Behavior Documentation, Intervention, & Progress Monitoring/Graphing Leigh Gates, Ed.D. February 13,...
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Transcript of Behavior Documentation, Intervention, & Progress Monitoring/Graphing Leigh Gates, Ed.D. February 13,...
![Page 1: Behavior Documentation, Intervention, & Progress Monitoring/Graphing Leigh Gates, Ed.D. February 13, 2012.](https://reader036.fdocuments.in/reader036/viewer/2022062519/5697bfbe1a28abf838ca2a39/html5/thumbnails/1.jpg)
Behavior Documentation, Intervention, & Progress Monitoring/Graphing
Leigh Gates, Ed.D.February 13, 2012
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While We’re Waiting for All to Arrive…
Please read through case study handout…focus on Tiers 1-2
- To become familiar with it
- To identify what you would have done differently
- To identify strong/weak aspects
- To identify questions about the case/documentation
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AgendaBased on the informal poll last time, you wanted to
cover:
1.Behavior Complete documentation—Tier 3 Identify Interventions & Increase Intensity Case
Study Progress Monitoring & Graphing Behaviors
2.Google Docs What are your questions? Q&A Additional Resources
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Just as a Reminder…All Behavior Serves a Function…
The FUNCTION drives the intervention:
1. 4 Main Functions Attention Escape/Avoid Power Self-Stimulatory
2. Behavior may LOOK the same, but serve DIFFERENT FUNCTIONS
4. The function is determined through data collection
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Complete Documentation
1. Tier 3 a&b (See p. 5)
Complete “Questions?” and “What Assessment?” w/ neighbor
Share out
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Complete Documentation
2. Tier 3 c (See top of p. 6)
Complete (A) and (C)
Share out
Look at “Behavior Criteria” document (See p. 7) Performance well below peers indicated by goals:
75% (noncompliance without overt aggressive behaviors: nsubordination, work completion, time off task) &
100% (harmful to self and/or others…assault/battery, cursing/tantrums)
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Complete Documentation & Identify Interventions3. Tier 3 d (See p. 8)
Complete “Teaching Strategies” thru 2nd “Person Responsible”
Share out Look at Self-monitoring implementation direction sheet (p. 9) Additional Resources for Interventions
Behavior Interventions by Tiers (1,2,3) from Polk Elementary
http://polkdhsd7.sharpschool.com/staff_directory/p_b_s_behavior_intervention/
Blueprints for Success: Instructional Strategies to Promote Appropriate Student Behaviors
http://dpi.wi.gov/sped/ebdbluepri.html
Social Skills PowerPoints (Developed by Colleen Meek at Carolina Beach Road)
http://teacherpages.nhcs.net/schools/cbes/colleenmeek/Pages/SocialSkillsPowerpoints.aspx
Karly’s Behavior Resource Page
http://teacherpages.nhcs.net/schools/parsley/karlysokolowski/Pages/BehaviorandOff-TaskInterventions.aspx
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Increase Intervention Intensity4. Tier 3 e (See p. 10-11)
Make changes to each intervention (Work Completion and Hands and Feet to Self) using 1 or more of the following: (See p. 12) • Curriculum, Instruction
• Program, Strategy • Setting• Motivation Strategy
Hands/Feet to Self:Social skills instructionSocial Skills Training Program1:8 w/counselor30 min/day for 1day/weekEarn homework pass S or S+
• Frequency• Duration• Group Size• Skill Set of Staff Member
Work Completion: Self-monitor work completionSelf-monitoring form1:1 w/ teacher10 min/day for 5 days/weekEarn time w/preferred adult
Here’s Where We Started:
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Complete Documentation & Set Goals
5.Tier 3 f (See p. 13)
Complete (A) and (C)
Share out
Look at “Behavior Criteria” document (See p. 7) Did the student meet the performance criterion? Why? Why
Not? Can we tell if the student met the growth rate criterion? Why?
Why Not? Does instructional intensity resemble special education?
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Resources for: Progress Monitoring & Graphing Progress Monitoring Graphing Example Video (See
p. 14) http://screencast.com/t/LaWoxYs8GnH
Other Resources: Paper Pencil Graph (example p. 14)
http://teacherpages.nhcs.net/schools/parsley/karlysokolowski/Pages/PSMLevel3(ElementaryandMiddleSchoolModels).aspx
Eitelman Graph in Excel Directions for Eitelman Graph
Karly’s:
Progress Monitoring Log & Probe Data Summary How to Determine Growth Rate & # of Weeks to G
oal (This is just for academics.)
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In the area of physical aggression, he continues to display physical aggression multiple times during the school day as indicated by the downward trend line. At this rate, the student’s trend line will not meet his aim line in the area of physical aggression in 18 weeks or less.
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Baseline Median /last 3 points
Behavioral Goal
Rate of Growth (12 weeks)
Weeks to Goal
Respectful Behavior (77%)
60% 75% 0 >18 weeks
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Baseline Median /last 3 points
Behavioral Goal
Rate of Growth (12 weeks)
Weeks to Goal
Following Directions (85%)
60% 75% 0 >18 weeks
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Google Docs Q & A
What are your questions?
DPI Census Directions
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Google Docs Additional Resources: http://support.google.com/docs/?hl=en How to: Popular articles
An overview of Google Docs Create, send, share, and edit a form Spell check and automatic correctio
ns Work in Google Docs Manage, upload, and export Share, publish, and embed Spreadsheets Work offline Sync and storage Manage your files Upload or download files
Fix a problem Document deletion and recovery policy Google Docs service status Clearing cache and cookies Temporary Errors in Google Docs Find a missing document Google Docs Known Issues page Google storage troubleshooting Troubleshooter introduction Choose your issue below:
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Questions?
Wiki: http://k-5psmrtiseminar.wikispaces.com/
RTI+and+Behavior+2011-2012+Part+2
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Behavior Documentation, Intervention, & Progress Monitoring/Graphing
Leigh Gates, Ed.D.February 13, 2012
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Trendlines
Explanation, Procedure, & Examples
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Trend lines: How Do They Show Growth?
Line that you draw through a series of data points that represents the student’s actual rate of progress
If the trend line slope is flatter than the aimline, then adjust intervention
If the trend line slope is steeper than the aimline then adjust goal or area of intervention
If the slopes are the same make no change.
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Finding the Slope of the Trendline:Tukey Method
Step 1: Divide the data points into three equal sections by drawing two vertical lines. (If the points divide unevenly, then group them approximately.)
Step 2: In the first and third sections, find the median data point and median instructional week. Locate the place on the graph where the two values intersect and mark that spot with an X.
Step 3: Draw a line through the two Xs and extend that line to the margins of the graph. This represents the trend-line or line of improvement.
Step 4: Calculating Slope
Third median point – First median pointNumber of data points – 1
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Sample to practice Tukey
05
1015
2025
3035
4045
50
0 2 4 6 8 10 12
Intervention Weeks
WIF
: C
orr
ect
Read
Wo
rds in
On
e
Min
ute
X
X
20-1412-1
611 .55 slope ROI
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Practice Interpreting ROI:Determining slope by Tukey method
Ethan
0102030405060708090
0 2 4 6 8 10 12
Intervention Weeks
R-C
BM
: C
orr
ec
t W
ord
s p
er
Min
ute
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Ethan
0102030405060708090
0 2 4 6 8 10 12
Intervention Weeks
R-C
BM
: Co
rrec
t Wo
rds
per
M
inu
te
ROI:(75-56)/(12-1) = 1.72
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Trend Lines and Entitlement Criteria
Used to determine how long it will be before the student’s skills are likely to be proficient
Required for Behavior Entitlement
Can be used for Academics as well