FROM YOUR VUSD SPECIAL EDUCATION DEPARTMENT

PRESENTED AND CREATED BY….

JEREMY FOWLER, MAJFOWLER@VACAVILLEUSD.ORG

2015 Paraprofessional Development

Did Everyone Get the Invite?

The Question Box

There is a question box present today, and it will continue to be present at the subsequent development days. Drop in a question and we will answer a few of them at the next training first thing.

Time Sheets

You will be handed a time sheet as you leave. Please see where the time sheets will be located.

You may also choose to get Professional Growth. You may choose that rather than a time sheet.

You may only choose one or the other.

However….

You only have the option of TS or PG if you are here beyond your normal duty day.

Evaluations

We ask that you take the time to fill out evaluations for the module when the module concludes. We want to deliver quality and necessary Professional Development that will be useful in the classroom.

Module 1: Understanding the BIP

Presenter: Jeremy Fowler

The Content: The site level structure for Positive Behavior supports. When to create a BIP and who supports that (para input

and data collection, school psych oversight). Who is in charge of the BIP? What if I don’t know who

has a BIP? The components of the plan, BIP evaluation, Changing

the plan.

Module 2: Positive Behavior Supports and Basic Classroom Management

Presenters: Jeremy Fowler, Jennifer Alexis, Sissy Keck, and Derek Wickliff.

The content: Classroom management versus discipline. Think Harry

Wong. What are the components of a well-managed classroom. Helping students stay on task and focused Dealing with common behavior problems in the

classroom. The “Top 10”. Positive Discipline and district policy regarding

discipline.

Module 3: The Special Education Process

Presenters: Michelle Mann, Jennifer Iacuaniello-Mullen, Melissa Bouchoukian.

The Content: Topic 1: Eligibility areas. Using assessment to

determine needs to create goals. Assessment – Needs – Goals – Ongoing evaluation

Topic 2: Characteristics and of a student with _____________ and typical ways to deal with that dynamic of student? ADHD ED ASD ODD

Module 4: Data Collection

Presenters: Jeremy Fowler, Anne Corona, Jennifer Alexis, Josh Sturgis

The Content: Interval, frequency, latency, duration, ABC, etc. How do I collect data efficiently? For how long? When? Where?

Under what conditions? When will I collect data? Why shouldn’t I take notes on a pad of paper? How do I know what data to take? Changing/shaping behaviors over time….using the data for

change. SELPA policy on special circumstance instruction/para The VUSD process for getting additional adult support

Module 5: The Paraprofessional Handbook

Who will present: Janet Dietrich, Cheryl Ramos, Muriel Clack

The topics covered may include but are not limited to:

The paraprofessional handbook will be presented. Best practices interventions. Who directly supervises the Paraprofessionals. Teaching in the classroom, talking with parents, etc.

Module 6: Building Independence in Students With Exceptional Needs

Presenters: Jeremy Fowler, Anne Corona, Jennifer Alexis, Cheryl Ramos, Mindy Barberis.

Content: Identifying problematic areas using goals. Establishing if the student is meeting goals by using data. Looking at accommodations and modifications. Can the student access and use multiple adults in the room

for support? How/when to phase out direct adult support. Will I lose my job when my student phases out of direct

adult support?

Now to the Task at Hand

BEHAVIORINTERVENTION

PLANS

Purpose

To know when a BIP is required.

To answer what happens if the BIP is not being followed?

To figure out if Jeremy is a BIP.

Understand the most important aspects of the BIP for the classroom paraprofessional.

To figure out what to do if the BIP is poorly written, does not work (different than poorly written), or does not exist.

Okay…So what is a BIP?

BIP stands for: Behavior Intervention Plan.This term comes to us from Federal

guidelines.The old state guidelines have been removed.

Some of the old terms associated with the state guidelines are: BSP (Behavior Support Plan) FAA (Functional Analysis Assessment)

A BIP can be written for any student who has behavior impeding the learning of self or others.

Why do we use Behavior Intervention Plans?

When we look at behavior under a microscope so we can understand it, the next logical step is that we need to know what to do about it.

Understanding a behavior and the subsequent doing thereafter is called: Applied Behavior Analysis.

The BIP form is a way to organize all of this so that it is legally defensible and logical.

Okay Jeremy…..so explain to me the logic

Simply Put…..

A BIP has five main parts essential for practical application in order to reduce an impeding behavior.

1. What behavior are we dealing with?2. When does it happen? What triggers the behavior?3. How can we stop it from happening in the first

place?4. What can we offer the student that is the equivalent

to the impeding behavior, but a little less interfering.

5. How can we reinforce the student in a positive manner so that the impeding behavior goes away?

Reality Check….

If the team is not implementing the BIP, then you are not implementing the IEP.

BIP’s are written for any student who’s behavior is getting in the way of their learning. THE BIP IS ACTUALLY FOR THE ADULTS!!!!

Reinforcer = anything that increases the chances that a behavior will happen again. (Ever seen this question before?)

Behavior is learned!! Behavior is not equally reinforcing in all environments.

Therefore, behavior plans are environmentally specific. (Ever hear of the parent who says the behavior does not happen at home?)

The ABA process that is inherent on the BIP form is the only research supported behavior change theory in education.

POP QUIZ!

What is the problem with not implementing the BIP?

Where does the term BIP come from?

Fill in the blank……

A reinforcer is anything that ___________ the chances that a behavior will happen again.

TIME TO GET….

Remember, the BIP is what the adult needs to provide for the child so that the child can be successful.

DANGEROUS!

What Every Paraprofessional Should Have in Their Toolkit…

The most important lines of the BIP for your immediate intervention needs are:

Line 1 – What is the behavior impeding learning.Line 5 – What are the predictors of the behavior (when does it happen)?Line 7 – How do I make changes to the environment, based on what the predictors were in line 5, so that the behavior happens less.Line 9 – What skill am I asking the child to do rather than have them use the behavior listed in line 1. Line 11 – How will in reinforce (increase) the student to use the line 9 behavior rather than the line 1 behavior.

Now…Don’t Get Me Wrong

The other lines are very important to the ABA theory followed by using the BIP form.

If your plan is failing and not preventing the behavior from happening, you may need to look at the other lines in depth for further information.

Also, the other lines are legally part of the IEP, so you will need refer to them at some point.

Line 12 tells you how to react if the behavior happens anyway.

WHAT I AM PRESENTING TO YOU TODAY IS SOMETHING YOU CAN LOOK OVER IMMEIDATELY AND QUICKLY. Let’s get back to those 5 lines in depth.

Line 1 – What it should read

A clear definition of the behavior that is impeding the student’s learning. You should be able to close your eyes and picture it!!! It must be simple and clear. You should be able to tally it as it happens.

Bad definition – Jeremy is being disruptive and bothersome to others. He does not listen to staff. He does not like schoolwork. He is not motivated to be at school. He is a bit lazy.

Better definition – After two prompts by staff, Jeremy will not refrain from: getting out of his seat during instruction, making flatulation noises with his mouth, talking across the room without permission about things not related to the topic.

Line 5 – What it should read

The environmental settings should be explained in detail when the behavior is more likely to occur.

Bad – The behavior happens all the time non-stop. He is not motivated to do much. It is not completely predictable.

Better – When student is required to create written output. When the student is asked to run during PE. During academic tasks which last longer than 15 minutes in duration non-stop.

Line 7 – What it should read

Every predictor in line 5 should have a fix. Line 7 should clearly state what the fix will be. Line 7 is what the adults are going to do to the environment to support the student.

Bad – Jeremy will ask for help when he needs it. He will follow directions and not be disruptive. He will talk during appropriate times. He will sign a “I will not make flatulate noises” contract.

Better – During writing tasks, Jeremy can write his answers on a white board or the teacher will provide him fill in the blank writing when appropriate. Jeremy will be allowed to walk and run during PE. He can run the mile with any SDC staff rather than during PE with the other students, as long as he does so within 2 days. Every 15 minutes, when the task is continuous, staff will prompt Jeremy (or the whole class for that matter) to stand up and stretch.

Line 9 – What it should read

The rationale behind line 9 is that the student is demonstrating impeding behavior which is listed in line 1. You want the line 1 behavior to go away. So now you are going to have the student try to use the behavior in line 9. In order for this to work, you need to make sure that when the student does the behavior in line 9, that you have it get them the same thing as the line 1 behavior gets them. If you do this for them, you will be giving the student a FERB (functionally equivalent replacement behavior).

Bad example in line 9 – The student will refrain from being disruptive. He will speak during appropriate times. He will receive consequences when he does not follow the rules.

Better example in line 9 – Jeremy will hand staff a “no thanks” ticket when he does not want to do a task or activity. He will have two “no thanks” tickets a day to use whenever he wishes. He will get to only skip that specific task, not the whole ELA block for example.

Line 11 – The Reinforcer

So, we are going to ask the child to do a less impeding behavior. We are going to ask them to do line 9, and not to do line 1. If we want them to do this, we should motivate the student to do so. Reinforcer = anything that increases the chances that a behavior will happen again. We need to reinforce the student to do our new line 9 behavior.

Bad example – Give Jeremy a lot of positive praise when he does a good job and refrains from being disruptive.

Better example – When Jeremy uses a ticket, give him an ink dot on a grid that will be placed on his desk. When he earns 5 dots, let him earn an item from the treasure chest. Whenever Jeremy goes a whole day and only needs to be reminded once or less to sit back down, give him two dots at the end of the day.

Your better BIP at a glance…

Line 1 – Behavior Impeding Learning: After two prompts by staff, Jeremy will not refrain from: getting out of his seat during instruction, making flatulation noises with his mouth, talking across the room without permission about things not related to the topic.

Line 5 – Predictors: When student is required to create written output. When the student is asked to run during PE. During academic tasks which last longer than 15 minutes in duration non-stop.

Line 7 – Environmental Changes: During writing tasks, Jeremy can write his answers on a white board or the teacher will provide him fill in the blank writing when appropriate. Jeremy will be allowed to walk and run during PE. He can run the mile with any SDC staff rather than during PE with the other students, as long as he does so within 2 days. Every 15 minutes, when the task is continuous, staff will prompt Jeremy (or the whole class for that matter) to stand up and stretch.

Line 9 – What the student will do instead of line 1: Jeremy will hand staff a “no thanks” ticket when he does not want to do a task or activity. He will have two “no thanks” tickets a day to use whenever he wishes. He will get to only skip that specific task, not the whole ELA block for example.

Line 11 – Reinforcement: When Jeremy uses a ticket, give him an ink dot on a grid that will be placed on his desk. When he earns 5 dots, let him earn an item from the treasure chest. Whenever Jeremy goes a whole day and only needs to be reminded once or less to sit back down, give him two dots at the end of the day.

When you go back to work…

Ask your case managers which students have BIPs. Look at lines 1, 5, 7, 9 & 11. Do they have the basic information noted as “better” from this

presentation? Approach your case manager if you need explanation about any of

those lines. If your lines need a fixin, your case manager is your first line of

defense. A BIP that needs fixing will not have logically related components in lines 1, 5, 7, 9 & 11. A BIP that needs fixing may also have some of the bad examples noted in this presentation.

You are now dangerous with BIP knowledge. Remember, you may be somewhat of an expert when you get back to your site.

If the BIP is well written, and it is still not effective, your case manager may need to lead a revision to the plan. You may have some valuable information for them about the student. Ask them if you can give them ideas about what could go in each line.

Thank you so much!!!

Stop me any time and give me feedback.

See you soon!

-Jeremy