Positive Behavior Support for ALL Michigan ... - Oakland Schools

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Worksheet 3.3 Sample Support Team Report Sample Support Team Report Date: Student’s Name: Grade: School: Program: Teacher: Parent Invited: (When): (By Whom): Conference type: Initial 1st 2nd 3rd 4th Meeting Follow-up Follow-up Follow-up Follow-up Concerns: Target Behavior: Progress (circle one): 1. Program goals met 2. Behavior showing improvement 3. Behavior inconsistent 4. No documentable behavior change 5. Behavior worsening Mutually agreed upon strategy: Conferring team members and titles: 1. 2. 3. 4. 5. 6. Disposition: ❑ Continue present strategy ❑ Revise strategy ❑ Case closed Copy distribution: ❑ Team members ❑ Principal ❑ Administrator(s) ❑ Parent ❑ Student Section 3 – 8
Worksheet 3.4 Support Team Checklist Support Team Checklist ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ Intervention assistance team meeting date is set and members are informed. At the meeting, members review all information and reach consensus regarding the nature of the problem. Team members brainstorm to explore a variety of alternative intervention strategies that may offer a solution to the problem. Each strategy is evaluated and prioritized. One or more intervention strategies are selected. Related material and human resources for assisting in the implementation of the intervention strategies are identified. A written intervention plan that includes selected intervention strategies, identified related material and human resources, and timelines for implementation is developed. Responsibilities for carrying out the recommended plan are established. A date is set for reviewing the effectiveness of the plan. If the plan is successful and no further assistance is needed, the case is closed. If the plan is not effective and further assistance is needed, another team meeting date is set. The team reviews the original intervention plan and additional information to seek agreement on the nature of the problem. Once again, a variety of intervention strategies is explored and evaluated. Strategies are prioritized and selected. A new plan that may include new materials and human resources and timelines is developed. A date for review of the new plan is established. When the team agrees that everything possible has been done and the problem still has not been solved, the pupil may be referred for a multifactored evaluation. A record of each team meeting is maintained. Adapted from National Association of School Psychologists (1998) Section 3 – 9
Page 1 and 2: MDE Michigan Department of Educatio
Page 3 and 4: MDE Michigan Department of Educatio
Page 5 and 6: Reviewers Kathy Al-Rubaiy, Superint
Page 7 and 8: Introduction - 4
Page 9 and 10: Introduction - 6
Page 11 and 12: Section 4 - Completing a Functional
Page 13 and 14: Basic Skill Builders: A Precision T
Page 15 and 16: Section 1 Exploring Beliefs and Def
Page 17 and 18: • Learning and behavior problems
Page 19 and 20: • Greater student self-control an
Page 21 and 22: Section 2 Assessing the Status of P
Page 23 and 24: • Schoolwide reward structure is
Page 25 and 26: Positive Behavior Support Works! Ge
Page 27 and 28: Two county school districts in Flor
Page 29 and 30: liked him, and helped him when he n
Page 31 and 32: Assessing and Planning Positive Beh
Page 33 and 34: Worksheet 2.2 (con’t) District-Wi
Page 35 and 36: Worksheet 2.3 (con’t) Building-Ba
Page 37 and 38: Worksheet 2.4 (con’t) Classroom-B
Page 39 and 40: Worksheet 2.5 (con’t) Individual
Page 41 and 42: 5. Check one system to ❑ District
Page 43 and 44: Section 3 Building a Model Positive
Page 45 and 46: • Shared common goal and purpose
Page 47 and 48: • During lunch time • During a
Page 49: Worksheet 3.2 Sample Support Team W
Page 53 and 54: Worksheet 3.5 (con’t) In your opi
Page 55 and 56: Section 4 Completing a Functional A
Page 57 and 58: • For successfully and thoroughly
Page 59 and 60: Figure 4.1 Functional Assessment of
Page 61 and 62: • Analysis applied for time, plac
Page 63 and 64: ❑ ❑ ❑ Student limited self co
Page 65 and 66: ❑ ❑ Peer tutoring Other Suspect
Page 67 and 68: ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑
Page 69 and 70: Section 5 Collaborating on a Positi
Page 71 and 72: Figure 5.1. Positive Behavior Suppo
Page 73 and 74: Worksheet 5.1 Initial Planning for
Page 75 and 76: Worksheet 5.1 (con’t) Set timer f
Page 77 and 78: Trials of this collaboration exampl
Page 79 and 80: Worksheet 5.2 (con’t) What functi
Page 81 and 82: Worksheet 5.3 (con’t) Plan Evalua
Page 83 and 84: Worksheet 5.4 (con’t) Functional
Page 85 and 86: D. Use the “1-6” scale to indic
Page 87 and 88: Worksheet 5.4 (con’t) Case Illust
Page 89 and 90: Section 6 Linking Positive Behavior
Page 91 and 92: cognitive, or emotional impairments
Page 93 and 94: programs and services. In determini
Page 95 and 96: Ideally, effective IEPs document sh
Page 97 and 98: • Ancillary and other related ser
Page 99 and 100: Manifestation Determination Review
Page 101 and 102:
General Change of Placement A gener
Page 103 and 104:
When a placement is made by a court
Page 105 and 106:
Section 7 Designing Positive Behavi
Page 107 and 108:
C. Select and Teach Replacement Beh
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• Up to 25.6% of eighth-grade stu
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Life experiences define a person’
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Table 7.1. Sociocultural Considerat
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Section 8 Responding to Emergency S
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closely review P.A. 102, the Statew
Page 119 and 120:
Section 9 Conclusion We have come a
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Section 10 Resources If you want tr
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California: Positive Interventions
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Commercially Available Resources: C
Page 127 and 128:
9. Life Space Intervention: Talking
Page 129 and 130:
tangible. The scale poses questions
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Suggested Websites • Center for E
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17. Transition from activity to act
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Survey: Preventing and Responding t
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Does your school… 9. Take steps t
Page 139 and 140:
At-a-Glance Comparison of Tradition
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Section 11 Assessment Tools on Disk
Page 143 and 144:
Section 12 Glossary
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Direct observation: a method used t
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Section 13 References and Supportin
Page 149 and 150:
Cartledge, G. (1996). Cultural dive
Page 151 and 152:
Hollinger, J. (1987). Social skills
Page 153 and 154:
Mueller, F., Jenson, W. R., Reavis,
Page 155 and 156:
Sugai, G., Horner, R., & Sprague, J
Page 157 and 158:
Section 14 Reader Response
Page 159 and 160:
Michigan Department of Education At
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Positive Behavior Support for ALL Michigan ... - Oakland Schools

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