Bob:
Classroom Teacher(CT) implements strategies within the classroom for Bob.
Contact with the Family:
to discuss struggles at school and get input. Do they see this behaviour at home? What works for them at home?
Learning Assistance Teacher(LAT)
- is involved to support the CT and Bob.
- observation
- program development
- suggestions for interventions
- Functional Behaviour Analysis is completed
- Behaviour Intervention Plan is developed
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Update Family on progress based on communication plan
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Family provides consent for continued supports from outside agencies
Data Collection: ABC Charts to identify behaviour and potential function
Data review with School based team every 6 weeks
Data Review
Referral to Outside Services
Continued Data collection to identify trends and to review whether the Behaviour Intervention Plan/IEP is working
Family seeks outside services and additional support from an independent agency for the student
Data Collection is done by classroom teacher
Outside Agency Support is implemented
School based team reviews student progress
Family is involved in supports and informed on student progress
Bob is a grade 1 student who is very inquisitive. However, Bob struggles with impulse control and often runs away from school to a family members workplace or home. Bob often refuses to complete non-preferred activities, is disruptive in class and is high energy. The OT reports he has sensory issues.
Flow Chart of Services:
A step by step outline/timeline of
procedures and services
available to the school
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The classroom teacher would implement proven evidence-based strategies in their classroom. The teacher would contact the family to establish a relationship and gather more information about the student. Has something happened to make Bob not want to be at school? Is he providing more information to family members about what is going on at school? Are there environmental triggers affecting Bob? Involve the Learning Assistance Teacher for additional support and intervention ideas. Follow school procedures flow chart.
Initial Steps:
Dawn Reithaug FBA/BIP
ABC charts for observations
Bob begins receiving support while other steps are
initiated by LAT, SBT, family, etc.
Bob is informed of an IEP/SMART Goal and instructed on how to participate in the meeting to be an advocate for their own learning
IEP date established
Progress Review
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What is working for Bob? What challenges remain? What does Bob like about school and how can that continue to be captured? Does Bob have a positive skills IEP goal? (Katz, J. 2013)
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