Update on Work of Great Prairie AEA Behavioral Team

November, 2008

Outline

• Review of Mission of Behavioral Team

• Goals for 2008-2009 School Year

• Overview of Selected Work

• Discussion

Mission

• GPAEA Behavioral Resource Team will be the recognized leader in providing all children of GPAEA the opportunity and resources they need to meet their social, emotional and behavioral needs, thereby positively impacting student achievement.

2008-2009 Goals

• Provide leadership and partner with early childhood, LEA, AEA and other service providers in the development, implementation and maintenance of research-based services and programs in the social, emotional and behavioral areas.

2008-2009 Goals

• Conduct focused research activities, including needs assessments and data analysis related to meeting the social, emotional and behavioral needs of students.

2008-2009 Goals

• Provide leadership through professional development and technical assistance in the identification and implementation of behavioral supports.

2008-2009 Goals

• Evaluate the effectiveness of social, emotional and behavioral interventions across the AEA.

Research Based Practices

• Plans to refine use of AEA Website as source of information on practices with research base.

• Team members involvement across areas such as autism, early childhood

• Mental Health Development - TeenScreen

• Development of internal AEA resources

Focused Research Activities

• Study of I-Plan Implementation (07-08 year plans)

• Study of IEP Behavioral Goals• Study of Functional Behavioral Assessment

Implementation• Study of Behavioral Intervention Plan

Implementation• Other areas (Manifestation Determination,

Implem. of E-B Practices)

Steps in I-Plan, Beh Goals, FBA & BIP Studies

• Development of Instruments

• Presentation/Discussion with Dr. Becker, Regional Directors

• Field-Testing of Instruments

• Sample, Population Selection

• Data Analysis

• Implications, Discussion

A Look . . .

At our recent I-Plan Study

Overview of I-Plan Study

• Developed format for reviewing I-Plans in behavioral area.

• Determined number of I-Plans developed in 07-08 school year that were focused on behavior (total 173). Represented approximately 23% of all I-Plans.

• Randomly selected stratified sample of behavioral I-Plans.

• Selected I-Plans reviewed by two members of behavioral team (exception High School)

Sample

• Preschool (10 - 45% of all)

• Elementary (20 - 16% of all)

• Middle (10 - 48% of all)

• High School (5 - 100% of all)

• Total Sample - 45 Beh. I-Plans

Developing Format for Review

• Format developed from content of AEA procedural manual.

• Draft of format presented to team with discussion of needed changes.

• Team review of selected I-Plans.• Comparison of individual team ratings using

format.• Determination of acceptable level of inter-

rater reliability.

Rubric of I-Plan Review Form

1. Clearly does not meet expectations for this component part.

4. Meets minimal standard for this component, but would be difficult to defend from a quality perspective.

7. An example of high quality in relation to this component area.

I-Plan Components

• Completeness of Demographic Information (Yes or No)

• Adequacy of Summarization of Parent Input and Participation

• Delineation of Team Meeting Dates and Brief Summary of Results

• Current Student Performance and Focus of Instruction

Current Student Performance and Focus of Instruction

– Adequacy of Specific Areas of Instruction Focus– Delineation of Current Level of Performance– Delineation of Expected Level of Performance and

Comparison– Specification of Difference Between Current Level

and Expected Level of Performance– Description of Student’s Strengths in Instructional

Area– Delineation of Multiple Sources of Data to Support

This Plan– Description of Other Factors

I-Plan Components(continued)

• Statement of Goals

• Instructional Plan and Decision Making– Strategies and Materials– Data Collection Strategy– Decision Making Plan– Monitoring Plan

Instruction Status and Team Recommendations

• Evidence Plan Was Implemented and Monitored

• Delineation of Student’s Level of Performance Following Implementation of Plan

• Specification of Discrepancy Between Performance and Expected Level.

• Specification of Team Recommendations• Follow-up Steps (If Appropriate)

Percentage of I-Plans Meeting Minimal Criteria

(Based on Broad-Band Areas)*• Statement of Goal (83.9%)• Summarization Parent Input,Part. (81.6%)• Instructional Plan and Decision Making

(79.25%)• Delineation of Team Meetings, Dates, etc.

(78.2%)• Instructional Status and Team Rec. (79.05%)• Current Student Performance and Focus of

Instruction (68.76%)• Adequacy Ratings of 4 or 7

Particular Areas of Concern Based On Specific Items*

• Description of Student’s Strengths in Instructional Area (46%)

• Delineation of Multiple Sources of Data to Support This Plan (54%)

• Description of Other Factors (66.3%)• Delineation of Expected Level of

Performance and Comparison (69%)• Percentage Meeting 4 or 7 Criteria

Some Preliminary Implications

• Need to recognize areas of relative strength (Goals, Summ. Parent Input)

• Need to focus on areas of staff development (Current student performance and focus of instruction and particular items within)

• Need to development plan for AEA support to LEA staff in I-Plan work

Another Issue of Importance

• Percentage of students going on to full and individual, and other items as specified in item e.

Outcomes Following I-Plan

• Discontinue Intensive I-Plan (27.9%)

• Move to Supp. I-Plan (4.7%)

• Continue Intensive I-Plan (15.1%)

• Review Intensive Plan (7.0%)

• Full and Ind. Eval (26.7%)

• Moved Out of Area (5.7%)

Upcoming Data Analysis

IEP Behavioral Goals, Functional Behavioral Assessments,

Behavioral Interventions Plans

Our Third Goal

Professional Development

Professional Development

• AEA Wide Training Days (School Safety, Mental Health)

• Focused Training in Areas Such as Autism, Early Childhood

• Training Related to IEP, FBA, BIP

• PBS, Olweus Training

• ICN Training

Our Fourth Goal

Evaluating Effectiveness of Programs

Evaluating Programs

• Impact of Work In Olweus Training, PBS Implementation and TeenScreen Implementation

• Behavioral Goal Progress

• Work on Defining Critical Components of Specialized Settings

In Closing

• This is some of the work of the Great Prairie Behavioral Resource Team.

• We also welcome your reactions, suggestions and input

• Discussion

• Thank you for your time!