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Communicate clearly and listen carefully

Respect the views of others

Share your views willingly

Ask and welcome questions for clarification

Be open to ideas and views presented

Honor time limits and stay on task

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Welcome!

Purpose:

to review FBA data

to review, develop, and share a plan to implement services and minutes for Olivia’s IEP.

Introduction and Roles

Who are you and what is your role in today’s meeting?

Groups Norms

Strengths

Opportunities for Growth

Review of the FBA

Goals

Accommodations: Testing and Classroom

Services and Placement

Transportation

Extended School Year

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Classroom:
Materials:

Provide a line reader

Provide adequate white space

Provide a slant board for reading and written tasks

Visual Model of alphabet strip that is embedded within the universal design or in a discreet manner (e.g. included on the class name strip on desks or within her laptop)

Math manipulatives (ie cubes) Number Charts (100's chart, number line, multiplication chart) Calculator

Pacing and Timing:

Provide extended time for tasks

Environment/Setting: :

Seat Olivia near instruction, near positive peer models and away from auditory distractions (near door, air conditioner)

Use of classroom sound field

Sound reducing headphones available

Allow Alternate seating options

Access to fidgets

Presentation:

Repetition/clarification/checks for understanding by paraphrasing of information presented orally.

Allow wait time for Olivia to process information presented orally before requiring a response

Font size no smaller than 12

Ensure Olivia is not given papers that do not allow for enough visual space or are double sided

Provide sentence starters (as much as possible embed accommodations within technology),

graphic organizer and editing checklists

Chunk Work into manageable parts

Provide a visual checklist to monitor steps for completion (for multi-step tasks) (such as Go-Plan-Do-Check)

Cues to wear her reading glasses

Access to sunglasses

Self-management :

Pre-alerts to changes in routines

Use of positive motivation system only--no response cost

Visual choice board and checklist for self management and sensory strategies (such as zones of regulation, sunglasses, and movement)

Access to fidgets

Access to movement within the classroom and to calming corner

Prompt for physical movement prior to tasks that require long periods of concentration or long seated with minimal movement

Test Adaptations:

Shorter testing sessions

Provide extended time for assessments (up to time and a half)

Alternate locations

Classroom Assessments read aloud

For Classroom Assessment provide accommodation or other means to response format (e.g. minimize multiple choice, allow verbal explanation over written explanation) - without changing the curricular standards

Provide accommodation of formatted response for classroom assessments

Human scribe for scantron responses

Assignments:

Chunk tasks into manageable parts

Provide checklist for multi-step tasks

Provide accommodation of tasks to focus on quality (to demonstrate mastery) over quantity- without changing the curricular standards

Provide accommodation of formatted response for classroom assessments

Text to speech such as, Learning Ally, Bookshare,

Speech to text

Do not penalize for spelling

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Continue to pursue ESY supports, focused on SPIRE support
Virtual devlivery

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Student has access to general transportation.

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Off-task behavior: Defined as: not following group or individual expectations by engaging in alternative behaviors not related to the task/expectation (such as drawing, reading, playing with materials(not designated as fidgets) in and around her desk, getting up out of desk, passively staring off, engagement in verbal conversations).

Data  Duration data was collected for total amount of off-task behavior observed within the 20 observation period, and summarized to provide a percentage.  Data was collected during March 2022.

Olivia's off task behavior ranged from 3% off task to 80% off task with an average of 41% off task behavior.  To provide a comparison for peer expectations, same gender peers averaged 12% off task.

Hypothesis: The function of Olivia's off task behavior is hypothesized to be primarily due to escape/avoidance (this was identified within 73% of observations), and attention (this was identified within 47% of observations).  Access to tangibles or other preferred items was identified with 33% of observations.

*Sum of the functions do not equal 100%, due to multiple functions present within observations periods.

Setting: Olivia's average off task behavior, based on data collected, per subject, is listed below in descending order.
-78% average off task behavior during writing
-44%off task behavior during literacy
-39% off task behavior during math
-35% off task behavior during 1:1 SPIRE (reading intervention)
-33% off task behavior during Science
-31% off task behavior during morning routine

Antecedents: Off task behavior occurred as a result of:
-Individual work time (60% of observations identified this as an antecedent)
-"Other" and Whole class lessons/listening (47% of observations identified this as an antecedent). "Other" includes the following: 3 instance of locating materials, 1 instance of getting the wrong answer, 1 instance of issues with mask, 1 instance of an unexpected noise coming from a peer's computer, 1 instance of getting an incorrect answer, and 1 instance of an interruption from the intercom.
-Prompts/directive (40% of observations identified this as an antecedent)
-Visually attend to another person in the room-such as an adult entering the classroom (33% of observation identified this as an antecedent)
-Peer interactions (13% of observations identified this as an antecedent)

Environmental variables: Several environmental factors were noted to affect Olivia's behavior within the classroom, including, but not limited to:
-Olivia's experiences prior to entering the school building (for example, Olivia was 3% off task on a day in which she eagerly shared an item she made at home with staff, and she was 80% off task during an observation in which she verbalized lack of sleep).
-Other home factors, including incidents with pets or siblings
-Familiar staff absence
-Familiar or unfamiliar staff in the classroom
-Presentation and personal hygiene-Olivia may appear more off task if she is thinking about, for example, her outfit or hair
-Peer or social distraction-Olivia may attend to peer or adult conversations instead of the presented task.

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Assessment-Classroom, District, State:
Environment/Setting :

Alternate location for assessments (with input from Olivia)

Seated away from noise distraction within the room

Pacing and Timing :

Assessments may be broken down into smaller segments

Provide extended time for assessments (up to time and a half)

Access to breaks throughout assessments

Oral Presentation :

Gain student's attention before giving directions;

Speak facing the student and repeat/rephrase directions for clarity

Presentation :

Test read aloud

Test Adaptations:

For classroom assessment provide accommodation or other means to response format (e.g. minimize multiple choice, allow verbal explanation over written explanation) - without changing the curricular standards

Do not penalize for spelling

Materials:

Use of visual model of alphabet and number strip

Provide math tools such as manipulatives, cubes, ten frames, calculator

Use of tools to limit the visual field to reduce clutter

Font size not smaller than 12, not double sided pages

Line reader decrease visual input on work pages

Response :

Access to a scribe for longer written responses

Speech-to-text for written responses

Human scribe for scantron response