Behavioral Assistance through Support and Education
Proactive intervention strategy for special education students experiencing emotional/behavioral difficulties. Short-term, intermittent strategy Provides Safe environment to process emotional issues Problem solving instruction Social skills instruction Consideration as an option to an office referral
BMC (Behavior Mastery Center): more restrictive Long-term (class period or day) Time-out Disciplinary consequence/punishment ISS Indicated in IEP Schedule of Services Page Deliberations Annual Goals and Objectives (accommodations)
If the student experiences immediate, significant behavior concerns, support may occur in a specialized setting. Whats the difference between Pointsheets and the PLAAFP? PLAAFP FBA BIP GOALS IEP Pointsheets collect data to show progress! Picture of the student Student presents BASE ID card to teacher Teacher fills out BASE pass (found on I: drive-> Staff - > BASE -> BASE passes)
Concerns include, but not limited to Unresolved emotional concerns that are causing frustration Unresolved conflict with peers or adults Any other problem that results in an emotional situation that is intense enough to interrupt the instructional process.
*use your best judgement: call for an escort when needed Student is exhibiting emotional/behavioral concerns that are disruptive to the learning environment of other students Student has not responded to classroom interventions (as noted in BIPbe sure to document interventions used) Student is in a crisis situation * call for escort
*proactive intervention strategy prior to an office referral* DO NOT SEND WORK WITH STUDENTS For childs safety or safety of others, please call ext 3146 for an escort. If no answer, call appropriate Code for Administrator Do not chase students If a child leaves without permission, note the time and call for someone Refrain from following student into BASE What reasons should students NOT be sent to BASE? Sleeping in class Not having materials Refusal to do work by shutting down Tardies Dress code violations Gum/candy Missing assignments or incomplete homework unless it is due to an emotional concern
IEPs contain confidential information access to BASE should be confidential Maintain confidentiality when advising a student to visit BASE Student signs in Process Sheet: reflect, generate options Transition to Guided Interventions: verbally processes with teacher Transition back to class: BASE teachers determine when student is able to return to their regularly scheduled classes If student accesses BASE 3 days per week in any one class, staffing will be initiated. Review sample point sheet Information taken straight from IEP Strategies tip sheets in folders Green folders Review actual pointsheets Review at ARD meetings Track progress/regression Determine if change of placement is needed Determine if strategies are working or not
*Data is entered daily: all incidents and pointsheets are entered into Review 360 and reviewed daily by Behavior Specialists
Classroom rules: observable, measurable, positive, only 5, no questions Visible, explicitly taught, reviewed, reinforced Create a relationship Nine Principles for consequence implementation Positive Reinforcers