Celebrating PBIS in our Schools

October 15th, 2014  

Positive Behavioral Interventions & Supports: (PBIS) Positive Impact – Something for your school to think about?

In 2013-14 K-Beach Elementary, Nikolaevsk School and Soldotna Elementary began their first year of implementation.  Other schools who continued a previously established PBIS framework included Homer Flex, Nikiski North Star Elementary, Ninilchik School, Redoubt Elementary, and Sterling Elementary.  In 2014-15, three schools will begin implmenting PBIS practices:  Razdolna School, Voznesenka School, and West Homer Elementary.

PBIS practices have a direct impact on the learning of students in participating KPBSD schools.

In the eight school implementing PBIS in 2013-14 there was a combined total of 362 fewer Office Discipline Referrals than last school year.  This equates to an estimated gain of 16,290 minutes of academic engaged time for students in the schools, which is the equivalent of 271.5 hours or roughly 45 school days of learning!

2014 ASSEC Presentations from KPBSD Staff

February 25th, 2014  

Four of our own KPBSD staff presented at the 2014 Alaska Statewide Special Education Conference (ASSEC) in Anchorage.  Copies of their presentations are posted below.

Please contact the presenters if you would like additional information about any of these programs or topics.

bullet-point-image-7Data Collection and the IEP: Easily Show Progress to Parents, Administrators & Students – Tim Galpin, Soldotna Elementary

bullet-point-image-7Getting Started with Applied Behavior Analysis – Amy Sundheim, Homer Area (with Chris Sturm, UAA Center for Human Development)

bullet-point-image-7Building Academic Vocabulary: A Program that Dramatically Increases Reading Comprehension for Special Education Students – Dr. Tim McIntyre & Holly Zwink, Kenai Central High School

Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs)

February 13th, 2014  

Note: This information may no longer be accurate.  For the most recent information about the FBA/BIP Process, click here.

 

FBAs (Functional Behavior Assessments) and BIPs/ PBSPs (Behavior Intervention Plans / Positive Behavior Support Plans) – More (& a Little Different) Information!!!

Consent to Evaluate is required when the school will use additional testing data to complete the FBA – meaning a BASC or other specific assessment. If additional testing info is not required, then a consent to evaluate is not needed. All general ed students must still go through Iteam for a FBA referral.  Regardless of how a FBA is initiated, parents must always understand what is happening and why.

Guidelines for turning in your BIPs / PBSPs include:
1.  In general, if a BIP is written for severe behavior where interventions such as using restraints, safe rooms or contacting the police are included in the plan, signatures should be gathered from team members including the parent. For all others, signatures are not required.

2.  For a BIP developed in coordination with the annual review, turn in the BIP with the other paperwork as a part of the IEP.

3.  For a BIP developed outside of the annual review, the following paperwork is needed:  Invitation to a meeting, BIP, PWN (include the wording that the BIP will be updated as needed and how that will be communicated with the parent), and a signature page if #1 above is a factor.

And….FBAs will soon be available in the sped database!!

Questions?  Contact your school psychologist for more information.

 

 

October/November 2013 FAQs

November 5th, 2013  

Note: This information may no longer be accurate.  For the most recent information about the FBA/BIP Process, click here.

FAQs

Q: How can I address behavior through the IEP for one of my students? And what do I need to turn in for paperwork?

A: When a student’s behavior is persistent and pervasive and impedes his / her learning or that of others, the IEP team must consider the use of positive behavioral interventions and support, and other strategies, to address that behavior. For students with IEPs, this can be accomplished in a couple of ways:

1. If a student’s team has determined that a Behavior Intervention Plan (BIP) is appropriate, or for a student whose disciplinary violation is a manifestation of the disability, the IEP team must include a BIP in the IEP to address the behavioral needs of the student.

2. Team may address behavior through annual goals in the IEP. The IEP may include modifications, support for teachers, and any related services necessary to achieve those behavioral goals. In addition, if the student needs a BIP to improve learning and socialization, the BIP is included in the IEP and aligned with the goals in the IEP.

Teams may determine that a Functional Behavior Assessment (FBA) is necessary to provide additional insight and data in regards to the student’s behaviors. The results of the FBA will be used to determine appropriate IEP goals, create a BIP or both.

The following procedures must be used:

  • If the FBA is being conducted based on existing data only, i.e. no additional formal assessments, consent to evaluate is not required.
  • If the FBA will contain additional assessments, consent to evaluate is required.
  • After the team meets to review the FBA and determine next steps, a PWN is completed explaining what data was used to develop the FBA, whether the BIP was determined necessary and if a BIP was developed (The KPBSD Sped Manual has been updated to include a sample of this PWN).
  • All BIPs, FBAs, and the PWNs that go with them are turned in to district office.

 

Q: What do I need to do for that “This is a transition goal” checkbox on the IEP goals and objectives?

A: For those students who are age 16 or will turn 16 within the IEP year, the IEP should be transition driven. To that end, federal and state requirements include annual goals related to the student’s transition service needs. You are not required to write a separate transition goal. You are required to align the annual goals with the transition service needs so that the student’s IEP can be a coordinated set of transition services to assist the student in meeting his / her post secondary goals. Those goals that are aligned with the transition service needs should have the checkbox marked.

Check it Out!

November 4th, 2011  

Check out this website! What a great resource for behavioral interventions!

http://polkdhsd7.sharpschool.com/staff_directory/p_b_s_behavior_intervention/

Thanks to Kay Downs for passing it on!