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Prevention Through Planning and Assessment Kerry Duersteler Kelleah Lewis Kelley Stendler Melissa Myers July 21, 2009.

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Presentation on theme: "Prevention Through Planning and Assessment Kerry Duersteler Kelleah Lewis Kelley Stendler Melissa Myers July 21, 2009."— Presentation transcript:

1 Prevention Through Planning and Assessment Kerry Duersteler Kelleah Lewis Kelley Stendler Melissa Myers July 21, 2009

2 Knosler’s Change Process Vision confusion Vision confusion Incentives resistance Incentives resistance Skills anxiety Skills anxiety Resources frustration Resources frustration Action plan treadmill Action plan treadmill = CHANGE = CHANGE

3 Functional Behavior Assessments An FBA is a process, not a form (the form is used to document the process) An FBA is a process, not a form (the form is used to document the process) The purpose of conducting an FBA is to help the team collaboratively develop an effective Behavior Plan that meets a student’s individual needs The purpose of conducting an FBA is to help the team collaboratively develop an effective Behavior Plan that meets a student’s individual needs The goal is not to suppress inappropriate behavior; it is to increase positive prosocial behaviors –Eric Hartwig The goal is not to suppress inappropriate behavior; it is to increase positive prosocial behaviors –Eric Hartwig

4 FBA: Setting Factors Time of day Day of the week Class / subject Period Teacher Structured v. unstructured times (classroom v. halls)

5 Data Collection To determine triggers, setting factors & functions:  Conduct observations  Interview the student  Interview parents, teachers or other staff  Use questionnaires, checklists or rating scales  Review previous records  Track & review other behavioral data

6 FBA: Function of Behavior Common Functions Include: Avoidance (can’t do or won’t do) Avoidance (can’t do or won’t do) Power & Control (including revenge, perceived justice) Power & Control (including revenge, perceived justice) Attention (adult, peer or both) Attention (adult, peer or both) Self –regulation, coping Self –regulation, coping When kids misbehave, they are communicating in the only way that they know how. They are telling us a need is unfilled or trying to meet the need themselves

7 FBA sample New group of 3-Discuss the following New group of 3-Discuss the following What was the problem? What was the problem? What was the function? What was the function? What do you think is the most powerful component, why?? What do you think is the most powerful component, why?? What impressed/surprised you? What impressed/surprised you?

8 Now you can do the BIP! Now that the team has conducted an FBA, you can begin to identify possible interventions. As you construct the BIP, remember:  The FBA is the basis or backbone of the BIP  The team must identify a realistic, practical replacement behavior that meets the same need or function  Consider this: Old way-We used to spend time on consequences, New Way-It is FAR more effective to identify preventative strategies and Positive Behavior Interventions based on functions

9 Implementation of BIP Even the most effective BIP will not change the behavior dramatically in a short period Even the most effective BIP will not change the behavior dramatically in a short period Often, with an effective plan, the behavior gets worse before it gets better Often, with an effective plan, the behavior gets worse before it gets better Many experts say it takes 6 weeks for real behavior change to take place Many experts say it takes 6 weeks for real behavior change to take place It’s crucial for the team to implement the plan consistently & with integrity for several weeks It’s crucial for the team to implement the plan consistently & with integrity for several weeks

10 Fact Sheets BIPs and IEPs must be individualized BIPs and IEPs must be individualized EBD is not OHI is not Autism is not TBI EBD is not OHI is not Autism is not TBI Tools include, fact sheets, Blueprints for Success, EBD evaluation guide, Melissa’s website, maroon book Tools include, fact sheets, Blueprints for Success, EBD evaluation guide, Melissa’s website, maroon book

11 Fact Sheet activity Count off by 8 Count off by 8 Jigsaw topics Jigsaw topics Read in group Read in group 1. Discuss who should have these 2. When should they be used 3. How are they helpful?

12 Strategies for Effective IEP Meetings (Maintaining a Focus on the Child)

13 PL / IDEA IEP Meetings IEP Meetings –Held at Least Annually –Required Team Members Parent(s) of the Student Parent(s) of the Student General Ed Teacher General Ed Teacher Special Ed Teacher Special Ed Teacher Administrator or Administrator Designee (LEA) Administrator or Administrator Designee (LEA) Student, as appropriate Student, as appropriate

14 Getting your Ducks in a Row Before the IEP Meeting Implement a Uniform System –School-wide Process –Master Calendar –IEP Meeting Scheduling –Administrator Designees –Bring Documentation Behavioral Data: behavioral reports, detentions, attendance, referrals, anecdotal notes, suspensions. Behavioral Data: behavioral reports, detentions, attendance, referrals, anecdotal notes, suspensions. Academic Data: Formal and Informal Assessments: student work samples, academic assessments, MAPs, rubrics. Academic Data: Formal and Informal Assessments: student work samples, academic assessments, MAPs, rubrics.

15 During the IEP Meeting see handout on IEP agenda

16 IEP Team Taboos  Blaming individuals  Making excuses for shortcomings or problems  Lack of participation  Arguing  Defensiveness  Offensiveness  Self Advocacy  Excessive Talking  Non Participation  Side Bars  Individual Dissent

17 During the IEP Meeting Strategies for Dealing with Challenging Behaviors Strategies for Dealing with Challenging Behaviors Remain calm & pleasant Remain calm & pleasant Refrain from raising voice Refrain from raising voice Avoid arguing Avoid arguing Actively listen Actively listen Avoid words with negative connotations Avoid words with negative connotations Question rather than state Question rather than state Look for areas of agreement Look for areas of agreement

18 During the IEP Meeting How Does Consensus Look? Each participant: –understands the decision; –has the opportunity to state position regarding the decision; –consents to the decision and agrees to support it.

19 After the IEP Meeting  Confirm Follow Up Actions  Parents should walk out with a draft in hand  Expect final IEP is due within 2 weeks

20 Guiding Questions: continuum of EBD services Read pages in the Evaluation Guide Read pages in the Evaluation Guide With your table group, compose 5 to 10 questions that should be considered when determining Least Restrictive Environment ( self- contained to inclusive continuum) With your table group, compose 5 to 10 questions that should be considered when determining Least Restrictive Environment ( self- contained to inclusive continuum)

21 Burning Issues

22 Removal from class Does every teacher know which behaviors warrant removal from class? Does every teacher know which behaviors warrant removal from class? Is there a form or procedure for when students are removed? Is there a form or procedure for when students are removed? Who is involved? Who is involved? Who should be? Who shouldn’t? Who should be? Who shouldn’t? What is the teacher’s responsibility in providing continuing services when the student is in crisis? What is the teacher’s responsibility in providing continuing services when the student is in crisis? What is the administrator’s role? Expectations? What is the administrator’s role? Expectations? What is expected of students? Process, reflect? What is expected of students? Process, reflect?

23 District guidelines/expectations IN GENERAL Students are expected to be serviced by their teachers Students are expected to be serviced by their teachers Removal is typically not effective and only used in instances of imminent threat to the safety of self and others Removal is typically not effective and only used in instances of imminent threat to the safety of self and others Principals and other administrators should be used for positive reinforcement Principals and other administrators should be used for positive reinforcement Principals et al., should be aware of Crisis Intervention Plan, which may or may not directly involve them Principals et al., should be aware of Crisis Intervention Plan, which may or may not directly involve them

24 Philosophy of ProACT Using Crisis Intervention plans and BIPs consistently Using Crisis Intervention plans and BIPs consistently Modify if ineffective Modify if ineffective Reflection is Crucial Reflection is Crucial The underlying principle is that the ADULTS need to debrief with the student and reflect upon what they could have done differently to help de-escalate the situation The underlying principle is that the ADULTS need to debrief with the student and reflect upon what they could have done differently to help de-escalate the situation We never restrain for noncompliance, including leaving the room We never restrain for noncompliance, including leaving the room STOP and come up with some ideas STOP and come up with some ideas

25 A long time ago, in a galaxy far, far away, … Seclusion and restraint were common Now, Not so much All staff working with students must be ProACT trained All staff working with students must be ProACT trained Remove others, make environment safe first Remove others, make environment safe first If not trained, never restrain If not trained, never restrain Must be part of IEP Must be part of IEP Must document, the School Board reads and reviews every month Must document, the School Board reads and reviews every month Always a team of 2 or more using ProAct approved restraints Always a team of 2 or more using ProAct approved restraints Never face down Never face down DPI directives are included, review if unfamiliar DPI directives are included, review if unfamiliar

26 A long time ago, in a galaxy far, far away, … Seclusion and restraint were common Now, Not so much All staff working with students must be ProACT trained All staff working with students must be ProACT trained Remove others, make environment safe first Remove others, make environment safe first If not trained, never restrain If not trained, never restrain Must be part of IEP Must be part of IEP Must document, the School Board reads and reviews every month Must document, the School Board reads and reviews every month Always a team of 2 or more using ProAct approved restraints Always a team of 2 or more using ProAct approved restraints Never face down Never face down DPI directives are included, review if unfamiliar DPI directives are included, review if unfamiliar

27 Top 10 reasons to Avoid restraints 1. Personal danger 2. Student danger 3. Student dignity and relationships 4. Parents, other students reactions, fear etc. 5. Lawsuits-DPI DIRECTIVES 6. Death and serious injury 7. Risking professional career 8. Not effective, research is for self regulation 9. Message is we control you, response is likely to escalate 10. The plan has failed if it gets that far

28 suspensions List behaviors that have resulted in suspension-brainstorm with group List behaviors that have resulted in suspension-brainstorm with group How effective was it in reducing behaviors? How effective was it in reducing behaviors? Mark those that are a danger to self or others Mark those that are a danger to self or others If not, can you think of actions that may be more effective? If not, can you think of actions that may be more effective?

29 Manifestation determination Any time a special education student is sent home, it is a suspension It must be documented on a form and Infinite Campus Hours add up, half days and full days EVERYTHING counts If it gets to 10 days, a manifestation IEP must be held The question that must be answered is: Is the behavior a result of, or directly related to their disability

30 Burning Questions What has happened that got us to 10 days? What has happened that got us to 10 days? Is it individuals, environment? Is it individuals, environment? Is it school wide? Is it school wide? What are the patterns? What are the patterns? Bullying, cultural responsiveness? Bullying, cultural responsiveness?

31 WHAT WORKS

32 Modify environment, don’t try to change the student Realistically, what can we control????  Change our response- build rapport-research says number one factor  Change and arrange physical environment- desks, seating-consider light, sound, distractions  Too much or too little sensory stimulation, opportunities to self regulate-engine rooms, quiet corner, self selected seclusion, safe alternatives  Engaging and appropriate curriculum  Good lesson planning is the second most important behavior management factor  Choices are HUGE, for motivation and control  TEACH social skills, replacement behavior

33 Building Effective programs Use Effective Programs for Students with EBD as a guide Use Effective Programs for Students with EBD as a guide Consider the questions that were addressed today, scheduling IEPs, school wide discipline, referrals, suspensions, roles, responsibilities Consider the questions that were addressed today, scheduling IEPs, school wide discipline, referrals, suspensions, roles, responsibilities Assess and proactively plan Assess and proactively plan

34 Big Idea of the Day Assessment drives effective instruction Assessment drives effective instruction As _______________________________ _______________________________ Drives effective behavior management

35 Additional Resources Student Services Instructional Support Website:

36 concerns you would like more information or help with 3 concerns you would like more information or help with 2 AHAs 2 AHAs 1 commitment from today’s workshop that you will implement 1 commitment from today’s workshop that you will implement

37 Thank you for your time and attention !!!!!!


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