1 / 43

School District 4J IPBS Schools

School District 4J IPBS Schools. 6 Elementary Schools 5 Middle Schools 3 High Schools. Critical Features of IPBS. Systematic Screening (Proactive) Progress Monitoring Tiered Interventions. SST v. IPBS. Test/Label/Place v. Evaluate/Problem Solve Intervene

raphael
Télécharger la présentation

School District 4J IPBS Schools

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. School District 4J IPBS Schools • 6 Elementary Schools • 5 Middle Schools • 3 High Schools

  2. Critical Features of IPBS • Systematic Screening (Proactive) • Progress Monitoring • Tiered Interventions

  3. SST v. IPBS • Test/Label/Place v. Evaluate/Problem Solve Intervene • Focus on Special Education v. services for all students (including SPED students) • Primary focus on behavior problems, but often academic intervention is the appropriate course of action • Teacher Input: Occurs at Student Centered Team meetings; not at the IPBS meeting. IPBS meetings serve a coordinating and monitoring function

  4. What Do We Need to Start? • Administrator Orientation (1 hour) • Create a Team • Recruit personnel to fill team roles • Allocate resources for interventions • Team member training (5 hours) in processes and procedures -- data sources; forms; communication patterns; etc. • Coaching • Attend meetings to help team establish good meeting habits • Model skills • Trainings in practices

  5. Obtaining/Maintaining Staff Buy-In • Staff Orientation • Clear, logical explanation of big ideas • Pre correct common misconceptions • Rapid Response • Action within two weeks • Clear Communication Patterns • Staff Meeting Agendas -- Summary of Current Status • Systematically seeking input

  6. IPBS Team Meets every 2 weeks Coordinates and monitors school wide behavioral interventions Analyzes data Recommends changes in interventions Student centered team Meets at least twice -- more if needed Creates a behavior support plan Determines what the intervention looks like Makes decisions about when to implement or modify an intervention Teams in IPBS Schools

  7. IPBS Team Roles • Team Leader (organizes agenda; facilitates meeting) • Process Monitor (someone whose role is to monitor group processes) • Screening Coordinator (someone who collects screening data and brings it to the meeting • Coordinators of Tier II Interventions -- CICO; Academic Seminar/Strategies; (bring progress monitor data to meetings) • Coordinator of Tier III Interventions (Behavior Support Plans based on Functional Behavioral Assessment) • Note Taker

  8. IPBS No-No’s • Admiring the problem • Blaming the student • Extended discussions of intervention possibilities we cannot deliver

  9. Administrative Support • Attend meetings • Visible support for decision-making process of teams • Allocates resources for: • Delivery of interventions • Trainings in practices; meeting times

  10. District Support • District Coach attends team meetings • Trainings in practices (CICO; FBA; Academic Seminar) provided throughout school year • Technical Assistance • Problem Solving • Modeling FBA’s • Link to district if additional resources are needed for implementation of support plans

  11. Processes • Meeting Structure • Template • Decision Making Framework • Flowchart

  12. Old Model: SST/TAT I am in my happy place… ISS? Wow, I hadn’t thought about that. What if we started an ADHD evaluation? That would help wouldn’t it? Yes, I do. He has mentioned that his stepdad is really mean and that his parents fight a lot. I bet that is really bothering him. Jeremy is just not making progress. He is really defiant and refuses to follow direction. I bet he does. You know, Jeremy is in my afternoon class and he is really difficult there too. Do you know what he did last week…. Maybe, but you know, I think that he already gets too much support; he makes excuses for his behavior. I was thinking about in-school detention. I bet it is too. Also, doesn’t’ his older sister have ADHD? Maybe he does too. He is a handful. I was thinking he should be in my mentoring group. He would really benefit from some of that support He often seems really angry when he gets to school; do you think that plays into it?

  13. Were data collected? YES NO • Problem solve data collection—determine how to get data • Collect data for 2 weeks and reconvene Are goals being met? YES NO • Celebrate and continue • Have plan for fading Is plan being implemented as designed? YES NO • Modify intervention • Consider move to next level • Problem solve barriers to implementation • Collect data and reconvene in 2 weeks C Anderson U Oregon March 2010

  14. Practices • Secondary Prevention: Targeted Interventions applied similarly to students with similar needs • CICO • Social Skills (Anger Management Groups; Friendship Groups; etc.) • “ABC” Intervention (Transformers; Academic Seminar) • Tertiary Prevention • Functional Behavior Assessment and Individualized Behavior Support Planning

  15. Why Do People Behave? Modeling? Accident?Instinct? Condition?? Why Do People Continue Behaving? IT WORKS!

  16. A Functional Framework • What functions of problem behavior does each intervention address? • Sustained training/implementation creates the habit of staff members looking at behavior from a functional point of view • Instead of “blame the child/family” the focus is on “what are we doing to set the child up for success/failure?” The system of IPBS helps to create a functional framework

  17. Maintaining Consequences • By far, the most common functions of problem behavior in schools are to: • Obtain Adult Attention • Obtain Peer Attention • Avoid/Escape/Delay an Aversive Academic Task

  18. Tertiary Intervention • Individualized Behavior Support Planning based on a Functional Behavioral Assessment • Efficient FBA at the school level • Expert driven FBA with assistance from behavior specialist • Added resources/supports for plan implementation

  19. Trainings in Practices • CICO Training -- September • FBA I -- October • FBA II -- November • FBA III -- January • AI/IIPM/Spy Training? TBA • Social Skills Targeted Intervention Training? TBA

  20. Data • Screening Data • Progress Monitor Data • Outcome Data

  21. Screening Data • ODR (SWIS) Data • Easy CBM Data • OAKS Data • Grades • Request for Assistance • Attendance Data

  22. Progress Monitor Data • SWIS CICO Data • Survey Monkey or Google Docs Teacher Feedback Data • Teacher Feedback Forms • School Success Pre-post Assessment

  23. Sample survey

  24. Goal Line 1/13 1/20 1/25 2/3 2/8 2/16 2/23 3/2 Weekly SM averages, across teachers, for AA

  25. Outcome Data • ODR Data • Consumer Satisfaction Data

  26. IPBS: The Big Ideas • Do the easy stuff first (efficiency is a major goal) • Processes are as important as practices • Use of Evidence Based Practices • Teaming is critical • Administrative support is critical • Data Based Decision Making

  27. Student Centered TeamEffective Intervention Requires: • Knowledge about the individual student • His/her behavior, interests, strengths, challenges, future • Knowledge about the context • Instructional goals, curriculum, social contingencies, schedule, physical setting. • Knowledge about behavioral technology • Elements of behavior • Principles of behavior • Intervention strategies Leah

More Related