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You Have Choices !!!

You Have Choices !!!. Every teacher has moments when we are challenged by our students. The Trick Is To Use Our Heads. Let me see, what was that yoga mantra?. The Best Way To Maintain Order Is To Have A Plan. If A=B and B=C, then A = C. A Plan Allows Us To Make Clear And Effective Decisions.

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You Have Choices !!!

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  1. You Have Choices !!! • Every teacher has moments when we are challenged by our students.

  2. The Trick Is To Use Our Heads Let me see, what was that yoga mantra?

  3. The Best Way To Maintain Order Is To Have A Plan • If A=B and B=C, then A = C

  4. A Plan Allows Us To Make Clear And Effective Decisions • I will not be tied by my thinking!

  5. Response To Intervention (RTI) Is One Of Our Choices Response To Intervention is not a Special Education model; although it was conceptualized by professionals in the Special Education field. “It is a framework for systematically determining how well instruction is working and making adjustments to accelerate learning for all”. “Making RTI Work, A Practical Guide to Using Data for a Successful ‘Response to Intervention’ Program. Renaissance Learning, Renaissance Learning, INC., 2009

  6. Elements of Successful RTI Implementation • Elements of Successful RTI Implementation • RTI uses a multi-tiered structure to organize the use of data in instructional decisions. Based on extensive research and years of experience with using data in the classroom, Renaissance Learning recommends the following Best Practices, which closely align with the research on essential elements of RTI. National experts emphasize that the key to successfully implementing RTI is ensuring that the core instructional program (Tier 1) addresses the needs of students—making sure the fishbowl is clean before you remove individual fish for special treatment. • Evidence-based instructionfor all students in all tiers. • Differentiated instructionat all tiers with personalized • goal-setting that allows intervention to be delivered immediately • (instead of “waiting to fail”). • Sufficient academic engaged time, increasing with level of intervention. • Time for practice of key skills, personalized and with • feedback to student and teacher. • Frequent, psychometrically-sound assessmentat three levels: • screening, progress monitoring, and diagnostic. • Real-time use of datato make decisions for • instruction and interventions (data-driven decision-making). • Best use of technology: • using computers for efficient assessment, • data access, and documentation integrated across all tiers. • Parental and community involvement. • Professional development. National emphasize that the key to successfully implementing RTI is ensuring that the core instructional program (Tier 1) addresses the needs of students—making sure the fishbowl is clean before you remove individual fish for experts special treatment. “Making RTI Work, A Practical Guide to Using Data for a Successful ‘Response to Intervention’ Program. Renaissance Learning, Renaissance Learning, INC., 2009

  7. Tiered Delivery ModelThe number of Tiers are at the teacher’s discretion. Students move up and down the tiers based on their needs. Intensity of Intervention Students move between Tiers based on response “Making RTI Work, A Practical Guide to Using Data for a Successful ‘Response to Intervention’ Program. Renaissance Learning, Renaissance Learning, INC., 2009

  8. Problem-Solving Model Identity: Is there a problem? Analyze: What is the problem? Set Goals: What is the problem? Intervene: How will We change It? Assess: Is the intervention working? Do we need to change something else? “Making RTI Work, A Practical Guide to Using Data for a Successful ‘Response to Intervention’ Program. Renaissance Learning, Renaissance Learning, INC., 2009

  9. Troubleshooting: How to Analyze Behavior Using a Functional Behavior Analysis (FBA) • An FBA allows the teacher to see the areas of behavior that affects a student and to systematically address these areas. A FBA is generated along with the Response To Intervention . It works in conjunction with the RTI.

  10. The Behavior Intervention Plan (BIP) The BIP is the end product after the RTI and the FBA. It is the set of goals that the teacher is going to use to affect change to a student’s inappropriate behavior

  11. The Response To Intervention, Functional Behavior Analysis And Behavior Intervention Plan Are Interconnected • Although there are not any guarantees for success, by using the RTI, FBA and BIP together, the chances for success are greater than if nothing is done at all to address a student'sinappropriate behavior(s). You have everything to gain and nothing to lose!

  12. A Case Study: James • James A. Age: 8.0 • Present Performance • James is following the general education curriculum with accommodations. James is beginning to identify some basic sight words, learning new words daily. He needs to improve his ability to read them in context, in sentences and in paragraphs. James can retell a two- • paragraph story in his own words and participates in a small group in creating charts and diagrams that record characters and events. He is not an active participant in these groups. James has difficulty listening to information and processing it while in a group. He has difficulty remembering all the details and the sequence of events. James enjoys identifying rhyming words. James tries to use crayons and thick pencils to write, however he finds this activity extremely frustrating due to his poor manual dexterity, especially in his dominant right hand. James needs to develop an alternative method of communicating information, and fine motor skills necessary for writing. James has the ability to verbally share experiences. While James can demonstrate an understanding of what is read to him, he cannot ask questions necessary to clarify information. James can count by 1s and 2s to 100, both forwards and backwards, and add single digit numbers up to 10. He has difficulty identifying various properties and symbols such as differentiating between even/odd, </>, =, and fractions. James can sort and match objects in any combination of 2 properties involving color, shape and size. However he has difficulty identifying shapes by name, and measuring by weight and time. He currently uses a digital clock to tell time. James’ poor attention span, impulsiveness, low tolerance rate, and fear of failure impact on his ability to progress in the curriculum. James requires a behavior intervention plan that is consistently implemented by all staff working with him. He needs to have opportunities for success in the affective, cognitive, and psycho-motor domains. • THE New York City DEPARTMENT OF EDUCATION

  13. Response To Intervention • Instructional Support Team Meeting Request • Student Information • Student Name: Pedro Martinez___________________________________________________________________ • Birth Date _6-16-2001______________ Age_____8________ Grade ______3___ Room# ___3-333______ • M_X__ F___ Primary Language __English________________ • Parent Information_ Kate Hudson_____________________________ Telephone # __ 222-2222_________________ • Request form submitted by Ms. Doe______________________ Title_ ____Teacher______________________ • Date form submitted to IST___11-3-2009______________________ • Reason for Request/ Major Concerns • Academic ____X____ Behavior ____X____ Social/ Emotional _________ Family Issues ____________ • Communication/ Speech/ Language_______ Health/ Attendance ______________ • PRE- REFERRAL FORM • RESPONSE TO INTERVENTION (R.T.I.) • 1. Description of the problem: __Pedro is not making an effort to complete classwork or homework. Baseline Assessments show that he is reading on a middle 1st grade level and writing on a Kindergarten level. In addition, he is on a second grade level in math. Furthermore, he is constantly fighting with other students on a daily basis within the classroom, in gym and in lunch.________________________________________________________ • 2. Student strengths and weaknesses: _Pedro is a very good artist. He also excells in sports. He has difficulty with decoding unknown words, and understanding the meaning of grade level texts._He also has difficulty with his handwriting and writing complete sentences. Finally, Pedro cannot solve grade level math computation or word problems. • 3. Relevant health or other issues: _Pedro suffers from Asthma and he has a seizure disorder_________________________________________________________________________________________________________________________ • 4. Hypothesis regarding student needs: _I feel that he needs intervention for his reading, writing and math deficits. He also needs help with his handwriting. Furthermore, Pedro would benefit from extra support with his behavioral needs. He has no friends in class._________________________________________________________________________________________________________________________________________ • 5. Type of intervention selected; Upon my suggestion, Pedro’s mother put him into the after school program. He also sees the counselor for “at risk” children in need of assistance. I have differentiated instruction to address his reading, writing and math deficits and I have helped him to write S.M.A.R.T. Goals to make him invested in his own learning. In addition, Pedro goes to the computer with a buddy who gives him support. I have choseen specific programs to help him with his math and reading deficits. In addition, Pedro uses a tracing template to help him learn how to form his letters of the alphabet correctly. In addition, he follows a personal schedule to help him with organization. He has a check list of “things to do” at his desk to help him as well. I have also sat him next to Maria, who is willing to be his friend and to help him with problems such as following the class during reading, writing and math time. She also helps him with his personal schedule and checklist. In addition, Mary makes sure that he has his homework everyday and that he understands what to do. Pedro meets with me in the a.m. and in the p.m. to make sure that he is following his personal schedule and to conference with him about his checklist and to make sure that he is on target with his math, reading and writing assignments.

  14. Response To Intervention, Cont. • 6. Length of time of intervention: __I have been working with Pedro and using intervention strategies with him since September 15, 2009._____________________________________________________ • ____________________________________________________________ • 7. Student goal: _My goals for Pedro are to bring him up one or more grade levels in reading, writing, and math. I also want to address his handwriting deficit and to help him to adjust well to the school environment and to help him to make friends in class. I want him to be more social and not to fight with the other students.____________________________________________________ • Most Recent Scores: Teachers College __Level F______________ ELA____N.A._______________ • Math __2.6_____________ • Parent Guardian contact's) Date 9/8,14,30, 10/1, 2009_____________________ Purpose _To discuss my concerns regarding his academic and social needs. To discuss my findings for his baseline reading, writing and math assessments._________________________ • Outcome Pedro is receiving counseling for “at risk” students, he is going to the after school program and receiving extra support in class.

  15. Functional Behavior Assessment (FBA) • Page 1 • FUNCTIONAL BEHAVIORAL ASSESSMENT and BEHAVIOR INTERVENTION PLAN • Integration of Information and Plan Development • Student Name: ___________Juan Doe_____________________________Date: ____November 3, 2009________ • Age: _____8_____Program: ______________12:1:1___________Class: ___3-333______________ • School: __P.S. 114X_______________________________________________________________ • Names of staff who interact with child: Juanita Doe, Mary Doe______________________________________ • ________________________________________________________________________ • Behaviors of concern (Defined specifically: who, what, where, how much, how long): • ___Failure to complete assignments, hits, kicks and punches other students , uses inappropriate language , and leaves the room without permission.____ • ________________________________________________________________________ • Priority behavior (Choose the most disruptive or unsafe that impedes with a student’s learning or the learning of others): 8 NYCRR 200.1(r) • _Hitting, kicking and punching other students.____ • ***Baseline Information on Priority Behavior 8 NYCRR 200.22(a)(3) • (Pre-Intervention Base for monitoring effectiveness of BIP) • (Please fill in all that apply—AT LEAST ONE): • Frequency:____3Xdaily_________________ • Intensity: Severe; often other students require medical attention.___________________ • Duration: Minimum time of 30 minutes per incident_____________________ • Latency (across time periods, people, activities): within the classroom, in gym and during lunch_______________________ • Relevant recent/on-going events: 8 NYCRR 200.22(a)(2) (From Parent/ Family contact. Staff interviews) • __Juan’s family currently resides in a shelter. His mother is under supervision with ACS to assist her with parenting skills in order to effetely deal with Juan's anger issues at home.______________________________________________________________________ • dd/fba/forms Revised sm/fba/forms (NY State Commissioner Regulations (8 NYCRR Part 200) are cited as applicable- Please see: http://www.vesid.nysed.gov/specialed/publications/lawsandregs/200contents.htm 11/08

  16. Functional Behavior Assessment (FBA) ,Cont. • Page 2 • Skill/performance strengths and deficits: 8 NYCRR 200.22(a)(2) (From Student’s File, Staff Interviews) • _Juan is reading on a fourth grade level, however, he has difficulty with visual perception and this deficit contributes to Juan’s struggles with his handwriting, telling time and solving problems that require graphs.______________________________________________________________________ • History of the Behavior: 8 NYCRR 200.22(a)(2) (From Student’s file, Staff Interviews, and Parent Contact) • _Juan has a history of aggressive behavior since Kindergarten and receives counseling 3Xweekly.______________________________________________________________________ • Physical/Medical status: 8 NYCRR 200.22(a)(2) (From Student File): • _Currently, Juan receives daily treatment for asthma. At the present time, he only takes his medication at home, but has a pump to use at school in case of an emergency. • Self-talk and irrational beliefs: 8 NYCRR 200.22(a)(2) (From Staff Interviews, Parent Contact): • __Juan does not take ownership of his aggressive behavior. He consistently blames other for his aggression and feels no remorse when others are physically hurt by him._____________________________________________________________________ • ________________________________________________________________________ • Setting events: Context of behavior: Time, place, activity, people, etc. 8 NYCRR 200.22(a)(2) • (Social history, family, trauma, etc.—from Student’s File, Parent Interview) • __Juan was hospitalized at age 5 for abusive trauma from his biological father. He also suffered from malnutrition at the time of ACS intervention.__________________________________________ Revised sm/fba/forms (NY State Commissioner Regulations (8 NYCRR Part 200) are cited as applicable- Please see: http://www.vesid.nysed.gov/specialed/publications/lawsandregs/200contents.htm11/08 dd/fba/forms

  17. Functional Behavior Assessment (Cont.) • Page 3 • Antecedents: 8 NYCRR 200.22(a)(2) (Triggers- what happens just before the behavior—From ABC Charts) PLEASE ATTACH ABC Charts: Juan becomes agitated when he is given directives from adults. He especially becomes agitated when he is asked to participate in classroom activities that require group participation. He also, consistently demonstrates these aggressive behaviors during the math, gym and lunch periods each day. • Consequences: 8 NYCRR 200.22(a)(2) (what typically happens right after behavior—From ABC Charts) PLEASE ATTACH ABC Charts: Usually other students are hurt. As a result, security and the assistant principal are called along with Juan’s mother. Usually, his mother takes him home for the rest of the day if his behaviors are severe in the morning. • Possible function(s) of behavior: 8 NYCRR 200.1(r) (What the student “gets” out of the behavior- MAS): • (E.g., Attention, Escape, Sensory, Tangible) Juan often leaves school to go home. In addition, he is removed from the classroom to allow him time to calm down and to keep the other students safe from harm. • Rein forcers: (Things the student likes—From Reinforcers Interview sheet, Parent)) Juan enjoys using the computer. He also is a fan of the Yankees and enjoys collecting baseball memorabilia. He also likes to collect • Student does not like: • (Things that might trigger or escalate student’s negative behavior): Juan does not like read alouds, math, participating in group sports or eating in the cafeteria. He says that the gym and cafeteria “hurt his ears” Revised sm/fba/forms (NY State Commissioner Regulations (8 NYCRR Part 200) are cited as applicable- Please see: http://www.vesid.nysed.gov/specialed/publications/lawsandregs/200contents.htm11/08 dd/fba/forms

  18. Behavior Intervention Plan (BIP) • Page 4 • BEHAVIOR INTERVENTION PLAN • Replacement Behavior (The Pro-social behaviors we want to see from the student): • __To get Juan to express his anger by using his words. Also, to be able to recognize when he is losing control and to be able to calm himself down before his anger becomes escalated and out of control. ____ • Crisis Plan (Clear steps for ALL staff to use when student is escalated into a crisis): • _Remove Juan from the situation and take him to a quiet place in the area for him to calm down. Also, have Juan carry a chart and paper in which he identifies his feelings at the current time and to draw in a journal his feelings at the time. His journal and drawing supplies will travel with him to all venues within the school.____________________________________________________________ • Two-pronged Behavior Intervention Plan: (Clear steps on what to do to (1) increase the replacement behaviors, and (2) reduce the priority behaviors. (3) Please also outline the schedule for ongoing data collecting and BIP monitoring) • (1) (Increase Replacement Behaviors) Juan will have his own sticker chart in which he will earn a sticker every 15 minutes to earn computer time before and after lunch and before going home on the bus. As his behavior improves, his reward time will increase from 15 min. to 30, 45, 60, 4X daily, 3Xdaily, 2Xdaily and 1xdaily for good behavior sustained throughout the day in exchange for computer time daily at an agreed upon time.______________________________________ • (2) (Decrease Priority Behaviors) Stickers will be awarded for his effort to complete classroom assignments and refraining from hitting, punching, and kicking other students, using inappropriate languageand for not leaving the classroom without permission.__________________________________________ • dd/fba/forms Revised sm/fba/forms (NY State Commissioner Regulations (8 NYCRR Part 200) are cited as applicable- Please see: http://www.vesid.nysed.gov/specialed/publications/lawsandregs/200contents.htm11/08

  19. Behavior Intervention Plan (BIP) ,Cont. • Page 5 • (3) (BIP Monitoring Schedule- Please note types of data to be collected (DAILY AND ONGOING) and time frame for re-convening FBA-BIP team—PLEASE ATTACH SCHEDULE) 8 NYCRR 200.22(b)(4)(iii) • ***Baseline Information on Priority Behavior 8 NYCRR 200.22(b)(4)(ii) • (Pre-Intervention Base for monitoring effectiveness of BIP) • (Please fill in all that apply—AT LEAST ONE) • (ATTACH GRAPH IF AVAILABLE): • Frequency:___3X daily__________________ • Intensity: Severe_________________ • Duration: minimum of 30 minutes___________________ • Latency (across time periods, people, activities): _classroom, gym and lunch_______________________ • RESULTS: Removed from the classroom 6X less per week. Was able to earn 5 stickers for acceptable behavior. _______________________________________________________________________ • First Review Meeting (after 2 weeks): • (Please fill in all that apply—AT LEAST ONE): • Frequency: __3X daily__________________ • Intensity: Moderate_________________ • Duration: ___15 minutes__________________ • Latency (across time periods, people, activities): • _Less in the classroom, however, behavior still occurs in the gym and in lunch._________________________________________________________ • dd/fba/forms Revised sm/fba/forms (NY State Commissioner Regulations (8 NYCRR Part 200) are cited as applicable- Please see: http://www.vesid.nysed.gov/specialed/publications/lawsandregs/200contents.htm11/08

  20. Behavior Intervention Plan (BIP) ,Cont. • Page 6 • Second Review Meeting (after 4 weeks): • (Please fill in all that apply—AT LEAST ONE): • Frequency:_2X daily____________________ • Intensity: Moderate 10 to 15 minutes__________________________________________ • Duration: • Latency (across time periods, people, activities): 4 out of 5 times/week Juan does not display aggressive behavior in the classroom, but does become aggressive during gym and lunch.____________________ Third Review Meeting (after 6 weeks): • (Please fill in all that apply—AT LEAST ONE): • Frequency: 1 to 2X daily_____________________ • Intensity: __Moderate____________________ • Duration: _10 minutes____________________ • Latency (across time periods, people, activities): _On an average, Juan displays moderate aggression during lunch._______________________ • _______________________________________________________________________ • ________________________________________________________________________ • ________________________________________________________________________ • dd/fba/forms Revised sm/fba/forms (NY State Commissioner Regulations (8 NYCRR Part 200) are cited as applicable- Please see: http://www.vesid.nysed.gov/specialed/publications/lawsandregs/200contents.htm11/08

  21. Behavior Intervention Plan (BIP) ,Cont. • Page 7 • BEHAVIOR INTERVENTION PLAN TRACKING AND REVIEW SHEET • TO BE COMPLETED AT EACH TEAM MEETING • (AT LEAST EVERY 2 WEEKS for Progress Monitoring) 8 NYCRR 200.22(b)(5) • Staff responsible for implementing and tracking plan: __Classroom teacher and paras, gym teacher and lunchroom staff._______________________ • _______________________________________________________________________ • Plan reviewed (date): ___December 16, 2009_________________________________________________ • Continue plan? __yes_____Why? _Because there is a decrease of aggressive behavior.__________________________________________ • Modify plan? __yes____Why? __Juan eats in a quiet place in the cafeteria during lunch. He is allowed to bring an activity that he enjoys such as his baseball fact book. Juan needs this time to refocus on his positive instead of his negative behavior._____________________________________________ • Attach data sheets, including frequency charts, ABC, MAS, interview forms, etc. • Date of Conference: __December 16, 2009_______________Conference Participants • Name Title Signature • ________________________________________________________________________ • ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • dd/fba/forms Revised sm/fba/forms (NY State Commissioner Regulations (8 NYCRR Part 200) are cited as applicable- Please see: http://www.vesid.nysed.gov/specialed/publications/lawsandregs/200contents.htm11/08

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