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TTSD Behavior Support Team

TTSD Behavior Support Team

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TTSD Behavior Support Team

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  1. TTSD Behavior Support Team Coordinated Early Intervening Services Cathy Jensen - cjensen@ttsd.k12.or.us Ryan Blasquez Bethany Bowers

  2. Development: Where are we, and how did we get here? • Process: It’s triangles all the way to the top. • Learning from our mistakes: Our top 10 collaboration strategies. • Behavior Everywhere: Extending supports into the home. • Progress monitoring and program evaluation: How’s my driving?

  3. Development Where are we, and how did we get here?

  4. The History of Tier 3 Behavior Consultation in TTSD: 5 Years: Behavior Classroom / Outreach Program Program Coordinator Consulting Psychologist Psychiatric Nurse Practitioner School Psychologist Learning Specialist 2 Years: Consultation support for Consultants School Psychologist, 1 Day per week Current Behavior Support Team

  5. Outreach Program Referral Process • Referral Packet • Screening • Consultation • Gatekeeping

  6. Outreach Program Results • Referrals = placement • “Try and fail” • “What data do we need to show how bad this kid is?” • Staff fatigue • Crisis Placements • “What do I have to do to get this kid out?” • Programs overloaded • Environmental contamination • Duplication of services • Bottom up training

  7. Support for building-level behavior consultants: • Increasing Capacity for Tier 3 Supports by Supporting Tier 3 Consultants. • “Tell me who your kids are.” • Reinforcement systems, data collection, and progress monitoring. • Foundational Trainings for Building SpEd Teams

  8. Behavior Support Team Funded through CEIS. Same process, but with more FTE.

  9. What is CEIS? • Coordinated Early Intervening Services • IDEA provides that school districts may use up to 15% of their IDEA funds to provide services to non-disabled students. • These funds are to be used to provide services to prevent students from being identified as disabled by intervening before problems arise to the level of disability. • The goal of CEIS is to reduce the need to label children, counteract any disproportional treatment of children based on race, and to improve educational outcomes for at-risk children.

  10. What programs fall under the CEIS Umbrella? • Expulsion Prevention Program: • Strategic Tutoring • Social Responsibility Training • On-line learning to prevent credit deficiencies • Check-in/check-out • Individualized planning and goal setting • Behavior Support Team • The Progress Monitoring Program • Data Warehouse • IPAS

  11. What are the goals of CEIS? • Reduce referrals to special education • Reduce suspensions and expulsions • Reduce the need for restrictive educational placements

  12. Which students does the team serve? • 50% Regular Ed • 50% Special Ed • Focus on k-8 • All Disability categories

  13. Team members: • Cathy Jensen, School Psychologist • Ryan Blasquez, Learning Specialist • Heidi Dawkins, Learning Specialist (.5) • Bethany Bowers, School Psychologist (.25) • StaciaSmith, Instructional Assistant

  14. Roles: Cathy: • Coordination • Functional Behavior Assessment • Behavior Planning • Data collection and analysis • Training • Consultation to psychologists and counselors

  15. Ryan: • Troubleshooting / technical assistance for FBAs and BSPs • Training and modeling • Classroom management consultation • Curriculum • Consultation to teachers / learning specialists

  16. Heidi: Middle school SpEd Consultation (.5) Out-of-District Placement Case Management (.5)

  17. Bethany: • Home / Family Consultation • Home / School Liason

  18. Stacia: • Implementation and Fidelity • In-class support • Training and modeling • Development of materials • Data entry • Consultation to Instructional Assistants

  19. Referral and ConsultationProcess It’s triangles all the way to the top.

  20. How does the Behavior Support Team operate? The SWAT Team Model vs. The Behavior Support Team Model

  21. Comparison of the two models: • SWAT Team and BST: A multidisciplinary team (behavior specialists, autism specialists, instructional assistants, etc.)

  22. SWAT Team: Schools are required to have tried and failed several interventions before making a referral to the SWAT team. • BST: Schools are encouraged to refer early.

  23. SWAT Team: The team works primarily with students in crisis. • BST: Schools are encouraged to refer students who may benefit from early intervening supports. • SWAT Team: The referral process can be time intensive. • BST: The team facilitates referrals so that we can provide timely support.

  24. SWAT Team: Focus is on individual students • BST: Supports multiple students, classrooms, and/or school teams. • SWAT Team: The SWAT team screens referrals. • BST: Referrals are screened by a liaison from the building (usually principal or counselor).

  25. SWAT: The team goes into the school, develops the program, runs the program, trains existing staff in the program, then moves on to the next school. • BST: • Supports existing staff and programs • Buildings identify how they wish to use the resources of the BST • The BST will provide follow-up support

  26. A SWAT team model can result in “seagull consulting.”

  27. A Resource Team Model: • The Behavior Support Team provides time and expertise to the building team. • Members of the BST work collaboratively with the existing school team, as temporary members of the team. • The BST provides support to individual students as well as to classrooms, programs, and school support teams. • The BST services are intended to support and strengthen, rather than taking place of existing supports. • The BST helps schools build capacity to support all students.

  28. Time: • The behavior support team provides time by: • Covering a class or group so that staff can attend meetings or trainings • Assisting with collecting or making adaptive materials (schedules, cue cards, data, etc.) • Observing and collecting data • Provide back-up crisis response

  29. Expertise • The Behavior Support Team offers expertise: • Functional Behavior Assessment (FBA) • Behavior Support Planning (BSP) • Behavioral progress monitoring • Proactive behavior training • Disability education and awareness • Proactive safety planning and OIS Training

  30. Collaboration • School Psychologists • Learning Specialists • Counselors • Educational Facilitators / Autism Specialists • Title I • ELL

  31. Building Capacity • Training to School Teams: • Positive Behavior Supports • Managing Escalating Behaviors • Understanding Sensory Breaks, Calming Breaks, and Time Outs • Teaching Independence • Crisis Response and Safety • Functional Behavior Assessment • Tools and Resources

  32. The Referral Process

  33. Who can refer? • Regular Ed Referrals: • Building Liaison (counselors, principals, etc.). • Coordinated with the EBIS team. • Special Ed Referrals: • Psychs / Counselors • Learning Specialists • Principals

  34. How can my school make a referral for an individual student? Level 1: Consultation • Team training • Observations / data collection • Developing materials (point cards, visual schedules, calming cards, etc.) • File Review • Developing an FBA • Developing a Behavior Support Plan (BSP) • Setting up a data system • If SpEd: Developing behavior goals for the IEP • I need someone to make a coffee run

  35. Level II: An FBA, behavior plan, and data system are in place. If the student is SpEd, the team has reviewed and updated the IEP within the past month. We need help with: • Team training on the student’s Behavior Support Plan (BSP) • Technical support for revising the FBA, BSP, and/or data system • Trouble-shooting the BSP: We tried the plan, it didn’t work, and need help figuring out why. • Additional adult support for implementation of the behavior plan • Consultation with family to develop a home behavior program • OIS Training

  36. Note: In order to receive IA support, OIS training, or home consultation from the behavior support team, an FBA, behavior plan, and data collection system must be in place.

  37. Level III: (for Special Education only) The IEP team has completed the following steps and may be considering a change in placement: • Level II consultation from the Behavior Support Team • A review of the student’s eligibility and IEP, including additional evaluations that are needed • A review of the student’s data, with responsive revisions to the BSP

  38. What happens after we make a referral? • Someone from the Behavior Support Team will contact you to set up an initial meeting to: • Discuss your concerns for the student • Make a plan for how you would like the team to assist you • Develop a timeline • Make a plan for collecting data (ODE requirement) • The team will meet again at the end of the first checkpoint to debrief and determine next steps.

  39. The Consultation Process

  40. The Consultation Process: • Intake • Observations • Develop FBA • Develop BSP • Training • Implementation • Fidelity Support • Data Collection and Analysis • Observations • Ongoing Training

  41. Working Within the EBIS Triangle

  42. “Our Triangle” HIGHLYIndividualized Systems ~5% Family meetings/contracts, in-home supports, weekly meetings, instructional rounds/classroom management coaching, one on one support during difficult settings, etc. ~15% K-8 Top 5%: Behavior Support Team Caseload (70-80 students) ~80% of Students: Consult, FBA obs./support , BSP plan tweaks, schedule/teacher change, protocol formation, materials, etc.

  43. Experiences

  44. Challenges

  45. Opinions • Referral process: pros and cons • Navigating the systems • Playing my part • Kid driven • Fighting the good fight

  46. Learning From Our Mistakes: Top 10 Collaboration Strategies

  47. 1. Do the legwork Materials, pointcards, typing plans, etc. to free people up to focus on learning new skills, planning, teaching, etc. Our goal is always to help people with the hardest part – implementing the plan.

  48. What we do: • Make materials, pointcards, etc. • Type things • Observe, collect data • Follow the plan • Make charts and graphs • Provide an extra pair of eyes, ears, and hands • Facillitate meetings What we don’t do: • Create an FBA or BSP outside of the team process. • Take daily data

  49. 2. Facilitate Communication • Avoid email • Schedule Drive-by’s • Anticipate needs • Ask questions • Establish a flow of communication

  50. 3. Steal Ideas From Everyone “I like that, can I use it?”  4. Work ahead. Make extras to hand out at trainings, meetings, etc., then follow up with assistance on how to use them. 5. Snoop and ask questions. Who’s in the office today?