IEP & Behavior Plans: Mary Cardiff Assoc. Director Special Ed
Position: Associate Director of Special Education
District/School: Round Rock Independent School District, TX
Number of Students in District/School: 44,494
We wanted a way to use data to make informed decisions about what was working
for students who experience behavior difficulties. We also wanted to give teachers additional tools to use for behavior and classroom management and way to track the effectiveness of the tools. The ultimate goal was to increase students' academic progress by helping them eliminate behaviors that might be impeding progress.
Initially, teachers had a mixed reaction. Some viewed it as "just another thing we have to do." However, once word began to spread about how it positively impacted student behavior and student achievement, more and more teachers and campus administrators asked for the training and for access to the program. The company is very responsive to our needs, questions, etc., and there are even help videos built into the program to help when teachers get stuck on how to do something.
The company has been extremely responsive. They met with a focus group prior to implementation in order to customize the product to match our needs and preferences. Additionally, they maintain close contact with us to insure we are not encountering problems, or if we are, to problem solve with us to improve the product.
The program is fairly intuitive, so about a 3 hour/ one-time training was the starting
point. We developed a plan to roll the training out to campuses, beginning with 2-3 general education staff members and 2-4 special education staff members at each campus.
We also worked with the company to use a TOT model and we now have about 20 staff members who can provide training on an as needs basis to staff. This group has provided training to large groups as well as individuals. They are able to work with the campus staff schedules, so instead of a 1/2 day training which necessitates hiring a substitute teacher to cover the class, they might provide it in three after school sessions, or teachers might ask them to come during their planning period.
How We Use It:
We use the SST plan for general education students who are experiencing behavior difficulties. The strategies become the Tier II interventions for that student and the
program tracks the effectiveness of the interventions as well as student progress toward meeting their behavior objectives.
We use the LIPP plan for our Low Incidence population to track their progress on IEP goals and objectives. Not all teachers are on board yet, but more and more are moving to this plan as a way to collect and report data.
The BTP is used for our special education students who have Behavior Intervention Plans. It tracks progress on more frequent intervals throughout the day and provides wonderful charts and graphs which can be used as talking points in IEP meetings.
We have just begun using the IHT plan this year to track progress on In-Home Training sessions. This portion of the program keeps track of minutes due, minutes provided, and student progress. One of the great features of these plans is that the daily tracking sheets can be e-mailed to the parent, so communication is enhanced greatly.
We are looking to begin using the general education modules as a part of our staff development opportunities available to all staff.