Embedded Files
Behavior Support Team Information
Behavior Support Team Information
The BST process is the first step in requesting behavior intervention, a curriculum change, a more restrictive setting, and/or specialized support for data analysis. We offer the following types of support.
The BST process is the first step in requesting behavior intervention, a curriculum change, a more restrictive setting, and/or specialized support for data analysis. We offer the following types of support.
- Behavior Support
- Medical/Functional Support ONLY
- More Restrictive Setting
- Standards Of Practice (SOP)
- Specialized Behavior Support Classroom
- Change in Curriculum
- Specialized Adapted Curriculum Classroom
- Webb Street Placement
- ****Student Specific Adult Support/ Plan for Independence****
If you are requesting behavioral support, please note you should expect the target student to remain your student in your school.
If you are requesting behavioral support, please note you should expect the target student to remain your student in your school.
The goal of BST is to provide supports to school staff after they have exhausted all internal resources. (Consult with your internal school supports.-school psychologist, counselor, EC teachers, reg ed teachers, nurses, social worker) The BST specialized support personnel may provide a variety of behavioral strategies through recommendations, consultation &/or coaching to current school staff to support them in addressing the student’s behavioral needs. Our Behavior Support Team Members-BEHAVIOR SUPPORT TEAM
The goal of BST is to provide supports to school staff after they have exhausted all internal resources. (Consult with your internal school supports.-school psychologist, counselor, EC teachers, reg ed teachers, nurses, social worker) The BST specialized support personnel may provide a variety of behavioral strategies through recommendations, consultation &/or coaching to current school staff to support them in addressing the student’s behavioral needs. Our Behavior Support Team Members-BEHAVIOR SUPPORT TEAM
Behavior change does not happen quickly, but typically, when the appropriate interventions are implemented with fidelity, you will see a decrease in inappropriate behaviors over the course of several months. The current school staff is ultimately responsible for implementing strategies to meet student needs.
Behavior change does not happen quickly, but typically, when the appropriate interventions are implemented with fidelity, you will see a decrease in inappropriate behaviors over the course of several months. The current school staff is ultimately responsible for implementing strategies to meet student needs.
Data gathering is vital to assessing behavioral support needs. This checklist will help you to gather the data the BST will request. BST CHECKLIST
Data gathering is vital to assessing behavioral support needs. This checklist will help you to gather the data the BST will request. BST CHECKLIST
Data Resources:
Data Resources:
BST Expectations
BST Expectations
It is the expectation of the BST committee that prior to making a request, all staff* assigned to the school should be aware of the concern(s) and have:
It is the expectation of the BST committee that prior to making a request, all staff* assigned to the school should be aware of the concern(s) and have:
• participated in brainstorming sessions
• participated in brainstorming sessions
• assisted in developing a plan of action
• assisted in developing a plan of action
• implemented plan with fidelity
• implemented plan with fidelity
• collected data on plan
• collected data on plan
• analyzed data
• analyzed data
• met as a group to review analyzed data & adjust plan as needed
• met as a group to review analyzed data & adjust plan as needed
• implemented adjusted plan
• implemented adjusted plan
A BST case manager will contact the administrator after receiving the BST referral to obtain any additional information.. Then, the BST committee will review all information related to the student including PLANS ( MTSS, 504, IEP); Educators Handbook; Powerschool (grades, attendance, schedule); interventions, notes from meetings and summaries of analyzed data.
A BST case manager will contact the administrator after receiving the BST referral to obtain any additional information.. Then, the BST committee will review all information related to the student including PLANS ( MTSS, 504, IEP); Educators Handbook; Powerschool (grades, attendance, schedule); interventions, notes from meetings and summaries of analyzed data.
After reviewing all information, the BST case manager will communicate next steps to the administrator and staff listed on the original request form. It is the case managers responsibility to share information with any/ all staff who will be involved with the student in order to ensure understanding of expectations, consistency and fidelity.
After reviewing all information, the BST case manager will communicate next steps to the administrator and staff listed on the original request form. It is the case managers responsibility to share information with any/ all staff who will be involved with the student in order to ensure understanding of expectations, consistency and fidelity.
Standards Of Practice (SOP) Process
Standards Of Practice (SOP) Process
For all other requests such as medical, specialized behavior support, considering a change in curriculum to extend standards, considering a specialized adapted curriculum classroom, consideration of Webb Street school placement, or considering student specific adult support, a SOP must be completed to assure the student meets federal/ state/ local requirements. Once the BST request form has been submitted, it will be routed to the appropriate point person.
For all other requests such as medical, specialized behavior support, considering a change in curriculum to extend standards, considering a specialized adapted curriculum classroom, consideration of Webb Street school placement, or considering student specific adult support, a SOP must be completed to assure the student meets federal/ state/ local requirements. Once the BST request form has been submitted, it will be routed to the appropriate point person.
Each point person will send a standard email response with an attached SOP in PDF format being sure to include all staff listed on the original BST request form. The PDF will need to be printed and completed using the interventions attempted, summaries of analyzed data, meeting notes and any other relevant information. Once this has been received and reviewed, the entire team will once again be emailed with next steps.
Each point person will send a standard email response with an attached SOP in PDF format being sure to include all staff listed on the original BST request form. The PDF will need to be printed and completed using the interventions attempted, summaries of analyzed data, meeting notes and any other relevant information. Once this has been received and reviewed, the entire team will once again be emailed with next steps.
It is in everyone best interest to have used all resources in your building. Multiple interventions with summarized, analyzed data should accompany the SOP for review by the committee. .
It is in everyone best interest to have used all resources in your building. Multiple interventions with summarized, analyzed data should accompany the SOP for review by the committee. .
Requesting….Medical/Functional Support ONLY
Requesting….Medical/Functional Support ONLY
For student(s) who have intensive medical or functional needs as stated by a doctor or IEP, the request will be channeled to Heather Jurney who will send a 1 page request form. Documentation of the specific need(s) should accompany the 1 page request in order to keep the process moving forward.
For student(s) who have intensive medical or functional needs as stated by a doctor or IEP, the request will be channeled to Heather Jurney who will send a 1 page request form. Documentation of the specific need(s) should accompany the 1 page request in order to keep the process moving forward.
Additional staff will be provided as soon as possible, keeping in mind the requirements of Gaston County Schools or agencies who contract with Gaston County School. Documenting any/ all staff who have been involved with the student(s) is part of the BST request and all will be included on the committee’s response.
Additional staff will be provided as soon as possible, keeping in mind the requirements of Gaston County Schools or agencies who contract with Gaston County School. Documenting any/ all staff who have been involved with the student(s) is part of the BST request and all will be included on the committee’s response.
Considering Specialized Behavior Support Classroom
Considering Specialized Behavior Support Classroom
SBS classrooms are appropriate placements for students whose behavior is harmful to self/other and/or causes school wide disruptions multiple times a day on a daily basis over extended time. Students are following the general curriculum but need full day specially designed instruction to learn more appropriate behaviors while receiving academic instruction. Students should have IEPs in place which address the problematic behavior(s) as evidenced by but limited to goals, BIPs, FBA, service delivery, behavior contracts, etc.
SBS classrooms are appropriate placements for students whose behavior is harmful to self/other and/or causes school wide disruptions multiple times a day on a daily basis over extended time. Students are following the general curriculum but need full day specially designed instruction to learn more appropriate behaviors while receiving academic instruction. Students should have IEPs in place which address the problematic behavior(s) as evidenced by but limited to goals, BIPs, FBA, service delivery, behavior contracts, etc.
Students whose IEP teams have placed them in a SBS classroom have already attempted many behavior interventions including ISS/ OSS/ Reduced day.
Students whose IEP teams have placed them in a SBS classroom have already attempted many behavior interventions including ISS/ OSS/ Reduced day.
We are fortunate to offer classrooms at Elementary, Middle and High levels with a total of 48 seats. Before considering SBS, look at the data to be sure the behaviors are so severe it is impacting self/others/ school wide disruptions multiple times a day, every day, week after week after week.
We are fortunate to offer classrooms at Elementary, Middle and High levels with a total of 48 seats. Before considering SBS, look at the data to be sure the behaviors are so severe it is impacting self/others/ school wide disruptions multiple times a day, every day, week after week after week.
Considering Change Curriculum to Extended Standards
Considering Change Curriculum to Extended Standards
In order to move a student to the extended standards, there must be a SIGNIFICANT COGNITIVE DISABILITY in all area of performance (i.e., exhibits severe and pervasive delays in ALL areas of conceptual, linguistic and academic development and also in adaptive behavior areas, such as communication, daily living skills, and self-care). The vast majority of students with disabilities do not have a significant cognitive disability. Prior to considering a curriculum move, the SOP process must be followed in order to determine student(s) needs are met by federal/ state/local criteria.
In order to move a student to the extended standards, there must be a SIGNIFICANT COGNITIVE DISABILITY in all area of performance (i.e., exhibits severe and pervasive delays in ALL areas of conceptual, linguistic and academic development and also in adaptive behavior areas, such as communication, daily living skills, and self-care). The vast majority of students with disabilities do not have a significant cognitive disability. Prior to considering a curriculum move, the SOP process must be followed in order to determine student(s) needs are met by federal/ state/local criteria.
When an IEP team considers moving a student to the NC Extended Content Standards, parents must be informed that this pathway does not lead to a NC High School Diploma but rather a Graduation Certificate.
When an IEP team considers moving a student to the NC Extended Content Standards, parents must be informed that this pathway does not lead to a NC High School Diploma but rather a Graduation Certificate.
Moving a student to the NC Extended Content Standards does not automatically qualify the student for placement in a Specialized Adapted Curriculum Classroom.
Moving a student to the NC Extended Content Standards does not automatically qualify the student for placement in a Specialized Adapted Curriculum Classroom.
Considering Specialized Adapted Curriculum Classroom
Considering Specialized Adapted Curriculum Classroom
SAC classrooms may be appropriate placements for students who are being instructed on the NC Extended Content Standards due to significant cognitive disabilities in all areas of performance.
SAC classrooms may be appropriate placements for students who are being instructed on the NC Extended Content Standards due to significant cognitive disabilities in all areas of performance.
These classrooms must follow federal mandates on teacher/ pupil ratios. Therefore, DEC reviews all requests in order to ensure criteria is met. We are fortunate to offer classrooms in 13 elementary schools, 7 middle schools and 7 high schools.
These classrooms must follow federal mandates on teacher/ pupil ratios. Therefore, DEC reviews all requests in order to ensure criteria is met. We are fortunate to offer classrooms in 13 elementary schools, 7 middle schools and 7 high schools.
Considering Webb Street School Placement
Considering Webb Street School Placement
Webb Street school is an appropriate placement for students who are being instructed on the NC Extended Content Standards due to significant cognitive disabilities in all areas of performance who struggle to access the curriculum in a SAC classroom due to a variety of factors.
Webb Street school is an appropriate placement for students who are being instructed on the NC Extended Content Standards due to significant cognitive disabilities in all areas of performance who struggle to access the curriculum in a SAC classroom due to a variety of factors.
Prior to considering placement at Webb, data should be taken and reviewed regarding student’s ability to gain skills in an environment with non-disabled peers. Only if data shows the student’s ability to gain or maintain academic skills, adaptive behavior skills, language & social skills is not successful in the traditional school setting with their non-disabled peers should a student be considered for a public separate school setting.
Prior to considering placement at Webb, data should be taken and reviewed regarding student’s ability to gain skills in an environment with non-disabled peers. Only if data shows the student’s ability to gain or maintain academic skills, adaptive behavior skills, language & social skills is not successful in the traditional school setting with their non-disabled peers should a student be considered for a public separate school setting.
Considering Student Specific Adult Support
Considering Student Specific Adult Support
Staff should request adult support only when there are not enough hands to meet student needs. Adult Support is an individual who works under the direction of the classroom teacher to help a student access the total school environment while rewarding student’s efforts to be as independent as possible.
Staff should request adult support only when there are not enough hands to meet student needs. Adult Support is an individual who works under the direction of the classroom teacher to help a student access the total school environment while rewarding student’s efforts to be as independent as possible.
Adult support may provide supervision of a student following an individualized behavior intervention plan, provide physical support due to mobility issues, medical issues including but not limited to feeding needs, toileting needs. Adult support should NOT take on the role of teacher, nor should this person be the “cue” for redirection, time on task, work completion, etc.
Adult support may provide supervision of a student following an individualized behavior intervention plan, provide physical support due to mobility issues, medical issues including but not limited to feeding needs, toileting needs. Adult support should NOT take on the role of teacher, nor should this person be the “cue” for redirection, time on task, work completion, etc.
When deciding if Adult Support is needed, the IEP team needs to collect data, analyze the data, and determine in which areas the support is needed. Please note that plans (BIP, Supervision, Crisis, Medical/ Care, etc) should use existing staff, multiple interventions, and discussions about appropriate level of EC service including strategies & specially designed instruction to support the students ability to gain independent skills before submitting a SOP request for Adult Support.
When deciding if Adult Support is needed, the IEP team needs to collect data, analyze the data, and determine in which areas the support is needed. Please note that plans (BIP, Supervision, Crisis, Medical/ Care, etc) should use existing staff, multiple interventions, and discussions about appropriate level of EC service including strategies & specially designed instruction to support the students ability to gain independent skills before submitting a SOP request for Adult Support.
****A Plan for Independence will be required and monitored once adult support is approved****
****A Plan for Independence will be required and monitored once adult support is approved****
Report abuse