Behavior Task Force Meeting # 2 Oct 16, 2018 Review Meeting #1 - - PowerPoint PPT Presentation

Least Restrictive Environment Behavior Task Force

Meeting # 2 Oct 16, 2018

Welcome!

THANKS FOR SERVING ON THIS IMPORTANT TASK FORCE! (Introduction—Members new this meeting)

Review—Meeting #1 Work

Task Force Makeup and Introductions

50 Members—Voting and Resource Members

• Service Providers
• Administrators
• Parents
• Teachers
• Legislators
• Community Members
• Advocates

This Photo by Unknown Author is licensed under CC BY-NC-SA

Review—Meeting #1 Work

• Sept 27, 2018

Meetings

• Five meetings
• Two hours each, 3:30-5:30
• Sept 27
• Oct 16
• Oct 30
• Nov 8
• Nov 30
• Report on/soon after Nov 30
• Jon L. Wanzek Center for Scouting

Meeting #1: Sept 27

• Introductions –Voting

Members; Resource Members

• Share goals/charge of the task

force.

• Share/reach consensus on

group norms (use response software to gauge consensus)

• Share overview of the group’s

work, how it will proceed/processes to be utilized.

• What are the needs that bring

us together? Discussion: How are children with the most intense behavior needs served in ND and in our community?

Discussion of Sugg ggested Norms for Task Force

• Begin on time and end on time.
• Stay on agenda.
• Avoid side conversations.
• Respect questions.
• Listen respectfully.
• Probe ideas; do not criticize

people.

• Monitor your own airtime.
• Monitor use of technology
• Other? (Discussion/sharing)

Discussion--Consensus

• 80% Consensus, this means that

all participants support the decision except for up to 20%. The dissenters can't block the decision, but should be given the

• pportunity to share their

concerns.

• 80% Consensus of the committee

members present at the time of the “vote.”

• Response software or “fist-to-five”

will be used to gauge consensus.

• 80% Consensus of the committee members present at the time of the “vote”.

Enter Question Text

• A. True
• B. False

Discussion/Clarification: TASK FORCE “CHARGE”

Study and make advisory recommendations regarding programming, services, configuration/locations and costs to serve and support children with strong behavioral needs in our community/region.

• Determine how children are currently

being served and whether it is adequate.

• Determine types of services/supports

and curriculum needed to support students with behavioral needs.

• Reach consensus on critical attributes
• f desired programming and services.
• Reach consensus on most feasible

configuration for our community/region, including cost and location considerations.

• Provide a report on the task force’s

work and advisory recommendations to boards.

The committee’s charge is clear and one I can collaborate to achieve.

• A. Strongly Agree
• B. Agree
• C. Disagree
• D. Strongly Disagree

Task Force Formation: Introductions> Purpose;> Problem Identification;> Norms> Process Solutions: Brainstorm> Critical Attributes> (Consensus)> Evaluate/Rank Critical Attributes Solutions: Configurations> Pros/Cons Evaluate Congruence with Critical Attributes >Consensus Advisory Recommendat- ions Description with Pros/Cons: Top 2-3 potential models Final Report

Overview>Committee Process

Critical Desired Attributes Proposed Delivery Location/Model 0 1 2 3 4 5 Degree of Congruence 5 4 3 2 1 0

The processes outlined for the committee’s tasks are workable.

• A. Strongly Agree
• B. Agree
• C. Disagree
• D. Strongly Disagree

Serving Children With Behavior Needs— Current Continuum of Services

• Presentation/Discussion

John Porter

Preview-- Meeting 2 Agenda

• 1. Presentation- sample

programs addressing behavior needs

• 2. Sample facility overview
• 3. Discussion of potential

curriculum and Services

• a. Effective, Meaningful Access

to Core Curriculum

• b. Social/Emotional Learning
• c. Potential Community

Partnerships

• d. Parent Engagement
• 4. Discuss critical attributes of

desired program

• a. Brainstorm critical attributes at

tables

i. Reach consensus at each table--most important 5 attributes

• ii. Share with large group
• iii. Reach consensus--top 8-10

attributes of a program for our community

Agenda—Meeting #2—10/16/18

Potential Elements in a Continuum of Services

Cri ritical Attributes . . . . . . . . A program serving chil ildren who have exhibited very ry in intense behaviors must . . . .

.(Suggested protocol for attributes)

Begin with a verb:

• Provide . . . .
• Include . . . .
• Be characterized by . . . .
• Insure that . . .
• Etc.

State the attribute in positive terms (what the program WILL do predominately, not what it WILL NOT do. Avoid “absolutes” such as ALWAYS or NEVER

Brainstorm--

• -Possible

“Critical Attributes”

Potential Examples A program serving children who have exhibited very intense behaviors must . .

• Provide a safe, nurturing environment
• Focus on and help students grow in social

and emotional skills

• Emphasize academic

standards/curriculum/ and academic growth

• Insure Strong Parental engagement
• Provide Adequate space/capacity for

community partners

• Be Affordable/sustainable
• Others . . . .

Critical Attribute Identification Process—Step 1: Affinity Diagram

• At each table—individually brainstorm

and write on sticky notes all of the “critical attributes” you value for such a program

• After 5 minutes—share/post your

ideas on a sheet of chart paper

• As a group—combine like/similar

items together in a column

• Reach consensus on a label for each

column stated in critical attribute language

• Pick a reporter who should be

prepared to share with another group