Prevention Through Planning and Assessment Kerry Duersteler Lewis

Prevention Through Planning and Assessment Kerry Duersteler Lewis

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

Vision Incentives Skills Resources Action plan = CHANGE confusion resistance anxiety

frustration treadmill Functional Behavior Assessments 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

students individual needs The goal is not to suppress inappropriate behavior; it is to increase positive prosocial behaviors Eric Hartwig FBA: Setting Factors Time of day Day of the week Class / subject

Period Teacher Structured v. unstructured times (classroom v. halls) 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

FBA: Function of Behavior 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 Common Functions Include: Avoidance (cant do or wont do) Power & Control (including revenge, perceived

justice) Attention (adult, peer or both) Self regulation, coping FBA sample New group of 3-Discuss the following What was the problem?

What was the function? What do you think is the most powerful component, why?? What impressed/surprised you? 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 Implementation of BIP 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

Many experts say it takes 6 weeks for real behavior change to take place Its crucial for the team to implement the plan consistently & with integrity for several weeks Fact Sheets BIPs and IEPs must be individualized EBD is not OHI is not Autism is not

TBI Tools include, fact sheets, Blueprints for Success, EBD evaluation guide, Melissas website, maroon book Fact Sheet activity 1. 2. 3. Count off by 8 Jigsaw topics

Read in group Discuss who should have these When should they be used How are they helpful? Strategies for Effective IEP Meetings (Maintaining a Focus on the Child) PL94-142 / IDEA IEP Meetings Held at Least Annually Required Team Members

Parent(s) of the Student General Ed Teacher Special Ed Teacher Administrator or Administrator Designee (LEA) Student, as appropriate 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. Academic Data: Formal and Informal Assessments: student work samples, academic assessments, MAPs, rubrics. During the IEP Meeting see handout on IEP

agenda 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 During the IEP Meeting

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

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. 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 Guiding Questions: continuum of EBD services Read pages 31-33 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) Burning Issues Removal from class

Does every teacher know which behaviors warrant removal from class? Is there a form or procedure for when students are removed? Who is involved? Who should be? Who shouldnt? What is the teachers responsibility in providing continuing services when the student is in crisis? What is the administrators role? Expectations? What is expected of students? Process, reflect?

District guidelines/expectation s IN GENERAL 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 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

Philosophy of ProACT Using Crisis Intervention plans and BIPs consistently Modify if ineffective 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 We never restrain for noncompliance, including leaving the room STOP and come up with some ideas 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 Remove others, make environment safe first If not trained, never restrain Must be part of IEP Must document, the School Board reads and reviews every month Always a team of 2 or more using ProAct approved restraints Never face down DPI directives are included, review if unfamiliar

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 Remove others, make environment safe first If not trained, never restrain

Must be part of IEP Must document, the School Board reads and reviews every month Always a team of 2 or more using ProAct approved restraints Never face down DPI directives are included, review if unfamiliar Top 10 reasons to Avoid restraints 1. 2. 3. 4. 5. 6.

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

suspensions List behaviors that have resulted in suspension-brainstorm with group How effective was it in reducing behaviors? Mark those that are a danger to self or others

If not, can you think of actions that may be more effective? 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 Burning Questions

What has happened that got us to 10 days? Is it individuals, environment? Is it school wide? What are the patterns? Bullying, cultural responsiveness? WHAT WORKS Modify environment, dont 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 Building Effective programs 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 Assess and proactively plan Big Idea of the Day Assessment drives effective instruction As __________________________________ ____________________________ Drives effective behavior management

Additional Resources Student Services Instructional Support Website: http://www.wawm.k12.wi.us/District%20Information/Pupil%20Services/support/in dex.htm 3-2-1 3 concerns you would like more information or help with 2 AHAs 1 commitment from todays

workshop that you will implement Thank you for your time and attention !!!!!!

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