Orientation for New Behavior Team Members

1. Orientation for New Behavior Team Members Illinois Service Resource Center 3444 W Dundee Rd Northbrook, IL 60062 847.559.8195 www.isrc.us

2. Illinois Service Resource CenterA Technical Assistance Center of the Illinois State Board of EducationSupporting deaf/hard of hearing student behavioral needs Schools/ Educators • Individual student observations • Data collection support • DHH Behavior Team training and support • School-wide positive behavior support Parents/ Families • Individual student home visits for behavior support • Library – materials mailed with return postage • Speakers for parent support groups • Locate needed resources

3. Quarterly training for 25 Deaf/Hard of Hearing Behavior Support Teams throughout Illinois. • Focus on Functional Behavioral Assessments (FBA) and Developing Effective Behavioral Intervention Plans (BIP). • Enhancing behavior support at all three tiers of the Response to Intervention model. • Team members serve as a local resource for behavior support for deaf and hard of hearing students. • The goal of this training effort is to build the capacity of local schools and programs to meet the behavioral needs of students with a hearing loss. DHH Behavior Support Teams For Programs/Schools

4. Behavior Team Page on ISRC website • Behavior Support Team Recognition Application • Classroom Walkthrough Form • VanAcker FBA/BIP Checklist • Behavior Support Checklist • Commitment for Success Agreement  • View previous behavior team training videos • www.isrc.us – The ISRC Website Behavior Team Forms/Documents

5. RtI – Response to Intervention for Academics and Behavior

10. PBIS Basics

14. Behavior Expectations Matrix

15. Cool toolsarebehavioral lesson plans that structure how staff teachthe expected behaviors from the school-wide behavioral matrix. • A research-based procedure for teaching the behaviors. • Examples and non-examples taken from classroom and non-classroom settings and situations. • Modeling and role-playing daily to teach new skills and provide students with practice opportunities. • Regular feedback and acknowledgment often are given to ensure students display the expected/taught behaviors. Cool Tools

16. Classroom Management Best Practices

18. Clear Expectations • 3-5 positively stated expectations • Explicitly taught • On display in all settings

19. Demonstrate the desired behaviors using role plays and in your own day to day behavior/actions. Specifically and directly instruct students how they are expected to behave in various settings. Praise and reward students for engaging in desirable behaviors and for using prosocial skills. Cue and remind the students when and how to use the skills they have been taught.

20. Structure and Routine Response to Behavior • Teacher and student routines are planned, structured, and predictable • Smooth, structured transitions • Daily schedule posted • Attention getting signal • Quick, positive, and direct responses • Academic and behavioral verbal • Nonverbal prompts • Pre-cue, remind

21. Recognition, Reinforcement, and Praise Data for Decision Making • Academic and behavioral recognition • Minimum 4:1 of positive to negative interactions • Multiple strategies utilized • Earn…not lose or take away • Expectations met and deviated • Behavior and academics • Documented, charted, and reviewed • Use to guide practices/decisions

22. Active Engagement Supervision • Class outline posted • Multiple activities w/in each period • Varied format of instruction • Varied opportunity to respond • Ongoing feedback and response from all • Staff assignments • Classroom/seating arrangements • Movement of adults – move, scan, interact • Remind, pre-correct • Positive acknowledgements

23. Positive Reinforcement Practices

24. To read the full document visit: http://iseesam.com/wordpress/wp-content/uploads/2008/01/positive.pdf Positive Reinforcement

25. To read the full document visit: http://usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdf Token Economy

26. Resource: Writing Behavior Intervention Plans http://www.isrc.us/sites/default/files/doc/winter2008nlpu.doc Functional Behavioral Assessment &Behavior Intervention Plans

27. Pre-requisite to the Behavior Intervention Plan • Data Driven • Determine and define target behavior • Identify function that maintains undesired behavior • Investigate triggers and contributing factors Functional Behavioral Assessment

28. Purpose: consistent and cohesive plan for all adults to teach and reinforce a socially acceptable replacement behavior for an undesired (antisocial) behavior • Driven by the FBA and concurrent data Changes in adult behavior Environment Instruction Supports Data collection Evaluative criteria Behavior Intervention Plan

29. Non-Restrictive • Token economy • Verbal Reprimand • Notify Parents • Modification • Modeling • Peer Involvement • Restrictive • Detention • Exclusion from extracurricular activities • Suspensions • Time Out in isolation • Manual Restraints Restrictive Disciplinary Measures

30. Highly Restrictive • Aversive mists • Denial to regularly used equipment / devices • Mechanical restraints • Expulsion w/ continuing educational programming • Prohibited • Corporal Punishment • Expulsion w/o services • Physical manipulation that causes pain -Faradicskin shock Restrictive Disciplinary Measures

31. Data Driven Decision Making

32. What does data driven decision making entail? • Collection • Observe the child and record behaviors • Analysis/Graphing • Excel, ISRC Templates • Interpretation • Understanding your data • Using data to design interventions • Using data to determine effectiveness of interventions Data Collection

33. Why do we collect Data? • Identify patterns to a student’s behavior • RTI - Response to Intervention • Fulfill ISBE requirements • Predict future occurrences of an identified behavior • Implement more effective and efficient interventions (eg. time of day, time of week, type of class or setting, etc…) • Monitor success, failures Purpose of Data Driven Decision Making

34. Must be Observable • replicable/understood by others • Must be Quantitative • able to COUNT it • Must be Descriptive • describe what the behavior looks like • Avoid lengthy narratives Define the target behavior

35. You have the data…now what? • Turn it into meaningful information • Statistical Analysis • Totals and Percentages- Nothing Fancy! • Graphing • Provides visual representation of the data. This is very helpful for meetings to facilitate comprehension among members quickly. • Suggested, available tools: • Excel, PowerPoint, ISRC website Data Analysis and Graphing

36. Time to interpret the data! • Keep in mind the main purpose of this is too identifypatternsin the child’s behavior. • Patterns should inform the type of interventionschosen and the manner in which they will be implemented. (Resource: ISRC Behavior Intervention Database) http://www.isrc.us/intervention_application Data Interpretation

37. What happens if a pattern can not be identified? • More intense data collection? • Collecting data over a longer time period? • Data being collected with fidelity? • Different collection format? • Collecting on the right behavior? Data Interpretation

38. If the behavior remits and you can show this with data, then CONGRATULATIONS!!!! • You can stop data collection on this behavior or take data occasionally to show maintenance. • If the problem continues… • Repeat the process of Data Collection, Analysis, and Interpretation. • Consider asking for others (Colleague, Behavior Team, ISRC, Supervisor) to support you in looking at your information and interventions. Team work! (Resource: ISRC Data Collection Coaching) How long do I need to collect data?

39. No CPDU Credits but ready to join a team and attend subsequent trainings • In order to fulfill the minimum requirements you are encouraged to: • Complete and submit the Reflection document • In order to earn CPDU credits you must complete and submit the following pieces: • Reflection • Quiz • Activity - FBA & BIP on Maddie • ISBE Evaluation Form • (Optional Activity – vocabulary (+1 CPDU)) Minimum of 4 credits awarded upon completion. One additional credit earned with extra activity. See Checklist In Conclusion…

40. Need assistance?Have questions? Contact us: Illinois Service Resource Center 3444 W Dundee Rd Northbrook, IL 60062 847.559.8195 isrc@isrc.us www.isrc.us