Food for thought If a child doesn t know

Food for thought “If a child doesn’t know how to read, we teach. ” “If a child doesn’t know how to swim, we teach. ” “If a child doesn’t know how to multiply, we teach. ” “If a child doesn’t know how to drive, we teach. ” “If a child doesn’t know how to behave, we…. …teach? …. punish? “Why can’t we finish the last sentence as automatically as we do the others? ” Tom Herner (NASDE President ) Counterpoint 1998, p. 2 BALTIMORE CITY PUBLIC SCHOOLS

A Principals Overview of the Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) Policies, Procedures and Best Practices BALTIMORE CITY PUBLIC SCHOOLS

Behavior Intervention Facilitators Chris Gaither Meka Kahn Karmen Mills Eve Northrup Stephanie Parkhurst John Paz Patricia Roberts-Rose Sarah Scrivener BALTIMORE CITY PUBLIC SCHOOLS

YES/NO NO YES I feel as though my team is knowledgeable about the FBA/BIP process? My school effectively utilizes positive behavior supports to improve school climate? I feel confident that my school is effectively implementing Behavior Intervention Plans? BALTIMORE CITY PUBLIC SCHOOLS

Objectives for Professional Development Welcome Big Picture/Overview FBA/BIP defined Legal Requirements Best Practices BALTIMORE CITY PUBLIC SCHOOLS

The Big Picture What? Professional development and technical assistance for FBAs and BIPs Why? To develop high quality FBAs and BIPs Who? Baltimore City Public School Related Services Maryland Coalition for Inclusive Education Professional Development BALTIMORE CITY PUBLIC SCHOOLS

A Behavior is a Problem if it. . Results in exclusion from Classes/school Social groups Community settings Impedes social relationships Results in reduced quality of life Requires a plan to resolve! BALTIMORE CITY PUBLIC SCHOOLS

Approaches to Challenging Behavior Traditional v Reactions to behavior v Emphasize consequences v Blame the student v Focus on v Immediate environment Functional v. Supports before the behavior v. Emphasize context v. No blame v. Focus on v Restriction and readiness v Quality of whole life v Taking control over v Inclusion and choice student’s behavior v Adding power and control to student’s life BALTIMORE CITY PUBLIC SCHOOLS

Functional Behavior Assessment A team process for gathering information about situations events That predict and maintain the problem behavior.

BEHAVIOR INTERVENTION PLANS Changes to daily interactions and routines to make the target behavior unnecessary, ineffective, and inefficient BALTIMORE CITY PUBLIC SCHOOLS

BEHAVIOR INTERVENTION PLANS How to make the problem behavior unnecessary, inefficient, and ineffective v Prevention Strategies v Teaching Plan/Functionally Equivalent Replacement Behavior v Response Plan BALTIMORE CITY PUBLIC SCHOOLS

BEST PRACTICES Interpret FBAs and BIPs broadly Part of Positive Behavior Support plan Assessment Pattern tool of behavior Interfering with learning Suspensions Don’t wait until 10 days – or 8 as BCPS policy suggests BALTIMORE CITY PUBLIC SCHOOLS

BALTIMORE CITY PUBLIC SCHOOLS

Building Accountability In Your School Moving towards effective implementation Importance of collaboration BALTIMORE CITY PUBLIC SCHOOLS

Where are we now? ? ? Utilization of Positive Behavioral Supports Desire to Collaborate Strengths Knowledge of the Process BALTIMORE CITY Creative PUBLIC SCHOOLS

Issues and Challenges Implementation Skills/Knowledge Collaboration/Teaming Using Data and Individualizing Buy-In Time BALTIMORE CITY PUBLIC SCHOOLS

Results of School Social Workers and School Psychologists Trainings Over 320 trained Outcome: Increased Skills & Knowledge Outcome: Clear Picture of System Needs Implementation Collaboration BALTIMORE CITY Effective FBA’s and BIP’s PUBLIC SCHOOLS

Functions of Behavior Gain Access to Escape/Avoid (I want) (I don’t want) Tangible Social/Attention Sensory BALTIMORE CITY PUBLIC SCHOOLS

Desired Behavior vs. Replacement Behavior Desired What adults want student to do Does not serve same function as problem behavior Ultimate goal for student behavior BALTIMORE CITY Replacement An acceptable alternative to desired behavior Serves same function as problem behavior May not be ultimate goal, but a step in the right direction PUBLIC SCHOOLS

Competing Behavior Pathway O’Neil et. al (1997) Desired Alternative do work w/o complaints. Setting Events Triggers (Antecedents) after long periods of seat work given difficult math assignment Problem Behavior Leaves room, yelling, papers on floor Acceptable Alternative ask for break, ask for help. Typical Consequence points, praise, questions, more work Maintaining Consequences avoid task, removed from class

What’s in it for me? Benefits of effective and efficient FBAs/BIPs include: Improved student behavior and achievement Improved school climate Increased academic engagement Decreased referrals and suspensions Increased pro-social skills and life-long coping skills Increased confidence in classroom behavior management BALTIMORE CITY PUBLIC SCHOOLS

Your Role in Supporting FBA/BIP Process Make implementation of FBAs/BIPs part of evaluative process of staff, set high standards. Monitor suspensions to assist IEP/SST chairs to determine when to do FBAs/BIPs. Support the implementation of FBAs/BIPs with resources for positive behavior supports. BALTIMORE CITY PUBLIC SCHOOLS

In Closing…. Questions Comments BALTIMORE CITY PUBLIC SCHOOLS