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Behavior Documentation, Intervention, & Progress Monitoring/Graphing

Behavior Documentation, Intervention, & Progress Monitoring/Graphing. Leigh Gates, Ed.D . February 13, 2012. While We’re Waiting for All to Arrive…. Please read through case study handout… focus on Tiers 1-2 To become familiar with it To identify what you would have done differently

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Behavior Documentation, Intervention, & Progress Monitoring/Graphing

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  1. Behavior Documentation, Intervention, & Progress Monitoring/Graphing Leigh Gates, Ed.D. February 13, 2012

  2. While We’re Waiting for All to Arrive… Please read through case study handout… focus on Tiers 1-2 • To become familiar with it • To identify what you would have done differently • To identify strong/weak aspects • To identify questions about the case/documentation

  3. Agenda Based on the informal poll last time, you wanted to cover: • Behavior • Complete documentation—Tier 3 • Identify Interventions & Increase Intensity Case Study • Progress Monitoring & Graphing Behaviors • Google Docs • What are your questions? Q&A • Additional Resources

  4. Just as a Reminder…All Behavior Serves a Function… The FUNCTION drives the intervention: • 4 Main Functions • Attention • Escape/Avoid • Power • Self-Stimulatory • Behavior may LOOK the same, but serve DIFFERENT FUNCTIONS • The function is determined through data collection

  5. Complete Documentation • Tier 3 a&b (See p. 5) • Complete “Questions?” and “What Assessment?” w/ neighbor • Share out

  6. Complete Documentation • Tier 3 c (See top of p. 6) • Complete (A) and (C) • Share out • Look at “Behavior Criteria” document (See p. 7) • Performance well below peers indicated by goals: • 75% (noncompliance without overt aggressive behaviors: nsubordination, work completion, time off task) & • 100% (harmful to self and/or others…assault/battery, cursing/tantrums)

  7. Complete Documentation & Identify Interventions • Tier 3 d (See p. 8) • Complete “Teaching Strategies” thru 2nd “Person Responsible” • Share out • Look at Self-monitoring implementation direction sheet (p. 9) • Additional Resources for Interventions Behavior Interventions by Tiers (1,2,3) from Polk Elementary http://polkdhsd7.sharpschool.com/staff_directory/p_b_s_behavior_intervention/ Blueprints for Success: Instructional Strategies to Promote Appropriate Student Behaviors http://dpi.wi.gov/sped/ebdbluepri.html Social Skills PowerPoints (Developed by Colleen Meek at Carolina Beach Road) http://teacherpages.nhcs.net/schools/cbes/colleenmeek/Pages/SocialSkillsPowerpoints.aspx Karly’s Behavior Resource Page http://teacherpages.nhcs.net/schools/parsley/karlysokolowski/Pages/BehaviorandOff-TaskInterventions.aspx

  8. Increase Intervention Intensity • Tier 3 e (See p. 10-11) • Make changes to each intervention (Work Completion and Hands and Feet to Self) using 1 or more of the following: (See p. 12) Here’s Where We Started: • Frequency • Duration • Group Size • Skill Set of Staff Member • Work Completion: • Self-monitor work completion • Self-monitoring form • 1:1 w/ teacher • 10 min/day for 5 days/week • Earn time w/preferred adult • Curriculum, Instruction • Program, Strategy • Setting • Motivation Strategy • Hands/Feet to Self: • Social skills instruction • Social Skills Training Program • 1:8 w/counselor • 30 min/day for 1day/week • Earn homework pass S or S+

  9. Complete Documentation & Set Goals • Tier 3 f (See p. 13) • Complete (A) and (C) • Share out • Look at “Behavior Criteria” document (See p. 7) • Did the student meet the performance criterion? Why? Why Not? • Can we tell if the student met the growth rate criterion? Why? Why Not? • Does instructional intensity resemble special education?

  10. Resources for: Progress Monitoring & Graphing • Progress Monitoring Graphing Example Video (See p. 14) • http://screencast.com/t/LaWoxYs8GnH Other Resources: • Paper Pencil Graph (example p. 14) http://teacherpages.nhcs.net/schools/parsley/karlysokolowski/Pages/PSMLevel3(ElementaryandMiddleSchoolModels).aspx • Eitelman Graph in Excel • Directions for Eitelman Graph Karly’s: • Progress Monitoring Log & Probe Data Summary • How to Determine Growth Rate & # of Weeks to Goal • (This is just for academics.)

  11. In the area of physical aggression, he continues to display physical aggression multiple times during the school day as indicated by the downward trend line. At this rate, the student’s trend line will not meet his aim line in the area of physical aggression in 18 weeks or less.

  12. Google Docs Q & A What are your questions? DPI Census Directions

  13. Google Docs Additional Resources: http://support.google.com/docs/?hl=en How to: • Popular articles • An overview of Google Docs • Create, send, share, and edit a form • Spell check and automatic corrections • Work in Google Docs • Manage, upload, and export • Share, publish, and embed • Spreadsheets • Work offline • Sync and storage • Manage your files • Upload or download files • Fix a problem • Document deletion and recovery policy • Google Docs service status • Clearing cache and cookies • Temporary Errors in Google Docs • Find a missing document • Google Docs Known Issues page • Google storage troubleshooting • Troubleshooter introduction • Choose your issue below:

  14. Wiki: http://k-5psmrtiseminar.wikispaces.com/RTI+and+Behavior+2011-2012+Part+2 Questions?

  15. Behavior Documentation, Intervention, & Progress Monitoring/Graphing Leigh Gates, Ed.D. February 13, 2012

  16. Trendlines Explanation, Procedure, & Examples

  17. Trend lines: How Do They Show Growth? • Line that you draw through a series of data points that represents the student’s actual rate of progress • If the trend line slope is flatter than the aimline, then adjust intervention • If the trend line slope is steeper than the aimline then adjust goal or area of intervention • If the slopes are the same make no change.

  18. Finding the Slope of the Trendline:Tukey Method • Step 1: Divide the data points into three equal sections by drawing two vertical lines. (If the points divide unevenly, then group them approximately.) • Step 2: In the first and third sections, find the median data point and median instructional week. Locate the place on the graph where the two values intersect and mark that spot with an X. • Step 3: Draw a line through the two Xs and extend that line to the margins of the graph. This represents the trend-line or line of improvement. • Step 4: Calculating Slope • Third median point – First median point • Number of data points – 1

  19. Sample to practice Tukey X X 20-14 12-1 6 11 .55 slope ROI

  20. Practice Interpreting ROI:Determining slope by Tukey method

  21. Trend Lines and Entitlement Criteria • Used to determine how long it will be before the student’s skills are likely to be proficient • Required for Behavior Entitlement • Can be used for Academics as well

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