For a long time I wondered about what these things are and why do we need, want, or think that they will work? I never hear that they really work, but yet my child has had two BIPs (behavioral intervention plans), two FBAs (functional behavioral assessments) and one BMP (behavioral management plan). I feel like they did nothing to change, manage, intervene or plan anything as far as him independently concerning his behavior, it is not like we (my child and I) were ever really involved in this process.
The first time my child had an FBA and a BIP was is third grade. It was something the school CSE (committee on special education) did as a response to an MDR (Manifestation Disability Review). An MDR is something that must be done when a child is suspended
Although there was that one time that the FBA administrator (yes this is a term usually the school psychologist ) gave my child a reinforcement survey, yes this is also a term. Surveys, checklists, questionnaires and interviews all fall under direct data.
So what did they do? What did the FBA and BIP do?
In hindsight I really do think the FBA and BIP did help. The FBA and BIP helped to identify that the team involved did not have a clue about PBIS (POSITIVE BEHAVIORAL INTERVENTION SUPPORTS) nor were they aware of behavioral interventions in general. It revealed that they needed to spend more time working on positive behavioral strategies as well as exploring the various functions of behavior. The FBA and BIP also helped me to learn more about my the language of behavior. It provides a guide or rather a equation in which one tries to input a complex notion like behavior into so that one can ascertain the answer to ” Why does the student behave this way?”
I find that the school personal and myself really did learn more about their own behavior which intern really helped my child . What do I mean by their “own behavior” ?
Well throughout the FBA and BIP process the teachers themselves learned about how my child would react to certain situations and how their response in those situations could either redirect or escalate my child’s behavior. In this way I found the FBA and BIP process quite helpful and yes it took a number of visits and meetings and even taking away the FBA and BIP eventually. In the end since the behavior diminished for numerous reasons the process was most helpful in revealing the “response behavior” of the team that was directly working with my child. It would be great to utilize this as a term. Perhaps a Functional Behavioral Response Assessment. It could be an assessment to identify and assess the teachers responses to a child’s behavior.
more to come…..
Do not let the Matrix hold you back from advocating. Do not stop because you fear retaliation. You and your child are already suffering so let the laziness, the disrespect, the blindfold motivate you to advocate, learn and become a symbol of strength to yourself and others around you.
If you look at your NYC schools’ Portal page by typing the name and then portal page
Looking at the statistics and Budget tab to the left and click, Then scroll to the following on that page ( lots of other helpful info on this page so feel free to explore and learn more about your students school). For this blog we are going to look at the CEP (Comprehensive Educational Plan) click there.
and the plan will come up like this : http://schools.nyc.gov/documents/oaosi/cep/2015-16/cep_K139.pdf
Lets look at page 2. cep_K139
Now remember the Framework from my last blog https://nycdoeandme.wordpress.com/2015/11/22/nyc-doe-and-the-new-framework-is-not-working/ Now you can see exactly why they created this Framework!
Once again Sadly Students with the highest needs and those that are unidentified are left out of the Framework for student achievement.
The plan is to ignore the students in need, clearly there is not a working model that identifies students in need. Only the teachers and parents that are the most sensitive and aware will refer students to get tested and recommended for AIS or special education services. I believe that all students should be evaluated for both in a way that is aligned with Scientifically based practices.
I think that the new NYC Public schools support structure clearly lacks any real support. In that there is little to no effective use of leadership and even once decent teachers now turned admins have lost their skills to lead by example.
Why is the NYC DOE’s Chancellor and her leadership team lacking any real creative thinkers?
If we really want to reduce class size and help teachers teach, why not explore turning the offices of the BFSC and Districts and the tons of other DOE office locations into teaching centers for students, teachers, parents and staff who need/want more support. Schools are on their own and have no real access to “effective leadership” as they call it.
This would in response look like a support staff/center that actually teaches/supports the school. “Effective leadership should encompass a component of leading by example instead of sitting In front of a damn computer all day, and never doing one drop of real teaching.
How is it that a pilot program has not been proposed? One in which all administrative teaching staff including the Superintendent consistently spend one day per week or even month teaching in classrooms with real students? How can a leader/mentor our schools without staying in practice? Generations change, teaching methods that were once effective loose their effectiveness
If you are no familiar with the new Vision/ framework see these resources below:
Watch the video below
video from city hall http://legistar.council.nyc.gov/Calendar.aspx
The press release:
If you see the vision frame work here: http://schools.nyc.gov/AboutUs/schools/framework/default.htm
As you can now tell They Completely leave out the very Idea of “leading by example In other words do not tell me but show me is by far the only way to lead and is the very foundation of what education means. I have created my own version, which is based on what I think should be 6 themes surrounding education and student achievement in NYC.
Funding is the top priority over trust, and yes it is more important then trust. How can there be trust when funding is always vanishing and mishandled?
Effective leadership would not be ridden with lies and illusive vague “support”, most of the administrations currently in our schools have not a clue who the BFSC liaison are nor what they do. There is nothing supportive about them so far as parents and staff at school can see.
By providing a nurturing environment a supportive environment is guaranteed is guaranteed.
Rigorous instruction is meaningless if it is not developmentally appropriate.
Collaborative teaching is in no way happening. From what my sources say is teachers are forced to stay extra on Mondays and are given curriculum to review from some where and someone they have never met, and is not human but a data base called Engaged.
Considerate community ties vs strong family- community ties would provide meaningful support and consideration to NYC public School students and their families. Many of the CEC and the CCEC are not meeting quorum and are not representing their community because the parents have no voice or council.
Now you try.
Also find out who your BFSC is here http://www.uftsolidarity.org/bfsc/ be sure to scroll on the Arrows near where it says ATS
See how willing they are to provide support!