)3.18* Interrupt appropriately3.19* Apologize
94DEAL WITH DISAPPOINTMENT/LOSING 2.12 Social Skill TeachingDEAL WITH DISAPPOINTMENT/LOSING 2.12Goal: To improve skills for expressing feelingsObjective(s): The student will decide why an activity was not successful and whether to try the desired activity again. (Mayo and Walto, 1986 p. 274)Process Steps:1. Say to yourself "Somebody has to lose" or "It's okay that I wasn't successful." 2. Think about your choices.a. Ask for help. b. Do an activity you like to do. c. Do a relaxation exercise.3. Act out your best choice.4. Reward yourself for trying.DiscussDefinition: Disappointment means to fail to meet your own or someone else's expectations. Losing is a failure to win or gain.Rationale: You learn to deal with disappointment or losing in a good way to decrease stress and negative self thoughts.
95Dealing with Disappointment Continued Role Play• Your team comes in last place in the city baseball league. • You lose a contest. • Your team loses at soccer. • You don't make the cheerleading squad after weeks of practice. • You flunk a test you studied for. • Your parents say you can't get an after-school job. • You lose again at a game your brother always wins. • Your best friend won't join an activity that's important to you. • You are turned down for a date.Application with Feedback • Students write stories with main character who is disappointed by failure or loss. • During daily discussion time, provide opportunity for students to share disappointments and plans for trying activity again. • Class writes/performs skit or play focused on a disappointment and how the main character reacts. Can be performed for another class or parents. • Ask parents to evaluate their child's use of the skill by using a provided role play or by observing their child using the skill. • Keep a home journal describing results and feelings for situations involving disappointment of yourself and/or family members.
98The 5 Point Scale A Simple Method for Teaching about Anger and Anxiety Student identifies his/her triggersStudent identifies options at each stepTeacher and student use a cueing technique to communicate in class
105Altered Response Strategies: Proven Positive Responses De-escalate and Resist ConflictPromote PeaceCatch Being GoodCounter Conflict With Consequences for CaringNegotiate Response ChoicesReframe with EmpathyEncourage CopingNatural and Logical ConsequencesPraise Effectively
106PEBS Altered Response Strategies “Checkin”a response strategy to give students attentionAttention for positive behavioursRELATIONSHIP is KEY
107PEBS Matrix-based Check-in Your SchoolName:Week:Respect forMondayTuesdayWednesdayThursdayFridaySelf0 1 2OthersLearningEnvironmentTotalTeacher signatureHome SignatureStudent Goal for the WeekTotal score for the Week:Scores 0 = contributed negatively to classroom environment1 = did not contribute positively or negatively to classroom environment2 = contributed positively to classroom environment
108Individualized Weekly Checkin Your SchoolName:Goal for the week: Completing seatworkWeek:PeriodMondayTuesdayWednesdayThursdayFridayMath0 1 2GymRecessDaily TotalTeacher signatureHome signatureStudent Goal for the WeekTotal score for the Week:Scores 0 = did not attempt work1 = attempted work2 = completed work
109Individualized Daily Checkin Your SchoolName:Week:PeriodWear shoes to classComments – POSITIVE ONLYMath0 1 2GymRecessDaily TotalTeacher signatureHome signatureStudent Goal for the WeekTotal score for the Week:Scores 0 = did not meet goal1 = partially met goal2 = met goal
110Individualized Daily Checkin Your SchoolName:Week:PeriodWear shoes to classComments – POSITIVE ONLYMath0 1 2GymRecessDaily TotalTeacher signatureHome signatureStudent Goal for the WeekTotal score for the Week:Scores 0 = did not meet goal1 = partially met goal2 = met goal
111Individualized Daily Checkin continued Your Elementary SchoolName:Week:PeriodWear shoes to classStay where directedCommentsMath0 1 2GymRecessDaily TotalTeacher signatureHome signatureStudent Goal for the WeekTotal score for the Week:Scores 0 = did not meet goal1 = partially met goal2 = met goal
112Individualized Daily Checkin continued Your Elementary SchoolName:Week:PeriodStay in seatKeep hands to selfCommentsMath0 1 2GymRecessDaily TotalTeacher signatureHome signatureStudent Goal for the WeekTotal score for the Week:Scores 0 = did not meet goal1 = partially met goal2 = met goal
113Time Out: Another Altered Response Can be an appropriate consequence if the function is ATTENTIONNOT effective if the function is ESCAPE
114TIME OUT 1 minute per year of Mental Age Graded Time-Out: 1. Seat in class2. Seat in hallway (or other supervised locale)3. Go to officeIGNORE, IGNORE, IGNORE
115Section 4: Implement Positive Support Plan and Monitor Progress Indicate Progress-Monitoring ProceduresComplete Information on Goal Attainment RatingsRecord Benchmark Ratings on Goal Attainment Rating ChartRecord other progress-monitoring data on Progress Rating Chart
116A. Indicate Progress-Monitoring Procedures A checklist to guide thinking on what data will be used tracking?How often will they be collected?Who will collect them?e.g., benchmark ratingstest scoresSocial Competence Checklist scorescheckin scores
117B. Complete Information on Goal Attainment Ratings Which goal are you recording in the chart below?Improving Positive BehaviorReducing Challenging Behavior
118Now it is Time to Implement the Program and Gather the Data!!
119How much time do we try the Program? At least 10 weeksTake into account startup time, breaks, holidays, illnesses, etc.Give the teacher a Weekly Implementation Sheet for his or her desk
120Fidelity Issues Are staff doing what they said they would do? Role plays outside of classObservation in class“booster” support 3 weeks after FAIS meeting often required.
121C. Record Benchmark Ratings Table is designed to take 20 observationsIf weekly, choose Tuesdays and ThursdaysFor high-incidence behaviors, rate just one class or session each dateIndicate with an “x” in the appropriate column/row
123Examples of Benchmark Plotting RatingConcernWeek 1Date:TuesdayThursday+3Aggression: 5 incidents a day+2Aggression: 6 incidents a day+1Aggression: 8 incidents a dayXAggression: 10 incidents a day-1Aggression: 12 incidents a day-2Aggression: 14 incidents a day-3Aggression: 16 incidents a day
124Plot in FAIS tableSummarize benchmark scores in available table in FAISWatch for trendsOver 10 weeks, are our interventions working?Track any relevant factors (e.g., family factors, illness) on graph
126Step 5: Evaluate Outcomes and Plan Next Steps Summarize student progress toward goalAnalyze ProgressPlan Next StepsDesign New StrategiesSpecify Final Team Recommendations and Consensus StatementsSpecify next meeting date
127A. Summarizing Progress Did the student make progress towards the goal in 10 weeks of consistent programing?Indicate Final Goal rating across raters and across outcome measures
128B. Analyze ProgressDescribe current progress and goal performance in wordsSummarize what facilitated progressSummarize what impeded progress
130C. Plan Next Steps Evaluate: Was the intervention established with fidelity and quality?Was the monitoring of data sufficient?Statement of Revised Goal if necessary
131D. Design New Strategies What else could we add or try?Who will carry these out?
132American IDEA stuff on the paper form – not on our online version E. “Forgetaboutit”American IDEA stuff on the paper form – not on our online version
133F. Specify Final Team Recommendations and Consensus Statement In words, what is the team recommending?
134Consensus Statement“The team agreed to implement the functional assessment and intervention plan specified in this document an reached consensus on documented outcomes”OrThe team has not reached agreement on the intervention plan or documented outcomes and will reconvene on _____date for the purpose of _________
141Crisis Plan Example When the Student Staff will Person Responsible 1.Joe shows evidence of anxiety (e.g., shouts in class, slamming a door, pacing)Classroom teacher will redirect to a safe place in a supportive tone (Joe, please step out into the hallway – I’ll be with you in a minute)Classroom teacher
142Crisis Plan Example When the Student Staff will Person Responsible 2. Joe refuses to go to safe placeTeacher gives Joe a choice, stating the expectation before consequence (e.g., Joe you have a choice, you can go in the hallway or if you refuse you will have to go to the office). Allow him time to process the choice.Classroom teacher
143Crisis Plan Example When the Student Staff will Person Responsible 3. Joe still refuses to goSend peer or “red card” to principal’s office for assistanceTeacherPeerAdministrator, guidance or resource or designated staffOffice staff to page responding staff
144Crisis Plan Example When the Student Staff will Person Responsible 4. Joe pushes a studentRemove students from the classroomNVCI team to assemble outside the classroomTeacherNVCI team
145Crisis Plan Example When the Student Staff will Person Responsible 5. Joe throws a chair at the staffNVCI team restraint as appropriate to ensure safetyNVCI Team
146Crisis Plan Example When the Student Staff will Person Responsible 6. Joe calms during restraintNVCI team will talk calmly to the student, reestablish communication with studentNVCI team
147Crisis Plan Considerations Do you have NVCI trained staff?Can parents support?RCMP?Who are the best staff to respond?Time-out?
148What is the Right Approach? Think Like SpockIntervene Like Kirk