MisseyStenzel
23:11
4-Missey from Forever Friends
cmunger
23:38
I am having trouble hearing the audio
Colleen
24:00
Colleen Sterling, Parsons Early Learning Center, Education & Disabilities Specialist 4
Gcouture
24:35
Gina Couture
Brittni McAlister
25:24
If you are having trouble hearing with computer audio, feel free to switch to phone audio instead
Brittni McAlister
27:17
Also, if you would like to share out loud via audio, feel free to raise your hand before unmuting- you can raise your hand by clicking “participants” in the black menu bar at the bottom of your screen, then clicking “raise hand” in the participants menu.
khauptman
33:47
Will be receive this powerpoint to reference later?
Vicki Robert
35:55
Yes once I (Vicki) get the powerpoint and recording link I will send it out!
Kathy
37:41
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?
tnunziato
38:05
In October the BIR numbers spike
Megan Maccario
38:24
October spiked and was still pretty high in November
Heather Normandin
38:28
Looks like the "Honeymoon" ended in October
Lynn Morris
38:33
High # of BIR's in Oct and Nov. Average # is highest in October
rshufelt
38:38
Small numbers of children with BIR's
lcastro
38:39
October and November have the most Blue BIR'S?
Erin
38:45
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
Executive Director
39:00
There was a high number of BIRs in October and they came from only 3 children.
Bethann Wieder
39:01
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
Vicki Robert
39:08
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
Colleen
39:55
Octobers' spike with 3 children may have influenced children's behaviors in November with 7 children. But there are less per child from October.
Bethann Wieder
40:16
Shows it takes time to implement new or different strategies
Bethann Wieder
41:15
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
Lynn Morris
43:28
Why are more children having BIR's in November?
Erin
43:45
What surprises me is how little BIRs there are in general.
Joi DiGennaro
43:54
Are the children in the same classroom?
Heather Normandin
44:03
Do we see classroom patterns? Locations? Time of Day?
1483470
44:06
why is there a spike in April
rshufelt
44:06
Why do the number of BIR's per children go down in Feb., March, ect.
Erin
44:08
Is every classroom recording all behaviors?
Joi DiGennaro
44:22
Why did the BIRs spike in April? Any changes to environment or staffing?
Dorthea
44:36
The average # of BIRs per Child w/ a BIR does not change as much as the # of BIRs from August to May
lcastro
48:14
A lot of physical aggression
tnunziato
48:27
Largest percentage of problem behaviors is physical aggression
Bethann Wieder
48:34
the highest occurance of problem behaviors is physical aggression
Ellen Leopold
48:50
That either there is more physical aggression or that is what is noted.
Joi DiGennaro
48:56
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?
Duane - Pooh's Corner, Inc.
49:04
Repetitive Behaviors are kinda high as well.
Bethann Wieder
49:07
the three top problem behaviors are physical aggression , repetivie behaviors, and non-compliance
Gcouture
49:08
non compliance and repetitive high also
Dorthea
49:08
12 main problem behavior categories.
Heather Normandin
49:13
Physical Aggression, Non-Compliance and Repetitive Behaviors present as most significant
Erin
49:23
Im suprised to see the amount of social withdrawal is so highly reported
1483470
49:56
What is the definition of repetitive behaviors?
Vicki Robert
50:51
The BIR_Rev5.2017Instructions document has the definitions - you should've received it from me as an attachment this morning
Joi DiGennaro
52:00
no
lcastro
52:01
we need more information
Bethann Wieder
52:01
more information
tnunziato
52:04
Were multiple behaviors checked off for each child per BIR
cmunger
52:10
More information
rshufelt
52:22
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?
Erin
52:27
I think setting and time of day are important, including which activity.
Becky
52:27
if certian behavior were address physical agression would be less
Ellen Leopold
52:29
While there is always an individual perspective on what is "non-compliance", at 13%. it I am
lcastro
52:35
What ime of day
Bethann Wieder
52:40
need to break down what physical aggressions are happening and to who? Teacher, peers, family members
Lynn Morris
52:41
I'd like to know the time of day or transitions occurring when the behaviors occur.
Vicki Robert
52:51
On the form we want any behavior to be checked off, so it's recorded, but on the spreadsheet just choose most "intrusive"
lcastro
52:58
duration
khauptman
53:40
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.
marilynballard
53:48
I think physical will most often considered intrusive and therefore recorded more often
Duane - Pooh's Corner, Inc.
53:58
more physical aggression in the beginning of the school year
Vicki Robert
55:00
If it is typical for the child's diagnosis it should not be reported
Erin
56:17
It seems to be more coomon during unstructured times
lcastro
56:27
Centers is the highest
Dorthea
56:31
Indoor play has the highest incedences
Keshon Mack-Brown
56:31
mostly during child-directed activity
Erin
56:44
Circle time as well, most likely too teacher led
Gcouture
56:57
highest during large group an playground
khauptman
57:18
large group and child directed play have a lot of behaviors, as do transitions
Heather Normandin
57:24
Times when turning taking or sharing is high
Lynn Morris
57:37
Over 50% of the incidents happen in three activities
Gem M
57:59
Low at transition & meals
lcastro
59:20
scheduling
marilynballard
59:21
With Centers are we being clear enough with teachers of expectations of center time?
Dorthea
59:25
Focus on the time slots for large group, transitions/clean-up and at play
tnunziato
59:35
Provide outdoor structured gross motor activities to teachers as resource
Erin
59:35
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.
Keshon Mack-Brown
59:42
Centers - classroom design
lcastro
59:42
support during the challenging times
rshufelt
01:00:05
How much time is spent per classrooms in circle, large group? Intentional planning for outdoor time.
Lynn Morris
01:00:10
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.
Gem M
01:01:09
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.
vstark
01:01:09
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?
Erin
01:01:10
I would be interested to see how this data lines up with classroom TPOTs.
Heather Normandin
01:01:16
Ask why staff feel Transitions and mealtime are most successful for students
lcastro
01:02:47
time out is high
Lily Sanabria
01:02:53
Time out is very high
sfarrauto
01:02:58
time out is used frequently.
Heather Normandin
01:03:01
TIme Out may be a quick "go to"
Erin
01:03:02
I see that talking to the child is one of the smallest one!
cmunger
01:03:03
high amount of Time outs being used
Duane - Pooh's Corner, Inc.
01:03:07
Time out is high, where program staff could of provided postive redirection.
lcastro
01:03:24
modification is small
Dorthea
01:03:33
Curruculum modificaton is very low
Joi DiGennaro
01:03:35
What is considered a time-out under pyramid model?
rshufelt
01:03:40
Blank area
Duane - Pooh's Corner, Inc.
01:04:24
Program staff role modeling positive behavior to the children
Joi DiGennaro
01:04:29
Out with it Rose!
Ellen Leopold
01:04:58
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.
Vicki Robert
01:05:18
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)
Kathy
01:05:28
have they tried visual support for child - not just auditory support
Heather Normandin
01:05:29
Time Out would be time away from the activity, but not removal from the room
Heather Normandin
01:06:57
Concerned over blank here....
lcastro
01:07:07
what is blank?
Lynn Morris
01:07:09
Does blank mean no response at all from admin?
swpov
01:07:18
what is blank?
Reception
01:07:20
Not much happening here, where are the Administrators in this?
Bre Grant’s iPhone
01:07:22
family involvement incredibly low
khauptman
01:07:36
concern re sending home or dismissing from program...
Duane - Pooh's Corner, Inc.
01:07:37
Woah! lots of blank, family involvement is very low
Caroline
01:07:40
Wondering about family involvement
Ellen Leopold
01:07:44
What does blank mean? Also, 4% looks like suspension/ expulsion
Lynn Morris
01:07:46
Are the teachers feeling a lack of support by admin?
Gem M
01:07:54
Contact with family is so low
Bre Grant’s iPhone
01:07:56
behavioral consult low
Vicki Robert
01:08:13
The NY form isn't just for administrative follow-up, we track any follow-up
Joi DiGennaro
01:08:24
So is this administrative follow up? Does it not include that we talk to the child every time?
Ellen Leopold
01:08:36
Actually 5+ % responses are suspended/ expelled
Heather Normandin
01:08:36
As many children are spoken with as are asked to go home
Joi DiGennaro
01:08:54
But you can only hit one box, not 2
Caroline
01:09:12
Wondering howmuch encouragement/training goes toward proactive strategies
Erin
01:09:55
almost half of the reports are from one classroom!
Duane - Pooh's Corner, Inc.
01:10:04
agree with Erin
lcastro
01:10:09
room 112 and 117 are the highest
Kathy
01:10:10
If they have 7 classrooms - 2 classrooms have no data
Gem M
01:10:13
Classroom 112 has the highest incidents
cwuest
01:10:14
play tends to have hoigh incidenceClassroom h112 had most incidents
Reception
01:10:18
did this classroom have training?
sfarrauto
01:10:18
more than 50% of the reports are from classroom 112 and 117.
Caroline
01:10:22
wondering does that mean more incidents or more reporting
cmunger
01:10:29
Appears they may need some additional help or training
Gem M
01:10:38
Clasrooms 118 has the lowest?
Erin
01:11:20
How do we make reporting consistent so each teacher is reporting the behaviors we expect them to.
Heather Normandin
01:11:48
Is there a pattern of challenging behaviors reported per room?
Ellen Leopold
01:12:16
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?
Caroline
01:13:07
A lot of "acting out" behavior reported
Gem M
01:13:12
Physical aggression is the highest.
vstark
01:13:12
i aslo wonder what the age group is. did we discuss that? is this a classroom of children who are new to group care?
Gcouture
01:13:13
Do we have a local trainer for completing BIR's?
marilynballard
01:13:26
I would also be curious how much experience the teachers have in EC
Heather Normandin
01:13:33
Integrated? Special Class?
Reception
01:13:54
It appears that you may have a few high needs children who are driving the high level of incidents
Gem M
01:14:03
Tantrums & non compliance...Is this a special education classroom?
Dorthea
01:14:21
How much time in one day does this represent?
Reception
01:14:27
Frequency during the day
Gem M
01:14:40
The teaacher's qualification and experience
Bre Grant’s iPhone
01:14:42
who are the staff in the room (not just teachers)
marilynballard
01:14:43
How much support has this team received from admin.
Caroline
01:14:53
Time of day/incidences
Ellen Leopold
01:14:54
Non-Compliance is so subjective. I would like to know more about what that looks like in that classroom?
cis
01:14:54
What do they define as non-compliance? Are they expecting too much from the children?
Heather Normandin
01:15:05
Functional age versus chronological age in terms of student skill levels
cis
01:15:28
can you make it larger?
Kathy
01:15:42
IS this 1 child or multiple children in the classroom?
cmunger
01:16:00
Most of the behaviors appear to be happening in October
Erin
01:16:04
majority is from 456
Ellen Leopold
01:16:09
two month gap in BIRS
swpov
01:16:23
same child has majority of BIRs
cmunger
01:16:35
Was the staff changed in the room after this?
Megan Maccario
01:16:42
same child has BIRs in oct
michellefriedel
01:16:43
so what happened to child #456 after October
Lynn Morris
01:16:48
one child only in October with Bir. Is there a bias involved?
cmunger
01:16:51
what was going on in the child's life during this time
Dorthea
01:17:01
From Nov 17 to Apr 18 223456 has none
Vicki Robert
01:17:09
child 456 was dismissed from program at end of october
Gem M
01:17:09
There were no BIR's for 223456 after 10/30/17. Did the child leave?
Reception
01:17:15
Would want to know if the childn in Oct is still in program? Did the other children join the classroom later?
Megan Maccario
01:17:17
A lot of escape/tangible motivations
khauptman
01:17:56
none of the administrative follow up included behavioral consultation or targeted group intervention
Dorthea
01:18:48
It states the family was contacted but no notes of how the family responded
Duane - Pooh's Corner, Inc.
01:19:57
what are the types of repetitive behaviors?
Reception
01:19:57
What are the strategies being used - do not appear effective - how can we support?
lcastro
01:20:02
what are the reptitive behaviors
Dorthea
01:20:03
Repetative behaviors are the most problematic
Caroline
01:20:06
Demographic of class
Ellen Leopold
01:20:08
Usually internalizing behaviors are under reported... So that was a surprisingly high %.
Lynn Morris
01:20:29
What are the repetitive behaviors and is there apecial needs concerns
Megan Maccario
01:21:01
Sensory input needed
Dorthea
01:21:05
Circle time is a trigger
swpov
01:21:11
others involved - none...ever!
Ellen Leopold
01:21:20
Looks like a special ed pop.
Lily Sanabria
01:21:28
Special Ed?
kristymilczarski
01:21:29
may have feeding concerns
sfarrauto
01:21:33
social withdrawal and isolation seems to occur most often during center and indoor play
Kathy
01:21:33
No behaviors after March
Gem M
01:21:47
Withdrawn behavior during center/indoor
khauptman
01:22:22
self diretected behavior will occur during structured times in kids with a diagnosis
Bre Grant’s iPhone
01:22:28
was wondering that! can take so long to connect to developmental/outside support
vstark
01:23:34
coaching
Gem M
01:23:36
There is a need for more persons to provide physical comfort
Lily Sanabria
01:23:46
coaching
Erin
01:23:50
Have an OT therapist come in to help teacher integrate sensory into large groups
rshufelt
01:23:58
Add sensoy activities
Heather Normandin
01:24:08
Increase sensory input opportunities
michellefriedel
01:24:13
Reflective conversations- looking at “good fit”
swpov
01:24:15
examine make up/qualification of the team
sfarrauto
01:24:21
coaching and modeling social skills in the classrooms during center and indoor play to increase social engagement with others
Gcouture
01:24:24
motivation is either sensory or avoidance- adding sensory enriched environment
khauptman
01:24:32
developmentally appropriate practice
Lynn Morris
01:24:36
staffing concerns, do we need more staff at certain times of the day or same teacher always at mealtime for example
Bre Grant’s iPhone
01:25:01
help identify effective replacement behaviors
Erin
01:25:04
developmentally appropriate practice for large motor activities--coaching
lcastro
01:25:15
facilatating play
Heather Normandin
01:25:16
wondering about expectations asked of students
lcastro
01:25:36
In a dream world everyone
Gem M
01:25:47
Training and coaching on social emotional issues
lcastro
01:26:32
can we have teachers coach other teachers?
Lynn Morris
01:26:32
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
Ellen Leopold
01:28:10
Some teachers are concerned that they will be judged if they fill out BIRS... that they are less able.
Bethann Wieder
01:28:20
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?
Heather Normandin
01:29:04
Helpful as a baseline
Gem M
01:30:30
A tough child in one classroom may be great in another classroom
Erin
01:32:30
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!!!!
Bre Grant’s iPhone
01:32:36
our behavioral support person reviews every BIR and follows up with teams. to support consistency, explore strategies, and to try to have proactive dialogue
Colleen
01:32:37
We need to retrain staff on BIRs and add it to our orientation checklist for new staff.
Nell Marant
01:32:38
Staff feel overwhelmed by the work of filling out BIRS- any thoughts on how to encourage their participation?
lcastro
01:32:42
an area of growth would be consistency and everyone understanding the behaviors definitions
Bethann Wieder
01:32:51
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
Reception
01:32:56
Groups are working toward consistency - why this is important
Michele Gimbar
01:32:59
We provide training but getting staff to buy in is the challenge....
swpov
01:33:06
There still seems to be some confusion about the required use of BIRs for children with IEPs.
kristymilczarski
01:33:07
confident our staff know that we use data for data purposes and not to judge
Erin
01:33:17
LOL. Love the relay race. Totally true. They really shouldn't be that time consuming!
Bre Grant’s iPhone
01:33:17
but continued discussions and training with all staff is needed because it can be a “you don’t know until you need it”
michellefriedel
01:33:18
There is not enough BIR completion and reviewing the definitions of the behavior- need to make this into a game for training
Kathy
01:33:27
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.
Joi DiGennaro
01:33:41
Can we ad tool kits, friendship skill and emotions in the responses?
khauptman
01:33:45
we need to train on the use of this and begin in september, support the implementation through coaching- (Kim Barone sitting with Kim Hauptman)
michellefriedel
01:33:50
Attitude about BIR is that there isn’t enough time to complete
fharris
01:33:56
We are completing BIRs and meeting monthly. We can work on Administrative feedback and parent involvement follow up.
Gcouture
01:34:06
I would like to focus on staff attitudes and have them see the importance of consistency for all behaviors
amckenna
01:34:06
Area for growth is consitency with writing BIR's for all children not just the challenging behavior.
Ellen Leopold
01:35:41
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?
Heather Normandin
01:35:47
Very well said:)
Bre Grant’s iPhone
01:36:17
can you repeat relay! I was writing as you said it
Gem M
01:37:47
Surely , bingo and relay are worth trying. Sharing the graphs will impact everyone
Heather Normandin
01:38:45
Yes, please do this webinar!!!!!!!
marilynballard
01:38:54
Fabulous idea
Dorthea
01:39:16
Looking forward to that!
cis
01:40:10
Could you share the link
Brittni McAlister
01:40:55
challengingbehavior.org
cis
01:41:04
thx
rshufelt
01:43:01
What if it is a part of a behavior support plan? does it count then?
Heather Normandin
01:43:08
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
Nell Marant
01:46:48
I will plan for very clear and fun ways to familiarize staff with using BIRS and work to have them used consistently!
cis
01:47:01
Thank you!
Kathy
01:47:03
Thanks so much - very informative!!
marilynballard
01:47:04
could you just show us that slide again with telling parents. IE 2nd last slide
Megan Maccario
01:47:09
Thank you, September!
Duane - Pooh's Corner, Inc.
01:47:19
Thank you so much!
Lynn Morris
01:47:20
Thanks, September. I know more about BIR's than an hour and half ago!
rshufelt
01:47:21
Thank you!
Gem M
01:47:22
Thanks
marilynballard
01:47:23
tHANKS TOOK SCREEN SHOT OF IT
michellefriedel
01:47:26
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
cwuest
01:47:29
you!
Dorthea
01:47:30
Thanks
Ellen Leopold
01:47:38
Thanks so much September! I will be taking this information back to my center directors!
Heather Normandin
01:47:45
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! :)
Reception
01:47:59
Thank You - will be focus of my next meeting with Leadership teams!
Vicki Robert
01:48:01
Thank you SO muich!
khauptman
01:48:13
Special education implementation chat group
Erin
01:48:16
Thanks SEptember!!! THis was great!
marilynballard
01:48:17
😁
michellefriedel
01:48:30
Thank you and enjoy the weekly newsletter
Lily Sanabria
01:48:44
Thank you!
swpov
01:48:55
thank you!