Prevention Through Planning and Assessment

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

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

3. 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 student’s individual needs • 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 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 (can’t do or won’t do) • Power & Control (including revenge, perceived justice) • Attention (adult, peer or both) • Self –regulation, coping

7. 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?

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 • 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 • 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 • 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

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

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

13. 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

14. Getting your Ducks in a RowBefore 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.

15. During the IEP Meetingsee 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 • 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

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 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)

21. Burning Issues

22. 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 shouldn’t? • 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 expected of students? Process, reflect?

23. District guidelines/expectations 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

24. 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

25. A long time ago, in a galaxy far, far away, …Seclusion and restraint were commonNow, 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

26. A long time ago, in a galaxy far, far away, …Seclusion and restraint were commonNow, 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

27. Top 10 reasons to Avoid restraints • 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

28. 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?

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? • Is it individuals, environment? • Is it school wide? • What are the patterns? • Bullying, cultural responsiveness?

31. WHAT WORKS

32. Modify environment, don’t try to change the studentRealistically, 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 • Consider the questions that were addressed today, scheduling IEPs, school wide discipline, referrals, suspensions, roles, responsibilities • Assess and proactively plan

34. Big Idea of the Day • Assessment drives effective instruction As ______________________________________________________________ Drives effective behavior management

35. Additional Resources Student Services Instructional Support Website: http://www.wawm.k12.wi.us/District%20Information/Pupil%20Services/support/index.htm

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

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