Technology for

1
TASC

• Technology for
• Assessing
• Student
• Conduct

2
Before TASC
TASC

• Team met to create matrix of behavioral
  expectations
• Problem behaviors were identified and formed into
  Incident Referral Forms (IRF) for data collection
• Staff- made Excel program used for data collection

3
TASC Begins
TASC

• Administrative decision to create TASC
• Teams met with computer programmer to develop
  TASC
• IRF were then recreated within TASC parameters in
  dialogue with PBIS Team members and administrators

4
IRF- Yellow Sheets
TASC
5
Data Collection
TASC

• Training done at building levels with new
  referral forms and expectation matrixes
• Psychologists and building data input staff were
  sent to training sessions.
• Presidents Academy created within the system
  to address training.

6
PBIS Meets TASC 2005-06
TASC

• Matrix of expectations in place (2004)
• PBIS committee in place
• PBIS kickoffs - Positive behavior in the class,
  hallways, lunchroom etc.
• Point system at the classroom level towards
  building-wide rewards

• Expectations integrated into IRF
• Data drives school wide interventions
• Data identifies major problem behaviors and
  areas, defining interventions (Areas for Kick
  Offs and Retraining)
• Motivation provided within the classroom, major
  source of behavior problems.

7
Charts entered or through TASC itself
8
TASC to Support Positive Behavior

• Classes with least, or no office referrals are
  easily identified and rewarded
• Most improved classes rewarded
• Busses with least referrals recognized

9
Levels, Activities, Gotchas

• Based on Matrix, students earn levels
• Used to motivate students falling into chronic
  and at risk areas
• Free rewards given when expectations are met
• Gotchas used when behavioral expectations are met
  to encourage chronic and at risk students

10
Classes with Chronic Behavior Identified Easily

• Proactively work with classes
• Identify the problems
• Offer increased incentives

11
TASC is used to
TASC

• Actively document incidents
• Provide month to month analysis-building wide
• Data is utilized in FBA and BIP development
  team meetings
• Quantitative assessment of PBIS
• Identification of chronic/problem areas and
  students

12
Presently, we
TASC

• Emphasize classroom management to reduce number
  of referrals
• Use support staff to initially manage students
  referred out of class
• Administration actively involved in building
  articulation meetings
• Dr. Puerta and Ms Vitti are the psychologists
  assigned to be available for crisis de-escalation
  and interpretation and use of data
• Psychologists using TASC for FBAs and BIPs
• Support on our terms, not the students, more
  proactive

13
Building Wide Data
TASC

• Interpretation by PBIS Team
• Used to identify location of problem behavior
• Used to identify major behavior problems
• Staff retrained to reduce over-identification or
  strategies to reduce non-compliant behaviors.

14
Where We Are 2007-08
TASC

• Building-wide point/level system toward
  building-wide activities
• Kickoffs targeting identified problem behaviors
  using TASC data
• Frequent Gotcha drawings
• Wacky Wednesday and spirit

15
Where are we going?
TASC

• Use proactively towards behavioral intervention
• Early identification of chronic/ at risk students
• Utilized more effectively to target specific
  problem behavior
• Classroom staff involved in analysis and early
  identification of problems

16
Where are we Going?
TASC

• Greater use of articulation meetings and team
  meetings around chronic and at risk students -
  meet early and often
• Address Targeted population with more intensive
  support
• Integrate behavior modification programs (points
  and levels system) into our data interpretation

17
Where are we going?
TASC

• Increase statistical accuracy when interpreting
  data with student attendance
• Continue to develop improve upon existing PBIS
  programs
• Create Red, Yellow Green PBIS committees

18
Additionally
TASC

• Maintain current PBIS committee while welcoming
  new volunteers the more the merrier
• More Frequent posting of data (weekly)
• More frequent data available for teachers and
  psychologist on their individual students and
  class as a whole.
• Adjusting targets and rewards for improved
  performance