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 Todays goal provideTodays goal provide

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 Second Bullet: the FBA is done first!! i.e. You wouldn�t want the doctor to create a treatment plan without first examining you. Example: You have severe headaches. Doctor prescribes pain killers. What could the diagnosis be? How effective would painkillers be? Brain tumor, TMJ, Eye strain, Second Bullet: the FBA is done first!! i.e. You wouldn�t want the doctor to create a treatment plan without first examining you. Example: You have severe headaches. Doctor prescribes pain killers. What could the diagnosis be? How effective would painkillers be? Brain tumor, TMJ, Eye strain,

4. FBA: Setting Factors Time of day Day of the week Class / subject Period Teacher Structured v. unstructured times (classroom v. halls) Recommended 3 short (10-15) min. in different settings, more effective than 1 longer-TPS Who could do it? Recommended 3 short (10-15) min. in different settings, more effective than 1 longer-TPS Who could do it?

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 Sticky note those you personally might use. Admin. Share, teacher share. How will you communicate who is doing what?Sticky note those you personally might use. Admin. Share, teacher share. How will you communicate who is doing what?

6. FBA: Function of Behavior 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 Handout more description, P. 36, 37guess, function Does strategy replace the same NEED???Handout more description, P. 36, 37guess, function Does strategy replace the same NEED???

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 Quitting Smoking, Success depends on meeting the student�s need(s) Quitting Smoking, Success depends on meeting the student�s need(s)

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 Most common error- general ed. And LEA are required to stay. A form must be signed by parents giving permission to leave early. Suggestion: Think about scheduling IEPs so this can happen. Substitutes? Collaboration time??? Who�s responsible? Most common error- general ed. And LEA are required to stay. A form must be signed by parents giving permission to leave early. Suggestion: Think about scheduling IEPs so this can happen. Substitutes? Collaboration time??? Who�s responsible?

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. How can the principal facilitate? How can lead teachers help? How can special ed. Help? As a building group, come up with a procedure. How can the principal facilitate? How can lead teachers help? How can special ed. Help? As a building group, come up with a procedure.

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 Count of by 7s. What does it look like sound like? Come up with 3 examples you�ve heard. In what ways does it make the meeting less effective. Share outCount of by 7s. What does it look like sound like? Come up with 3 examples you�ve heard. In what ways does it make the meeting less effective. Share out

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)

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? Administrators/ staff groups of 3/write on big chart, shareAdministrators/ staff groups of 3/write on big chart, share

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 Small group, What might be a danger, how might you respond???? EC, autistic who might run into the road 5th graders who�s just angry, EBD, confrontation with teacher, slams door Int, student who leaves, but stays in building, roaming High school, FU and leave, may drive homeSmall group, What might be a danger, how might you respond???? EC, autistic who might run into the road 5th graders who�s just angry, EBD, confrontation with teacher, slams door Int, student who leaves, but stays in building, roaming High school, FU and leave, may drive home

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 Share at full staff meeting Share at full staff meeting

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 Share at full staff meeting Share at full staff meeting

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 !!!!!!