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Technology for

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Team met to create matrix of behavioral expectations. Problem behaviors were identified and ... the more the merrier. More Frequent posting of data (weekly) ... – PowerPoint PPT presentation

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Title: Technology for


1
TASC
  • Technology for
  • Assessing
  • Student
  • Conduct

2
Before TASC
TASC
  • Team met to create matrix of behavioral
    expectations
  • Problem behaviors were identified and formed into
    Incident Referral Forms (IRF) for data collection
  • Staff- made Excel program used for data collection

3
TASC Begins
TASC
  • Administrative decision to create TASC
  • Teams met with computer programmer to develop
    TASC
  • IRF were then recreated within TASC parameters in
    dialogue with PBIS Team members and administrators

4
IRF- Yellow Sheets
TASC
5
Data Collection
TASC
  • Training done at building levels with new
    referral forms and expectation matrixes
  • Psychologists and building data input staff were
    sent to training sessions.
  • Presidents Academy created within the system
    to address training.

6
PBIS Meets TASC 2005-06
TASC
  • Matrix of expectations in place (2004)
  • PBIS committee in place
  • PBIS kickoffs - Positive behavior in the class,
    hallways, lunchroom etc.
  • Point system at the classroom level towards
    building-wide rewards
  • Expectations integrated into IRF
  • Data drives school wide interventions
  • Data identifies major problem behaviors and
    areas, defining interventions (Areas for Kick
    Offs and Retraining)
  • Motivation provided within the classroom, major
    source of behavior problems.

7
Charts entered or through TASC itself
8
TASC to Support Positive Behavior
  • Classes with least, or no office referrals are
    easily identified and rewarded
  • Most improved classes rewarded
  • Busses with least referrals recognized

9
Levels, Activities, Gotchas
  • Based on Matrix, students earn levels
  • Used to motivate students falling into chronic
    and at risk areas
  • Free rewards given when expectations are met
  • Gotchas used when behavioral expectations are met
    to encourage chronic and at risk students

10
Classes with Chronic Behavior Identified Easily
  • Proactively work with classes
  • Identify the problems
  • Offer increased incentives

11
TASC is used to
TASC
  • Actively document incidents
  • Provide month to month analysis-building wide
  • Data is utilized in FBA and BIP development
    team meetings
  • Quantitative assessment of PBIS
  • Identification of chronic/problem areas and
    students

12
Presently, we
TASC
  • Emphasize classroom management to reduce number
    of referrals
  • Use support staff to initially manage students
    referred out of class
  • Administration actively involved in building
    articulation meetings
  • Dr. Puerta and Ms Vitti are the psychologists
    assigned to be available for crisis de-escalation
    and interpretation and use of data
  • Psychologists using TASC for FBAs and BIPs
  • Support on our terms, not the students, more
    proactive

13
Building Wide Data
TASC
  • Interpretation by PBIS Team
  • Used to identify location of problem behavior
  • Used to identify major behavior problems
  • Staff retrained to reduce over-identification or
    strategies to reduce non-compliant behaviors.

14
Where We Are 2007-08
TASC
  • Building-wide point/level system toward
    building-wide activities
  • Kickoffs targeting identified problem behaviors
    using TASC data
  • Frequent Gotcha drawings
  • Wacky Wednesday and spirit

15
Where are we going?
TASC
  • Use proactively towards behavioral intervention
  • Early identification of chronic/ at risk students
  • Utilized more effectively to target specific
    problem behavior
  • Classroom staff involved in analysis and early
    identification of problems

16
Where are we Going?
TASC
  • Greater use of articulation meetings and team
    meetings around chronic and at risk students -
    meet early and often
  • Address Targeted population with more intensive
    support
  • Integrate behavior modification programs (points
    and levels system) into our data interpretation

17
Where are we going?
TASC
  • Increase statistical accuracy when interpreting
    data with student attendance
  • Continue to develop improve upon existing PBIS
    programs
  • Create Red, Yellow Green PBIS committees

18
Additionally
TASC
  • Maintain current PBIS committee while welcoming
    new volunteers the more the merrier
  • More Frequent posting of data (weekly)
  • More frequent data available for teachers and
    psychologist on their individual students and
    class as a whole.
  • Adjusting targets and rewards for improved
    performance
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