2017-2018 Department Professional Development Plan

Department:Behavior Department

Chairpersons: Julie Nadrchal & Melissa Wurth

Identify by bolding the agency goal(s) that your department is targeting.

Agency Goals:
Literacy
Math
College & Career Readiness
Closing the Achievement Gap

Identify the data being used to indicate the professional development need.

Data Indicating Need:
1. The number of new hires for 2017-2018 and from 2016-2017.
2.3 Stars and a Wish feedback format from last 2016-2017 PD session.
3.2016-17 progress data from the FBA & BIP Technical Adequacy Tool for Evaluation (TATE)
4. Changing of PLAEA delivery model back to K-12 assignments (with assistance to Pre-K)
5. Post-test results from the Iowa Special Education Eligibility & Evaluation training.

Identify the outcomes to meet as a result of professional development.

Staff Outcomes Targeted:
  1. Behavior strategists will engage in the Prevent-Teach-Reinforce (PTR) process to complete and implement Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP) with appropriate consideration of the child’s social, emotional, and behavioral well-being. Considerations & focus areas [may] include:
Knowledge
  • Child’s social, emotional, and behavioral needs
  • Trauma-informed care/effects of trauma on the brain
  • Mental health history
  • Family engagement
  • Autism
  • Emotional Literacy
  • Executive Functioning skills
  • BIPs should address the function of the behavior with aligned strategies within prevention, teaching, and reinforcing
  • BIPs should utilize the child’s strengths
Attitude
  • Belief that family engagement matters
  • Belief that working with community linkages to align student supports is essential
  • Belief that BIPs should address the function of the behavior with aligned strategies within prevention, teaching, and reinforcing
  • Belief that BIPs should utilize the child’s strengths
  • Belief that the use of coaching will support implementation of the PTR process
  • Belief that the use of coaching will support implementation of BIPs
Skill
  • Effective implementation of the PTR process when completing FBAs & BIPs
  • Emotional Literacy: Align needs with evidence-based practices, instruction, and curriculum – includes appropriate development & coaching of specially designed instruction (SDI)
  • Executive Functioning skills – Identifyneed and align evidence-based practices, instruction, and curriculum
  • Apply hypothesis from each FBA to the development of each BIP, which includes aligning strategies within prevention, teaching, and reinforcing
  • Analyze progress data to make on-going decisions related to the BIPs
  • Utilize the Behavior Department’s Instructional Playbook, which consists of the resources within the Behavior Department Google Folder (resources continuously being added)
Aspiration
  • Desire to improve connections with community agencies to best support students
  • Desire to align FBAs and BIPs (function/hypothesis), which includes aligned strategies within prevention, teaching, and reinforcing
Behavior
  • Engage in the Prevent-Teach-Reinforce (PTR) process to complete and implement Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP) with appropriate consideration of the child’s social, emotional, and behavioral well-being
  • Implementation of the PTR process supported via the instructional coaching model
  • Implementation of BIPs supported via the instructional coaching model
  1. Behavior strategists will utilize the 10 standards of Iowa’s Eligibility & Evaluation model to effectively complete evaluations and accurately determine eligibility for special education.
Knowledge
  • The 10 standards as outlined in the Iowa Special Education Eligibility & Evaluation training and the aligned manual
  • Purpose of the Disability Suspected form, as well as when & how to complete it
  • RIOT (Review, Interview, Observe, Test)
  • ICEL (Instruction, Curriculum, Environment, Additional Learning Supports)
  • The Iowa SDI Framework (Diagnose – Design – Deliver)
Attitude
  • Belief that an appropriately completed evaluation determines eligibility
  • Belief that consent for a Full & Individual Initial Evaluation does not equal eligibility
Skill
  • Appropriate application of the 10 Eligibility & Evaluation standards for all evaluations
  • Appropriate use of the Disability Suspected form (i.e., the four questions on the form) to determine the need to move forward with consent for a Full and Individual Initial Evaluation
  • Effective application of RIOT (Review, Interview, Observe, Test) for all evaluations
  • Accurate application of ICEL (Instruction, Curriculum, Environment, Additional Learning Supports) when identifying students’ educational needs for all evaluations
Aspiration
  • Desire to have consistent use of the 10 Standards when conducting evaluations
  • Desire to have consistent use of the Disability Suspected process (form) when determining the need for an initial evaluation
  • Desire to have appropriately identified students eligible for special education
  • Desire to improve percentage of students identified for special education, including overall rate of students identified and students identified currently resulting in disproportionality
Behavior
  • Active use of the Special Education Eligibility and Evaluation Standards manual
  • Completion of the Disability Suspected (questions) form prior to seeking consent for a Full and Individual Initial Evaluation
  • Active use of RIOT to plan/organize evidence to gather, implement, & analyze for all evaluations

Identify the department results (data) targeted to reach the agency goal above.

Department Results:
  1. Fidelity Checks of BIPs – completed as determined by team (frequency, method, who)
  2. TATE (2-3 times) – continued results for department FBAs and BIPs to show improvement or sustainability
  3. Percentages of evaluations resulting in eligibility and percentage of students receiving special education

Based on your defined outcomes from the KASAB, determine the professional development that your department personnel needs to help achieve your department results.

Professional Development:
  1. Five face-to-face dates for PD (all PD dates from 9:00 a.m.-3:00 p.m. @ Poky AEA)
8/25/17, 11/10/17, 1/12/18, 3/16/18, 5/18/18
  1. Two Zoom meetings will occur in between face-to-face dates (from 1:00-3:00 p.m.)
9/29/17, 2/16/18 (1:00-2:00 all department staff and 2:00-3:00 new staff)
  1. Learning Map
PD will involve topic areas included in the visual Learning Map which will be shared with all department members. In addition, during each PD date the Learning Map will be referenced at the start of each meeting identifying the focus area or areas for the day. The Learning Map consists of the following topics to help provide for all students’ social emotional behavioral well-being:
  • Eligibility & Evaluation
  • PTR – FBA/Descriptive Assessment, BIP/SDI/Fidelity Checks
  • Complex Trauma
  • Mental Health
  • Executive Functioning
  • Autism
  • Emotional Literacy
  • MTSS & Data
A variety of methods will be used to deliver instruction to department members. Methods may include, but are not limited to the following:
  • Video, Readings, Discussion, Feedback, Coaching, Application of Resources (e.g., Behavior Code books, Tools in Dept. Google Folder)

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