4-Missey from Forever Friends

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Colleen Sterling, Parsons Early Learning Center, Education & Disabilities Specialist 4

Gina Couture

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Will be receive this powerpoint to reference later?

Yes once I (Vicki) get the powerpoint and recording link I will send it out!

I'm not 100% familiar with the whole BIR process - is this part of Module 3 or something that's being implemented with the cohorts that are participating?

In October the BIR numbers spike

October spiked and was still pretty high in November

Looks like the "Honeymoon" ended in October

High # of BIR's in Oct and Nov. Average # is highest in October

Small numbers of children with BIR's

October and November have the most Blue BIR'S?

Spike in BIR for October and November. Honeymoon period over. They decline quickly after that, most likely with classroom teaching of rules and routines and putting some strategies in place

There was a high number of BIRs in October and they came from only 3 children.

October shows you that the "honeymoon" classroom period is over and structured routines are being put into place and some children are having trouble with those routines or activities

All the Cohorts collect BIR data and are supposed to send in the spreadsheets to me, and also use it in their Leadership team meetings

Octobers' spike with 3 children may have influenced children's behaviors in November with 7 children. But there are less per child from October.

Shows it takes time to implement new or different strategies

April spikes again because kids in Upstate NY the kids are finally able to go outside again, because the weather is better and behaviors rise again with a new routine

Why are more children having BIR's in November?

What surprises me is how little BIRs there are in general.

Are the children in the same classroom?

Do we see classroom patterns? Locations? Time of Day?

why is there a spike in April

Why do the number of BIR's per children go down in Feb., March, ect.

Is every classroom recording all behaviors?

Why did the BIRs spike in April? Any changes to environment or staffing?

The average # of BIRs per Child w/ a BIR does not change as much as the # of BIRs from August to May

A lot of physical aggression

Largest percentage of problem behaviors is physical aggression

the highest occurance of problem behaviors is physical aggression

That either there is more physical aggression or that is what is noted.

Are you leading us to think that we are doing something wrong and that is why we see advance dbehaviors in certain areas? Or can we graoh certain children?

Repetitive Behaviors are kinda high as well.

the three top problem behaviors are physical aggression , repetivie behaviors, and non-compliance

non compliance and repetitive high also

12 main problem behavior categories.

Physical Aggression, Non-Compliance and Repetitive Behaviors present as most significant

Im suprised to see the amount of social withdrawal is so highly reported

What is the definition of repetitive behaviors?

The BIR_Rev5.2017Instructions document has the definitions - you should've received it from me as an attachment this morning

no

we need more information

more information

Were multiple behaviors checked off for each child per BIR

More information

What are the interpretation of the definitions per staff filling out the Bir's? and what is the relationship like between the teachers and children?

I think setting and time of day are important, including which activity.

if certian behavior were address physical agression would be less

While there is always an individual perspective on what is "non-compliance", at 13%. it I am

What ime of day

need to break down what physical aggressions are happening and to who? Teacher, peers, family members

I'd like to know the time of day or transitions occurring when the behaviors occur.

On the form we want any behavior to be checked off, so it's recorded, but on the spreadsheet just choose most "intrusive"

duration

We work in an autism program. Many of our children spend a significant amount of their day engaging in repetetive behaviors or socially withdrawn. How would we be expected to document this, given that these behaviors are a product of the disorder? While we work to reduce these behaviors, it would require an inordinate amount of documentation, given our population.

I think physical will most often considered intrusive and therefore recorded more often

more physical aggression in the beginning of the school year

If it is typical for the child's diagnosis it should not be reported

It seems to be more coomon during unstructured times

Centers is the highest

Indoor play has the highest incedences

mostly during child-directed activity

Circle time as well, most likely too teacher led

highest during large group an playground

large group and child directed play have a lot of behaviors, as do transitions

Times when turning taking or sharing is high

Over 50% of the incidents happen in three activities

Low at transition & meals

scheduling

With Centers are we being clear enough with teachers of expectations of center time?

Focus on the time slots for large group, transitions/clean-up and at play

Provide outdoor structured gross motor activities to teachers as resource

I'd like to observe outdoor time and center time supervision in all classrooms. Are teachers interacting with children, using these times to teach problem solving. I would also like t oobserve large group activities to monitor children's engagement level.

Centers - classroom design

support during the challenging times

How much time is spent per classrooms in circle, large group? Intentional planning for outdoor time.

I would want to take a deeper look at one area such as center/indoor play and begin considering how we might impact change in that one area.

More observations for Center Time and Outdoor time to identify the factors responsible for the results. Use the information to inform action plans and pd sessions.

i would think about using the data where the numbers are reduced, so I would ask what happens during nap time, arrival, and lunch time, to reduce behaviors? Then I would plan for adjustments in the schedule. do we need more opportunities to eat, rest throughout the day? do we need more daily check-ins and welcoming activities, so that children are feeling welcomed into every activity?

I would be interested to see how this data lines up with classroom TPOTs.

Ask why staff feel Transitions and mealtime are most successful for students

time out is high

Time out is very high

time out is used frequently.

TIme Out may be a quick "go to"

I see that talking to the child is one of the smallest one!

high amount of Time outs being used

Time out is high, where program staff could of provided postive redirection.

modification is small

Curruculum modificaton is very low

What is considered a time-out under pyramid model?

Blank area

Program staff role modeling positive behavior to the children

Out with it Rose!

Also, while 13 % is provide physical comfort, I am surprised that teach and practice immediately follow... not the best timing as child is dysregulated and often not open to learning.

Removing the child from the activity/area as the strategy to stop the behavior would be considered time out, when the child has no control over that strategy (child doesn't choose to leave the activity/area)

have they tried visual support for child - not just auditory support

Time Out would be time away from the activity, but not removal from the room

Concerned over blank here....

what is blank?

Does blank mean no response at all from admin?

what is blank?

Not much happening here, where are the Administrators in this?

family involvement incredibly low

concern re sending home or dismissing from program...

Woah! lots of blank, family involvement is very low

Wondering about family involvement

What does blank mean? Also, 4% looks like suspension/ expulsion

Are the teachers feeling a lack of support by admin?

Contact with family is so low

behavioral consult low

The NY form isn't just for administrative follow-up, we track any follow-up

So is this administrative follow up? Does it not include that we talk to the child every time?

Actually 5+ % responses are suspended/ expelled

As many children are spoken with as are asked to go home

But you can only hit one box, not 2

Wondering howmuch encouragement/training goes toward proactive strategies

almost half of the reports are from one classroom!

agree with Erin

room 112 and 117 are the highest

If they have 7 classrooms - 2 classrooms have no data

Classroom 112 has the highest incidents

play tends to have hoigh incidenceClassroom h112 had most incidents

did this classroom have training?

more than 50% of the reports are from classroom 112 and 117.

wondering does that mean more incidents or more reporting

Appears they may need some additional help or training

Clasrooms 118 has the lowest?

How do we make reporting consistent so each teacher is reporting the behaviors we expect them to.

Is there a pattern of challenging behaviors reported per room?

Do the two classes have no behaviors, or are the teachers perceiving behaviors very differently? Or is "letting go" of some behaviors actually reducing them?

A lot of "acting out" behavior reported

Physical aggression is the highest.

i aslo wonder what the age group is. did we discuss that? is this a classroom of children who are new to group care?

Do we have a local trainer for completing BIR's?

I would also be curious how much experience the teachers have in EC

Integrated? Special Class?

It appears that you may have a few high needs children who are driving the high level of incidents

Tantrums & non compliance...Is this a special education classroom?

How much time in one day does this represent?

Frequency during the day

The teaacher's qualification and experience

who are the staff in the room (not just teachers)

How much support has this team received from admin.

Time of day/incidences

Non-Compliance is so subjective. I would like to know more about what that looks like in that classroom?

What do they define as non-compliance? Are they expecting too much from the children?

Functional age versus chronological age in terms of student skill levels

can you make it larger?

IS this 1 child or multiple children in the classroom?

Most of the behaviors appear to be happening in October

majority is from 456

two month gap in BIRS

same child has majority of BIRs

Was the staff changed in the room after this?

same child has BIRs in oct

so what happened to child #456 after October

one child only in October with Bir. Is there a bias involved?

what was going on in the child's life during this time

From Nov 17 to Apr 18 223456 has none

child 456 was dismissed from program at end of october

There were no BIR's for 223456 after 10/30/17. Did the child leave?

Would want to know if the childn in Oct is still in program? Did the other children join the classroom later?

A lot of escape/tangible motivations

none of the administrative follow up included behavioral consultation or targeted group intervention

It states the family was contacted but no notes of how the family responded

what are the types of repetitive behaviors?

What are the strategies being used - do not appear effective - how can we support?

what are the reptitive behaviors

Repetative behaviors are the most problematic

Demographic of class

Usually internalizing behaviors are under reported... So that was a surprisingly high %.

What are the repetitive behaviors and is there apecial needs concerns

Sensory input needed

Circle time is a trigger

others involved - none...ever!

Looks like a special ed pop.

Special Ed?

may have feeding concerns

social withdrawal and isolation seems to occur most often during center and indoor play

No behaviors after March

Withdrawn behavior during center/indoor

self diretected behavior will occur during structured times in kids with a diagnosis

was wondering that! can take so long to connect to developmental/outside support

coaching

There is a need for more persons to provide physical comfort

coaching

Have an OT therapist come in to help teacher integrate sensory into large groups

Add sensoy activities

Increase sensory input opportunities

Reflective conversations- looking at “good fit”

examine make up/qualification of the team

coaching and modeling social skills in the classrooms during center and indoor play to increase social engagement with others

motivation is either sensory or avoidance- adding sensory enriched environment

developmentally appropriate practice

staffing concerns, do we need more staff at certain times of the day or same teacher always at mealtime for example

help identify effective replacement behaviors

developmentally appropriate practice for large motor activities--coaching

facilatating play

wondering about expectations asked of students

In a dream world everyone

Training and coaching on social emotional issues

can we have teachers coach other teachers?

how do we adapt the curriculum, the environment? Does the teacher have paid planning time? Is there a way for the teacher to step out to de compress if needed

Some teachers are concerned that they will be judged if they fill out BIRS... that they are less able.

I think behavior incidents in September are tricky as many are due to the new environment children are being exposed to. We take the first 6 weeks of the program year (September) to teach just social skills. Are BIR's in September necessary?

Helpful as a baseline

A tough child in one classroom may be great in another classroom

I really want to take the time to go through these forms with staff and explain the improtance of filling them out consistantly so we can use them to inform our practice!!!!

our behavioral support person reviews every BIR and follows up with teams. to support consistency, explore strategies, and to try to have proactive dialogue

We need to retrain staff on BIRs and add it to our orientation checklist for new staff.

Staff feel overwhelmed by the work of filling out BIRS- any thoughts on how to encourage their participation?

an area of growth would be consistency and everyone understanding the behaviors definitions

These are great questions that I would use in preservice to train staff and get their input and thoughts.....BUY IN to using the forms

Groups are working toward consistency - why this is important

We provide training but getting staff to buy in is the challenge....

There still seems to be some confusion about the required use of BIRs for children with IEPs.

confident our staff know that we use data for data purposes and not to judge

LOL. Love the relay race. Totally true. They really shouldn't be that time consuming!

but continued discussions and training with all staff is needed because it can be a “you don’t know until you need it”

There is not enough BIR completion and reviewing the definitions of the behavior- need to make this into a game for training

I'm not in a program - but I could absoutely see consistency being a major issue. If the data is not consistent - is it valid really. If one teacher is just targeting a child to make her point - that really alters the data and can impact the data analysis.

Can we ad tool kits, friendship skill and emotions in the responses?

we need to train on the use of this and begin in september, support the implementation through coaching- (Kim Barone sitting with Kim Hauptman)

Attitude about BIR is that there isn’t enough time to complete

We are completing BIRs and meeting monthly. We can work on Administrative feedback and parent involvement follow up.

I would like to focus on staff attitudes and have them see the importance of consistency for all behaviors

Area for growth is consitency with writing BIR's for all children not just the challenging behavior.

I work with a team of centers. We looked for consistency across centers regarding BIRS so that the conversations between center directors was productive. But the buy-in was very uneven. Do others have experience there?

Very well said:)

can you repeat relay! I was writing as you said it

Surely , bingo and relay are worth trying. Sharing the graphs will impact everyone

Yes, please do this webinar!!!!!!!

Fabulous idea

Looking forward to that!

Could you share the link

challengingbehavior.org

thx

What if it is a part of a behavior support plan? does it count then?

Just a reminder, folks should be making sure changes in demographics for a student who have recently been identified (CPSE) or declassified are up to date as this may change throughout the school year and impact the accuracy of data

I will plan for very clear and fun ways to familiarize staff with using BIRS and work to have them used consistently!

Thank you!

Thanks so much - very informative!!

could you just show us that slide again with telling parents. IE 2nd last slide

Thank you, September!

Thank you so much!

Thanks, September. I know more about BIR's than an hour and half ago!

Thank you!

Thanks

tHANKS TOOK SCREEN SHOT OF IT

Utilize the idea of the BIR relay game and define the definitions of the terms is key to understanding the form and ease for staff

you!

Thanks

Thanks so much September! I will be taking this information back to my center directors!

September, thank you so much for taking the time to support us as we work toward improving services to our youngest learners here in NYS! :)

Thank You - will be focus of my next meeting with Leadership teams!

Thank you SO muich!

Special education implementation chat group

Thanks SEptember!!! THis was great!

😁

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Thank you!

thank you!