Family and Community Engagement To Improve Student Learning

Provide a detailed reflection on how the implementation of the

plan went and the results of the data collected to evaluate the

plan.

A detailed description of the plan developed by the working group to address the

identified opportunities, including citations of research used to determine the actions

taken.

After meeting with team members and parents, the following action plan was developed based

on current concerns:

(1) Previous interventions incorporated task prompts within preferred activities (i.e.,

interspersed requests). His educational context consisted of a workstation in the calm room. His

physical size is simply too large to serve him in an isolated calm room. Therefore, we need to

develop a schedule that can be carried out in common areas (classrooms, hallways, office). Dr.

D. suggested developing a daily schedule using preferred activities his team, his parents, and

DF select. The team agreed to generate a list of activities and have a team meeting to discuss

what activities will be included on the schedule. It is essential that the activities/tasks be

acceptable to DF.

(2) Transition teacher suggests allowing DF to engage in activities he chooses to do via

appropriate communication. For example, today he requested to complete a shredding task.

(3) Unfortunately, DF’s decreased skills include a loss of compliance to simple prompts.

Nothing teachers and paraeducator prompt him to do is responded with task compliance.

Previous success has included the delivery of immediate tangible rewards contingent upon

on-task behavior. The team agreed to generate a reinforcement menu that provides small

tangibles that can be delivered immediately following compliance of verbal prompts.

(4) DF appears to be entering the building previously agitated. The agitation appears to occur

either while preparing him to get on the bus, on the bus, or transitioning from the bus to the

classroom. Nevertheless, each context needs to be evaluated. A clear pattern of behavior when

staying at either mom’s or dad’s house has not been established. The team recommends that

data be collected on the effect of these environmental events. First, data needs to be taken

regarding behavior based on where he spends the night. We may need to do direct

comparisons. Specifically, we may need to arrange for which home he spends the night.

(5) Provide all choices in an approach/avoidance format. Specifically, preferred versus

non-preferred activities/tasks.

(6) When DF requests someone else do his work (i.e., art), the team suggests that his

paraeducator pull out work for themselves and engage in a Parallel Activity.

(7) Once a list of activities is selected for his school schedule, the team suggests that a

three-column activity schedule be put in place. Column A will provide tasks to be completed.

Column B will allow him to indicate the task is done. Column C will indicate the reinforcement he

will receive.

(8) His daily schedule should be decided upon with JF’s input. Specifically, begin the day with a

blank schedule. Let him choose the order the tasks will be completed at the beginning of the

day.

(9) The team believes DF can learn from social stories. Thus, the team agrees to generate a

social story to teach him about why he is now learning new tasks.

(10) The team will actively participate in ISF Leadership Team meetings and training sessions.

A detailed description of how the plan was implemented.

The action plan developed by the working group to address JF’s was first presented to JF’s

IEP team. Dr. D. also spent an entire day with the classroom team to make appropriate

modifications to JF’s learning environment (physical set-up, schedule, routine, activities) and

teach specific interventions to the adults who closely worked with him at school. Throughout the

school year, the teachers and staff underwent PD training to better understand behaviors of

students with Autism and how to effectively address them. Dr. D continued to observe JF

bi-monhly to monitor F’s progress and work with his parents. With Dr. D’s recommendation, JF

also started to see the school counselor once a week. Parents also agreed to work with the

school and outside counselors to help them better understand JF and provide for his needs

with their new family dynamics. Data was collected to determine the effect of environmental

events (e.g. transitioning from one parent’s house to another). The school team met at least

once a month to look into student data and progress, address concerns, and review and make

appropriate changes to strategies and interventions being implemented. The team continues to

participate in the district- and school- wide efforts in collaboration with the ISF Leadership Team.

An explanation of the cycle of inquiry timeline for the project and your continued role in

the plan.

The cycle of inquiry for this project started at the beginning of the school year with my

collaboration with all special education teachers at HHS to identify “at-risk” students with

disabilities who are affected by environmental and behavioral factors and achievement

measures that negatively impact their educational performance or threaten the likelihood of

promotion or graduation. Early detection means early intervention. With the support of our

school psychologist and the district’s behavior specialist consultant, we were able to look into

different assessment tools, review last year’s data, observe and examine selected students’

classroom behaviors and routines, understand environmental factors including their home

environment, and collect new data in the first quarter of the school year. Using the information

gathered, the teams were able to come up with the action plan, train teachers and staff, and

implement the plan by the second quarter. Teachers and staff continuously monitor and assess

progress and undergo PD training. Families and community members were involved. At the

beginning of 3rd quarter, the team collaborated with the school’s ISF leadership team, which I

am also working with, in order to expand our resources and outside support. I plan to continue

working with the special education and ISF team, specifically in providing training and support

for teachers and staff and having a continuous relationship with the families.