Transcript Slide 1

TIER 2: DAILY PROCEDURES
Check In- Check Out Liaison Procedures and Responsibilities
Each morning:
Greet students between 8:00 and 8:20
If student does not show up then Follow up in morning holding area or visit classroom after morning announcements
Students need cards right away in the morning even if a classroom visit is necessary – unless absent a student
should get their card in the morning
Set procedures for morning routine…
What to do if CICO Liaison is absent?
What to do if CICO Liaison is in a meeting?
How long to wait?
Review expectations with students for day
This might include:
Positives from the day before
Areas to improve upon
Check homework – all done?
Ways to improve day
File returned card – if not returned call parent…
Each Afternoon:
Be on time in the guidance office to meet students.
At 2:35, if a student has not arrived please call room to remind.
Review students Behavior Report Card
Total points
Discuss high points of the day
Discuss areas for improvement, be specific - have students give examples that would be the right things to do in an
area that they scored low
How close are they to their goal?
Does the student have their homework?
Actually look at their planner or class notebook to see they are organized
Do they need to clean out their backpack?
If student has earned reward, help them get it
If the student has extra time continually, ask them to come later or send them back to class if there is no reward
Let students know of the next day’s morning schedule… Making student aware of the schedule will help them be responsible
for morning check in
Lake Park Elementary Tier 2
Teacher Nomination Form
Teacher: ____________________________
The first step is to identify all students in your class or across your day who are of concern to you on two categories
of inappropriate behavior: externalizing and internalizing behaviors.
If you are a related arts or any other type of teacher who interacts with many students throughout the day, you will
identify the top students across your day rather than by class.
Externalizing behaviors are those behaviors that are displayed outwardly by the child towards an external social
event in the environment. Externalizing behaviors typically occur too often or too much. Examples include
aggression towards people, animals, or things; arguing; defiance; out of seat; calling out; tantrums; noncompliance; hyperactivity; stealing; and not following directions. Internalizing behaviors are those behaviors that
are displayed inwardly towards the self.
Internalizing behaviors typically are self-imposed, do not occur frequently enough, and appear to allow the student
to avoid social events. Examples include not interacting with other people, overly shy or timid, withdrawing or
avoiding social situations, fearful; and not standing up for one’s self.
Examples of externalizing behaviors:
• Aggression to others or things
• Arguing
• Hyperactivity
• Non-compliance
• Disruptive
• Defiance
• Stealing
• Not following directions
• Calling out
Examples of internalizing behaviors:
• Exhibits sadness or depression
• Sleeps a lot
• Very shy or timid
• Is teased or bullied by peers
• Does not participate in games
• Acts fearful
• Does not stand up for self
• Self-injury (cutting self, head banging)
• Withdrawn
Step 1) List the students in your class or throughout your day who exhibit externalizing
or internalizing behaviors. You do not have to list them in order. (**Please note it is not
necessary to fill in all lines.)
Student Name
I or E
____________________
_________
____________________
_________
____________________
_________
____________________
_________
____________________
_________
Step 2) Go back to your list generated above and write an “E” next to students who
exhibit externalizing behaviors and an “I” next to students who exhibit internalizing behaviors.
Step 3) Using your list generated above, rank your top externalizing student and your
top internalizing student below.
Check “YES” if you have personally taught the expectations to the student. “Personally
taught” is defined as: Having discussed each school-wide expectation one-on-one with the
student, after which the student demonstrates an understanding of each of the concepts.
Check “YES” if you have personally given a School-wide PBS reward to the student.
Academic
Personally Taught
Personally Given
Externalizing
Concerns
Expectations
PBS
Reward
1. __________________ ____ Yes ____ Yes
____ Yes
Academic
Personally Taught
Personally Given
Internalizing
Concerns
Expectations
PBS
Reward
1. __________________ ____ Yes ____ Yes
____ Yes
Special Considerations:
Pawsome Check-In/Check-Out Contract (all parties must sign)
Goal: To assist _______________________ in his/her behavioral and academic progress so that he/she can be more successful in school.
Expectations for Responsible Student Behavior
1. Show kindness and respect
2. Only do your best
3. Attendance is important
4. Responsibility is the rest
This plan is designed to help you become a better self-manager of your behavior.
In order to assist you, a Behavior Progress Report will be used to remind and support your efforts to meet the school-wide expectations for
behavior.
Student Responsibilities:
• Check-in with your assigned coordinator every morning between 8:15 and 8:30 a.m. to go over your daily goals.
• Bring the progress report to class and have your teacher fill it out by the end of the day.
• Check-out with your coordinator at 2:30 every day AND bring your progress report with you for review.
• Have your progress report signed every night by your parent/guardian.
Parent Responsibilities:
• Review the contract with your child and sign it.
• Discuss the goals with your child and support them in their efforts.
• Sign the progress report nightly.
• Accept the evaluations of the teachers and staff participating.
• Reward your child as he/she meets their goals.
Teacher Responsibilities:
• Complete the Teacher Referral Information Sheet.
• Evaluate the student’s progress toward meeting their goals on the progress report.
• Provide the student with positive feedback when they demonstrate the desired behaviors.
CICO Officer Responsibilities:
• Facilitate Check-in/Check-out.
• Provide student with positive and constructive feedback.
• Inform the student ahead of time (if possible) if you are going to be absent.
I have read and understood the expectations of the contract. By signing this contract, I accept my responsibilities of a team member of the
Pawsome Check in/ Check-out program.
Student’s signature: _____________________
Date: ___________
Parent’s signature: ______________________
Date: ___________
Teacher’s signature: _____________________
Date: ___________
CICO Officer’s signature: _________________
Date: ___________
Student Name
Related Arts
Literacy Block
Lunch/Recess
Social Studies /
Science
Math
Dismissal / Pack Up
(Homework Check)
Date:
3 point s
2 point s
1point
3 point s
2 point s
1point
3 point s
2 point s
1point
3 point s
2 point s
1point
3 point s
2 point s
1point
3 point s
2 point s
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
Gold - Great
Job! 3 points
________ points earned out of a possible 54 points = ________% of points Earned
Silver - Watch Out, Stay
Focused! 2 points
Student's Daily Goal: ________ points or ________ %. Goal Achieved?
Y
N
Bronze - You Need to Teacher Comments:
Try Harder 1 point
Parent Signature:
Student Name
Parent Comments:
Related Arts
Literacy Block
Lunch/Recess
Social Studies /
Science
Math
Dismissal / Pack Up
(Homework Check)
Date:
Gold - Great
Job! 3 points
Silver - Watch Out, Stay
Focused! 2 points
3 point s
2 point s
1point
3 point s
2 point s
1point
3 point s
2 point s
1point
3 point s
2 point s
1point
3 point s
2 point s
1point
3 point s
2 point s
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
1point
3 poi nt s
2 point s
________ points earned out of a possible 54 points = ________% of points Earned
Student's Daily Goal: ________ points or ________ %. Goal Achieved?
Bronze - You Need to Teacher Comments:
Try Harder 1 point
Y
N
Sample Tier 3 Behavior Plan
Child’s name is fictitious.
The District School Board of Collier County
Exceptional Student Education
Functional Behavior Assessment
Date(s) of Assessment: 1/14/09 – 1/29/2009
Student: Don Johnson
School: Lake Park Elementary School
DOB: ##/##/####
ID# #######
Teachers: Ms. ******, Ms. ********
Age: 7 Years, 10 Months
Exceptionality: Other Health Impaired
IEP Date: 1/29/2009
Multidisciplinary Team
Administrator: Ms. *********
Parents: Mr. ********, Ms. **********
ESE Specialist: Ms. *********
Other Team Members: Ms.******, Mr********, Ms. ******, Ms. *******
School Psychologist: Ms. *********
Behavior Analyst: Mr. ***********
A Brief Description of the Student:
Don is a seven-year-old boy who currently attends Lake Park Elementary School. He participates in a typical first grade classroom. He receives
additional instruction in reading and is currently being evaluated for potential occupational therapy services. A functional behavior
assessment and positive behavior intervention plan were requested by the IEP team due to the student’s frequent inappropriate behavior
incidents. Specifically, Don can become quite disruptive in class, he may yell/protest, call peers or adults inappropriate names, act too
silly, or make noises with his pencil, hands, or mouth. At times, he refuses to do his work and/or accept assistance from others. He tends
to react impulsively and has become physically aggressive (e.g., hitting, pushing, kicking, etc.) towards his peers when they have done
something to him unintentionally. Don often places blame on others for the things he does and views his consequences as other people
being mean to him instead of a result of his actions. He seems to have little empathy for those around him and tends not to see things
from other peoples’ perspective. He has stated on various occasions that he “hates” certain individuals (usually his teachers) and/or that
everybody hates him. He often lacks basic social etiquette (e.g., saying “Please…” and “Thank you…,” apologizing to others if he bumps
into them, helping others in need, complimenting others, etc.). The purpose of this functional behavior assessment is to estimate why,
and in what situations, Don exhibits these behaviors. With this information, a positive behavior intervention plan has been developed.
The strategies in this plan should reduce, and hopefully eliminate, Don’s inappropriate behavior while teaching him to use appropriate
replacement behavior that serves the same function.
•Behavior Description
Behavior
Description
Disruptive Behavior Yelling, protesting, name calling, making noises (slapping desk, tapping pencil,
etc.), laying on the floor, talking when he shouldn’t, acting silly (e.g., making
exaggerated movements, funny comments, etc.)
Physical Aggression Hitting, pushing/shoving, kicking (mostly towards peers but has become aggressive
towards adults as well).
Disrespectful
May include, but not limited to, the following: name calling (peers or adults),
Behavior
failing to answer direct questions, mumbling when talking to authority figures,
purposely doing something he was told not to do, refusing to work, bumping into
others without apologizing, refusing to be someone’s partner when he is asked.
Target Behavior(s)
Disruptive
Not Following
Directions
Disrespectful/Unkind
Date(s)
1/9, 1/12,
1/13,
1/15,
1/20
Time
Various
depending
on setting
Duration
30 minutes
to 1 hour
½ hour
intervals
for scatter
plot
Setting
Method(s)
Classroom, Anecdotal,
Music
Frequency
Room,
Data,
Cafeteria, Scatter Plot
Technology
Lab
Barreto,Cole - Behavior Baseline Data
Inappropriate Behavior (Interval Frequency)
6
5
4
3
2
Disruption
1
Not Follow ing Directions
Disrespectfull/Unkind
0
10/18/2007 Music
11/12/2007 Classroom
11/13/2007
Classroom/Tech
Dates
11/15/2007 Classroom
11/20/2007 Cafeteria
Observer(s)
*****,
******,
******
Positive Behavior Intervention Plan
Plan Adopted On: 1/29/2009
Student: Don Johnson
DOB: ##/##/####
ID# #######
Age: 7 Years, 10 Months
Exceptionality: Other Health Impaired
Administrator: Ms. *********
ESE Specialist: Ms. *********
School:
DOB: ##/##/####
IEP Date: 1/29/2009
Parents: Mr. ********, Ms. **********
Other Team Members: Ms.******, Mr********,
Ms. ******, Ms. *******
School Psychologist: Ms. *********
Behavior Analyst: Mr. ***********
•Student Desired School/Post-school Outcome: N/A
•Present Level of Educational Performance: Don is working below grade-level in math, reading,
and writing. He often becomes frustrated if he cannot do something or thinks something is too hard
and will sometimes refuse to ask for or accept help from others. He has difficulty generating his own
ideas for writing assignments and with spelling.
•Annual Goal: Don’s inappropriate behavior episodes consisting of disruptive behavior, disrespectful
behavior, aggression, and/or task refusal/non-compliance will decrease by 80% (i.e., 1 or less
incidents per week; current baseline = 1 or more times per day) by the end of the IEP period.
Johnson, Don – FBA 1/09
Consumable Items
Popcorn, Ice Cream
Page 3
Activity Items
Battle Ship, Video Games, SpongeBob and Magic
School Bus videos, birds, spiders, books about monsters
•Focus of Intervention Strategies: Eliminate or significantly reduce disruption, disrespect/unkindness, aggression,
and task refusal. Promote kindness, developing a sense of other people’s perspective, applying self-identified
strategies when in relevant situations (reducing impulsivity), developing a sense of self-pride and a desire for other
people’s approval.
1
REPLACEMENT BEHAVIORS TO INCREASE
Working Quietly and Compliance/Task Completion
1
TARGET BEHAVIORS TO DECREASE
Disruption/Making Noises and Non-Compliance/Task Refusal
2
3
Appropriate Play and Social Interaction (Hands to Self)
Respect for Authority and Following Directions
2
3
Aggression, Name Calling (Peers)
Name Calling; Arguing, Purposeful Inappropriate Behavior (“Pushing People’s Buttons”)
4
Respect for Others; Kindness; Using Good Manners; Appropriate Greetings
4
Disrespect for Others (e.g., not apologizing after bumping into someone, refusing to be someone’s
partner, acting ungrateful or unappreciative, ignoring someone who talks to/addresses him
Antecedent Strategies
1.
Provide Don with “break” opportunities.
If you sense something building up, ask
him if he needs to talk to or visit
someone.
1.
Let him know you can help him before he
begins a task that may be difficult for him.
1.
Give him choices so he is more in control
of what happens to him (unless he has
become disruptive). For example, “Don,
do you want to do your math now or later
instead of computer time?”
1.
Reviewing appropriate classroom
behavior during sessions with the school
counselor/behavior specialist.
1.
Create a book of potential rewards he can
earn by behaving appropriately. Certain
rewards may require more appropriate
behavior than others. Don will earn
tickets that represent the different
replacement behaviors we will be
focusing on. He must get a certain
number of each ticket in order to cash in
for the reward.
1.
Random rewards will be given by various
team members if Don is having a good
day.
Implementation Staff
Classroom Teacher, Behavior
Specialist, ESE Specialist, Related
Arts Teachers, Reading Resource
Teachers, Teacher Assistants or
other.
Needs
Data
Collection
- Tickets (Behavior Specialist)
- Break Cards (Behavior - Specialist)
- Various Rewards (Parents, - Behavior
Specialist)
- Book and Reward Choice Pictures
- Communication from Team Members
- Videos/Programs that Model or Focus
on Various Character Traits.
Daily Behavior
Sheet
Daily Reports
(Groupwise)
Implementation Date