AEDY-Behavioral-Assessments-and-Support-Plans



Transcript of 12/8/16 AEDY Webinar:Behavioral Assessments and Support PlansRyan Korn:Hey everyone, we're going to get started now. Today we are getting together to discuss behavioral assessments and behavioral support plans. If we could get a show of hands from everyone that they could hear me right now that would be great.Dana Klouser:John click down right beside ... Show of hands please.Ryan Korn:Show of hands please, just to make sure that everyone's hearing us.Dana Klouser:Not good, up there’s one, see the bar to the right of it, John? All the way to the far right. Slide that up and down beside the names, yeah right there, yeah, perfect.Ryan Korn:All right, it looks like everyone's hearing us, great. All right, well just to introduce all who's here, it's Ryan Korn with PDE - AEDY team.Dana Klouser:And Dana Klouser.John Esposito:John Esposito.Ryan Korn:All right, so we're not going to have any documents to share or anything like that today because we just going to be discussing the concepts and procedures of using behavioral assessments and behavioral support plans. If you have any questions throughout please don't hesitate to ask the questions, but he will address all of those at the end once we got through everything.Dana Klouser:Then Ryan has a special surprise for everyone.Ryan Korn:Yes, if that's what you want to call it, okay. At this point, I'd like to discuss, we'll start off with behavioral assessments. For those of you who have been at the trainings, you've heard us talk about that behavioral assessments are a mandated aspect of AEDY. It's just what's written in SPACIA at this point, so we need to make sure that every program is utilizing them now.To go above and beyond just the mandated administration of a behavioral assessment, what I'd like to talk to everyone about is the useful aspects of a behavioral assessment in that these assessments are designed to identify the triggers that identify behavioral symptomology of students to give the program a better way of handling situations, much like many of you have seen in FBA's with special education students and if you've worked in the mental health field. These assessments can be very useful in identifying more specific target behaviors and then also, goals that you can address to address certain behaviors.For those of you, like I said, who have worked in special ed or even just seen FBA's, special ed goal planning with FBA's, you'll see that they are addressing behavior, a specific target behaviors and then creating goals to address those behaviors. Using this behavioral assessment, not as just something to complete but more as a tool to learn more about the student. The other really useful part of behavioral assessments and we've seen some programs have great success with this, is re-administering those behavioral assessments over a period of time.We typically recommend every six to eight weeks or what you would know as a marking period to have it so that you're reviewing behavior, academics, attendance on at the same time, but you re-administer a behavioral assessment. Many of them like the BAS, the Behavior Intervention Monitoring Assessment System 2 (BIMAS-2?), SSMS, there's a lot of different ones out there that will actually be able to show progress, whether it's lack of progress or positive progress over time so that way when you're sitting down with that student to review their behavior, you can tangibly show them the results of how they've been doing.So that it's no longer a power struggle during that meeting and a student saying that they're doing great and they go back and the team is a saying, "Well, actually, you still have some things to work on." Using that behavioral assessment as that measurement tool you could show them in a tangible nature what is actually going on and how they've been doing with regards to their behavior.The other big piece to this is that it can be used as something as you put as a tool in your formal periodic reviews if you'd like to use it at that point. It has a lot of different uses. I know that you have a list currently on the guidelines and there will be one on the future guidelines of ones that the department has already reviewed and approved.However, what I'd like to also state to everyone that doesn't mean that you have to go on that list. If you choose, if your program would like to use a behavioral assessment that is not on the list provided by the department, all you would need to do is provide the documentation also on what you'd like to use, allow us to look, review the tool you want to use and make a determination.Basically, what we're looking for is that it is behavioral assessment in nature. It is evidenced-based. We've already done this with a couple programs that can attest that it was a really simple process. They provided us with the documentation. Like I said, as long as it's a behavioral assessment, it's evidenced-based and supported, it shouldn't be an issue.The teams just didn't want to go through making a comprehensive list to cover all the behavioral assessments that could potentially be used by anyone at any given point. This point, I guess I could take some questions if anyone has so far? John, if you could open up the question box, before we go into talking more about the behavioral goals as well. If you drag it out, it will expand.Dana Klouser:Click all the way up where it says questions. If you click on that you can pull it out of the whole list and put it on the middle and make it larger. Right there, grab it and drag it.Ryan Korn:Okay, is there a PowerPoint from what you're presenting? No, there's no PowerPoint. This is basically, our opening up the discussion to it. A lot of this information is what we do in our AEDY 101 that we've been doing throughout the state. If you have any specific questions, please let us know.For those of us knew to AEDY, we'll be sharing an example of what a behavioral assessment looks like. As far as the behavioral assessment tools themselves, we've seen them doing site visits. We do not purchase the behavioral assessments and that would be really the way it would look like. We do have a list that's available on the current guidelines and will be there for the future guidelines that you could actually pull from that list and look at them.For those of you who are not familiar to AEDY and have worked in education for a while, having most likely seen an FBA, which is a Functional Behavioral Assessment, you're going to have seen what you would typically see from a behavioral assessment, which is going to identify specific target behaviors, triggers that actually the student is responding to and also, potentially be used to identify positive triggers that the student responds well to in responses and interventions that have worked well.Where is the list of acceptable resources located? If you go on the PDE website keyword and you search AEDY, you'll find the first link is the AEDY art teams website within PDE. On that website, you'll see the guidelines down near the bottom. If you click on those and go near the end of those guidelines, there will be a list provided there of ones that are already pre-approved. Like I said, if you have one that you want to use that is not on that list, all you need to do is shoot us an email, give us a phone call and we can discuss it, review some of the resources and then let you know if it would be approved at that point and then we would add it to that list.Would you need am PTR for a behavioral assessment or just FBA? You can certainly use an FBA for a behavioral assessment. It is a behavioral assessment and we've talked about this with regards to special ed students and I guess I can address that a little bit here now. If you have a special education student that's just received their NFBA, based on the behaviors that you're looking to place in AEDY and it happened recently, you can use the FBA as a part of what would be that student’s behavioral assessment going into AEDY.This is case-by-case because like I said, it should be the FBA that occurred in response to this new behavior that you're looking to placement and it should be a recent FBA, so that it's actually useful for the current behaviors that are going on. If it was one that was created last year, then we wouldn't want to use something like that because it's not going to help any of the programs. Could you provide a hyperlink for the location of the site?Dana Klouser:Site.Ryan Korn:Site, okay, yeah, we could pull up the website. John is going to pull it up right now while I start talking about some of it and he's going to pull it up in the background.Dana Klouser:I don't know if he's going to show it though?Ryan Korn:All right, while he pulls it up I'm just trying to see if we can look at a couple more questions. Oh sorry, I'm just going to pull the screen up for ya real quick. Okay, if you guys could give me a quick show of hands that you're seeing the screen and I have right now?Dana Klouser:The PDE website is what it should be.Ryan Korn:What you guys are seeing is the PDE website. What I did is I went into the search box and did AEDY and the first link that you see here, this is the AEDY website. If you want to bookmark that that will really help you out. On this website, this is where we share a lot of our documentation. On the right side, you can see our parent flyers, SharePoint information, our calendar of what we're doing in the field.If you scroll down and you'll see the guidelines, 2013-15 guidelines. The guidelines that our team has revised is currently in the review process through the higher ups at PDE and hopefully, will be out as soon as possible. If you click on those guidelines, it will actually pull up the current AEDY guidelines. If you look through, and I usually just do control F, and then you can search for different things. See, get these things out of my screen.Dana Klouser:When you get a chance there Ryan, you probably could do a demonstration on how to bookmark? Maybe everybody doesn't know how to do that?Ryan Korn:All right, so here on Behavioral Assessment Tools, you'll see a list of the behavioral assessments. Like I said, this is not a comprehensive list. You will have a larger updated list and the new guidelines, but it just gives you some of the ideas of what used to be approved. We will have a more comprehensive list. Even some of the ones I referenced today are not here, so like I said, if you're using one and you're not sure if it's approved, just reach out to us and we can certainly help you out with that. It will not be a problem at all.Let me just scroll up and make sure I got on the questions that people were asking? Who is qualified score of record behavioral assessment results? That's a great question. Typically, it should be the person conducting the counseling in your program because they are the ones that already at that point certified and they are qualified to conduct mental health and behavioral health interventions, so they should be conducting it.However, you should look at what behavioral assessment you're looking to use because the actual companies who design these will identify they feel are qualified individuals to administer it. Some of them also request that people do trainings, so they can effectively administer the behavioral assessment. I really do encourage that. If you can get some kind of certification and training from the companies, like I said BIMAS-2? so that you understand all the tools that are available in using that assessment.See, just making sure I answered everyone's questions? The SSBS-2, so that somebody is using that? Yes, that is one of the ones that is approved. I think that's all the questions we have right now. All right, so, looking forward to the behavioral goals. Now that you have conducted a behavioral assessment a large part of AEDY, the basic core pieces of it are creating behavioral goals.I'm a former social worker working in the former DPW-DHS world where treatment goals and behavioral goal planning was a large planning aspect of what we did, so today I'd like to review some creative ways that you can create goals that will help meet a lot of the needs of the program and the students that we're serving.Just to make sure everyone understands to start off is that behavioral goals are the sole determining factor for a student returning to regular education settings. Therefore, you're going to create goals based on one of those seven reasons for placement and those goals will determine when the student is ready to return. We get a lot of questions about how to address academic issues and how to address attendance issues if the student is not placed for truancy. I've been talking about people how to get really creative with goals so that you can address some of those issues, while it's still being a behavioral goal based on the student’s reason for placement.For instance, you're having a large issue with the student not completing assignments and the program was to address it, but you can have academic goals, but they can't be a reason for the student to stay. From my case management days, if you would take that behavior, which is not completing course assignments and look at it more from the behavioral standpoint of what behavior is going on and it could be that the student's not following directions from the teacher, the student is talking back to the teacher, whatever that behavior might be that precedes the not completing work assignments that's what you would want to create a goal for.So the student will follow the direction of the teacher or prompts, whatever it might be that you're trying to address X amount of times a day or X amount of times a week that is essentially addressing that assignment issue, which is an academic issue, but are addressing it through the behavioral goal. It's not making an “academical” behavior, but it is addressing academics through using and looking at the behavioral problems or behavioral issues that student is having.The other thing I said to people is that you can also tie in attendance into a behavioral goal. Through effective measurability, the way you could do that is if there is a certain behavior you want the student to work on you can have it documented that the student will complete such and such behavior four to five days a week. Essentially, what you've done at that point is if the student only attends three days a week they can't effectively meet their behavioral goals due to in attendance issue.Ultimately, they should be tied together in a certain way in that sense because you want the student to be present so they can work and address the behaviors that are going on. If you use measurability to your advantage, you can essentially address all the behavioral consents you might have, whether they be behavioral, academic or attendance.Now that's not to say that we want you writing academic goals and then holding students for it. It has to be tied to a corresponding behavior. You can't have a student held in a program because they don't have all C's or above and a student can't remain in placement for and attendance goal if they're not there for truancy. What we want to make sure is that when we're writing these goals that they still are based on a poor behavior that is based on one of those seven reasons that the student was placed. They have to constantly tie back to that piece to it.Now if you really want to get good at writing these goals, I encourage you to reach out to community-based mental health organizations such as MFP, family-based and if you have these members, these providers open with your kids, have them come in and help write those goals during that admission because working in that department of human services field, where you don't get funding if you don't write the goals effectively enough, these people have become experts in writing very creative goals to address the students' behaviors with a lot of measurability and very individualized.If you don't have those people available, look to your counselors and if you still are having difficulty I have no problem with people reaching out to me. I can certainly discuss some potential ideas for goals to address a behavior that you're not sure on how to put it into an individualized or measurable goal.Now the team does have a behavioral support plan, a behavioral goal plan that is a draft format that you guys can have if you like and we can certainly I guess as we said, everywhere we go if you'd like any of our documents, please just shoot us an email and we can have those sent out to you. You can use those for what you need to do, but it is not something you have to do. You can create your own documents to document your goal plans. Ours is just best on all the best practice pieces of what we feel should be present in there.Jumping back to a couple questions, making sure I get everyone, can a manifestation determination review take place of a behavioral assessment? A manifestation determination is to determine if the student's behavior was a result of their disability and/or failure of the IAP team to implement that IAP and that is not a behavioral assessment and it wouldn't be considered one at all. You would have to still go through completing an FBA or BAS or BIMAS-2? or some actual behavioral assessment.How is this goal we use "Student must complete all required ninth-grade course work and attend daily as scheduled." That is a great goal that you'd have 40 students, but there's no behavior piece in there. "Student must complete all required ninth-grade course work," that's an academic goal and it's also a very generic goal. If a student is placed for just regard for school authority or bringing a weapon to school, we've talked about how you want each of those kids to have very different goals because the reason that one kid might bring a weapon to school might be very different than another student bringing a weapon to school. One student brings a weapon to school because they're being bullied and another student brings a weapon to school because they forgot it in their pocket from hunting the night before.If we look at those two students should they have the same goal that would determine their readiness to return? No, the one student is going to have to work on some simple decision-making stuff. It seems like a pretty simple error of forgetting the knife in the pocket, while the other student definitely has some serious mental health concerns to be accepted with this. What we would need to do is make sure that we have those goals be individualized.The second part of that goal with regards to "attend daily as scheduled." Unless a student is placed for truancy, they can't be held for attendance. That would be a direct attendance goal and we're not saying that you can't have academic goals or attendance goals, but if you want those goals to be based on the student's readiness to return, they must be individualized. Otherwise, you're going to have kids with very different behaviors, they might have the same reason for placement, but very different reasons why and they might be coming back at the same time without being ready because the goals weren't individualized to address that.The comment was also that the goal of completing work assignments in ninth grade in daily attendance is followed by the first question, which is going to be based on the reason for placement. Like I said, you could have a goal plan that has goals that are directly related to the reasons for placement that are behavioral in nature and then you could have academic goals. You can even have academic goals with regards to student working toward certain grades, toward certain accomplishments, but those goals have to be removed when you're looking at determining if the student's ready to return back to the regular education setting.It's not to say that you can't have 10 goals, four of them being for behavior, four academic and two attendance, but the goals that are addressing the reason for placement, those behavioral goals, those are the only ones you can use when determining if the student's ready to return. The student could not be meeting their academicals, they could not be meeting their attendance goals unless they're placed for truancy and still return if they meet all of their behavioral goals.Can the goals be written in the way IAP goals are written, which includes students' name, conditions, performance criteria and behavior? Goal planning can be as specific as an IAP, as simple as we've discussed here today. The piece that you need to make sure and that sometimes is very different with IAP goals is the behavior has to be based on the reason for placement and cannot include aspects of academic performance or attendance unless they're place for truancy. We want to make sure that when you're looking at those, we don't want you just using the IAP goals if they don't directly relate to it, but they can be written in a very similar fashion.The presentation is being recorded. The team does have to get it transcribed for ADA format to be able to post it to the website, but if you use the link that we have provided to you that Dana sent that one. She sent out the invitation for this. If you click on that link, you should be able to go back in and listen to the recording once we're done.Dana Klouser:I didn't send an invitation out. It would have come out on a pen link or through the list from the IU.Ryan Korn:That link that you used to login today, if you click on that link it will get you back in and you can listen to the recording pretty much soon after we're done. It doesn't take too long. Where can I get a copy of the PowerPoint and the documents? There is no PowerPoint. The only document that we did share today was the website, showing people the AEDY website where you can access our documents and the guidelines.Again, if you go to the education. and then search in the keyword AEDY that first like will be the AEDY website. If anyone would like to have a copy of our behavioral goal plan, you can certainly shoot me an email and I send you a ... I shoot you an email with regards to our behavioral assessment that we created that's pretty simple. If any of you have any issues with any of your behavioral goal plans, I see some people saying that one that I have some of this information available for the families, like I said, I give you a copy of our behavioral goal plan. You can also use the guidelines. They're a public document that you can share with the families.The one thing that it would be really useful on this website if you're looking to share information with families, if you go back to our website and look there is actually on the right-hand column, first thing on the right-hand column is the AEDY Parent Flyer. We're going to be doing a mass mailing to send out these trifold brochures, but it is a brochure designed for parents to give them the pre-, during and post-AEDY, the short and sweet version to explain to them what to expect from the pre-, meaning the referral process of AEDY. What to expect while their child is in placement and what to expect with their student transitioning out and going back to their regular education setting? That would be a great resource to dip their toes in and if they have additional questions we can go from there.Another question, if a student is not attending daily, it would be very difficult to measure the goal to return, correct? With regards to student attendance, and we'll discuss this a little bit in more detail later, but based on the current statute and guidelines a student can be held in programming if they are placed with truancy for lack of attendance in the program. They can have an attendance goal if they were placed for number seven.However, if they were not placed for number seven and you are creative in writing your goal planning and it's written that a student is going to complete X, Y, Z behavior four out of five days a week and their attendance has dropped where they are only attending two or three days a week that student will not be able to effectively complete their goals.Looking at that from a behavioral perspective, in all honesty, if they are only attending two to three days a week, they are only getting two to three days of interventions a week and there's no measurability there on their success and so a student saying, "Well listen, I do good every day I come here," your goal still says they need to do it four to five days a week, so you would still be able to measure that goal based on the days of the week that you're doing it.You could also do a measurement on top of a measurement that they're going to have to hit 80% of the time they're going to have that positive behavior a day for four out of the five days a week, giving them some milestones to hit as they go along. Request from my email, I actually pull it up and let's see?Dana Klouser:If you just click send to all your other place there.Ryan Korn:I tried. It wasn't doing it before. All right, I just sent my email to all, so you guys should be able to have that at this point. Just shoot me an email if you have any questions or you're having any issues, if you'd like any copies of the documents we discussed today. It's a great resource though if you can get on to our website and jump around and look at some of the documents that we've already been posting throughout the last year.Like I say, that parent flyer I think would be a great resource for you to start using for your families to give them information. I know a lot of the information today was more conceptual. Nothing as concrete as we've done before with specific documents, but we wanted to discuss something that I've been talking about throughout the state with behavioral goal plans and how getting creative and getting those community partners involved can really broad it what you are able to work on with students on a day-to-day basis and the expectations you can have of them in order to truly rehabilitate and be able to return to the regular education setting.Couple updates. I don't have many more questions popping up right now and if any do, I'll certainly answer them, but wanted to give you guys a couple updates. We will be doing a future webinar on the next update, so please have some patience with it. One of the things that came to our attention and it came to our attention after the fact, so we do apologize. We were not informed by the legislation, but House Bill 1907 was signed by Governor Wolf on November 3rd. The House Bill, what it is doing is changing the truancy requirements with regards to what schools are expected to provide for intervention to students.The other part that affects us is they're actually removing number seven, which is habitual truancy as a reason for placement. This is a rather large change for us. Like I said, the only recently found out and we confirmed with our legal department that we were reading it correctly and interpreting it correctly. They are removing number seven because the concept of the new House Bill is that students will no longer be disciplined for truancy and that it will be more intervention-based and more restorative. It also moved out of school suspension.Now this bill is not in effect until the '17 - '18 school year, so please if you have kids that are placed in for truancy now, it doesn't mean that you need to start removing them now. But what it will have implications for going into the '17 - '18 school year that we won't be able to place students for habitual truancy or keep students in the program if they're only being held there for truancy.Like I said, we're going to have some future webinar on this, definitely to address this in depth. We'll bring up all of the legal statutes and bring up all the information so you guys have it on-hand. We want to at least to let you guys know what we found out and be transparent about what we're looking at.Do have a question that popped up. Does that apply to judges placing students for truancy? The judges, this law is actually flat out changing the authority that LEA's and everyone has with regards to students. It still has the magisterial district justice involvement, but there is a mandate for schools to use community-based truancy reduction programs and it also, like I said, is removing the out of school suspension and some other disciplinary things. But more specifically, it identified AEDY as the part that it's removing and it's removing number seven.This is House Bill 1907. Like I said, we'll be sharing this documentation. I'm going to try to compile an email, so we can at least get some initial information out with links so that you guys can review it and review it with your solicitor. But we're also going to have a future webinar on this. We just, like I said, Dana and we are just literally talking about this this week, while we are at the SAS Institute and so we want to at least share that with you. I know it's some big information and it's a big change that we didn't expect. Like I said, our team would have liked to have known about this in probably September when they were talking about it.Dana Klouser:Or had some inputting into some other things.Ryan Korn:Yes, it did come as a shock to us, but we have to deal with it from this point. We're going to help support you guys and telling you how it's going to look and what it's going to do to affect us. We're obviously going to have some form changes with the referral and some process changes.But I don't want people to be too alarmed because I need you to recognize that even just looking at some simple, raw data, there's a very, very small percentage of our students that are placed for habitual truancy in only habitual truancy. Recognize that if you're really looking at it and you place a kid for one, three and seven, it's just going to remove number seven and you can still place them for reasons one and three. Most of our kids that are placed for truancy are also being placed for other reasons.If a kid does not have any of the other destructive behavior, the reason they wrote this bill, if a kid doesn't have one of those other six behaviors going on for reasons for placement and they're just truant, really how disruptive are they? That's the heart and what they were removing towards in removing the discipline piece to truancy. If you are looking at this, don't be too alarmed. It's a very small portion of the population and we'll help coach everyone through on how this is going to change everything. Will you put out guidance for schools to follow? We will absolutely, like I said I'm going to compile an email that what I'd like to do is rather than you reading through the hundreds of pages of House Bill, I'm going to cut and paste the pieces out that apply to AEDY.I'm going to send you the links so that you have them for you guys to review and then like I said, we're going to get together, change some of our forms up to show you what it's going to look like and set-up a webinar so that you can show you about what to expect with document changes, what to expect with referral changes and what that's all going to look like and have that on a recorded webinar in the near future because this is going to be coming up for '17 - '18. We don't want to rush it. We want to make sure that we have everything right for you guys so that we're giving you the right guidance coming out but we will definitely give you guidance going forward and like I said, change of our trainings and documentation that we're providing to you guys.On a good note, another update for you guys, our team just found out that we put in some proposals at the National Alternative Education Conference and we actually had two of our proposals accepted and the really exciting one for our team is we did one called Mission Possible. It's basically us discussing and teaching other departments and states how we successfully transformed AEDY and to be honest, couldn't do it without all of you that are sitting on the webinar today.Our success is definitely a result of your dedication to the kids we work with and so that recognize that us doing this presentation at the national conference is exemplifying the things that you guys are doing in Pennsylvania. We're just along for the ride in here to help you out, but we wanted to let you guys know that it was accepted.The team will be presenting that and then Dana and I are both national certified juvenile firesetter intervention specialists and our presentation on juvenile firesetting was also another one that was accepted, so we'll be representing Pennsylvania at the National Alt-Ed Conference and just wanted to give you guys a heads-up. We will definitely continue to share information as it goes forward and thinking for the congratulations. We're really excited about it.I was able to attend last year and now this year we're going to have the whole team there and be able to present and show off some of the great things that Pennsylvania is doing in Alt-Ed, so we're really excited to go like I said, show off what you guys are doing because that's what most of our presentation is going to be about is the great things that our programs Pennsylvania are doing for students in AEDY placement.I don't see any more questions. I'm going to give you guys a minute if anyone has any questions to throw out. I know this is one of our more brief webinars. Like I said, it's a lot of conceptual stuff and it's a lot of case I case so seriously, I know that I didn't your toes into it today, but if you would like to give me a phone call to discuss some of the behaviors you are seeing in the schools that are typical for you and you want to come up with some creative ways on how to make measurable goals, please, please, shoot me an email, give me a phone call. I have no problem walking you through and giving some ideas, helping you tweak some things. It was just years of working with DPW and having to learn to write creative goals so that we could even get funded was crucial, so if you need assistance I can certainly help out.The House Bill number was House Bill 1907, 1-9-0-7, so if you have any questions on that please, like I said, I spent a large portion of my time earlier this week reading this bill. If you search House Bill 1907 and look up, you'll see that there was a law signed by Governor Wolf on November 3rd. That's the truancy law. If you see that pop up that's what you're looking at. Like I said, I'm going to send you an email out with all the information. I'm going to try to work my hardest to get it out this week, if not hopefully, maybe next week when I'm on the road but have something that we're going to send out through the Alt-Ed email.Just so you guys know, I'd like to really share with you right now if you ... CSCC ... If you send an email to this email address that I just sent out to all of you it's the Alted@csc. and request to be put on the list. You will actually receive all of the emails that our team sends out to the field. This is our list serve that we created that's facilitated by the Center for Save Schools, where I'm based out of, but it's designed for our team to be able to communicate with you guys in a very effective and quick manner just to speed up the process for sharing information that's just for AEDY folks.If you need to be on that list, just shoot them an email. We don't inundate people with a lot of information, so you don't have to worry about your email box feeling up, but when we do need to share valuable information it's really useful, so please get on that list serve if you're not because it's a great way. Like I said, that's going to be the way we're going to share information with this new House Bill in 1907 and if you have any questions going forward we have no problem with case-by-case answers. We handle those on a pretty regular basis. Our team is going to be out in the field for a couple weeks coming up to Christmas here, but if you guys need us just shoot us an email, give us a phone call. We're here to help you guys out.Looks like that's all the questions that we have at this point. Like I said, I'm sorry that it was brief today. A lot of behavioral goal planning is case-by-case, so I'd really like to help you out if you have questions on that case-by-case basis. If you'd like to send me one of your goal plans that you're looking at, I have no problem reviewing and giving you some of my own feedback on how I would tailor them. That's also a great way that we can share some information as well.Will you post a sample plan? I certainly look at creating a sample plan. Right now, we have a draft format. If that's something that folks are interested in ... The difficult part about it is, like I said, with so many different behaviors we're looking at, writing a sample plan will only really effectively be able to address a small portion of behaviors so a lot of it is going to be specific. But I have no problem doing that. I think it would be ultimately easier if you just reach out to be with regards to that sample plan and send it to me. I have no problem skewing it for your own kids because each of you are dealing with usually more specific behaviors in your certain area and I have no problem addressing that.We had a request for some of these to put on the list serve, if you could actually email the Alted@csc. and we'll send that out again. Shoot an email to them. We have people who are controlling that list serve for us and they can add you directly. That's CSC first, alted@csc.. Just shoot them an email, go get your added and then we'll take care of you from there.To directly contact me to review a plan, if you want to give me a phone call phone number is 717-346-8039 and I'll also send that out to everyone. Or if you want to send me an electronic version, my email is C-RKORN@ and I'm going to send that to everyone as well. You can shoot me an email, give me a phone call. I have no problem reviewing it either way.When I'm on the road sometimes it's easier to respond via email, just be able to look at one of your goal plans and give you some feedback on what I think you could do to help, just tailor. It's not too tailor it because we want to nitpick it. The more that you tailor your goals, the more specific you get with them, the more directly you're going to affect that student's behavior and you're going to ensure that they address the behavior before the return to your middle school or your high school.It's not just there to help you, but it's also there to remediate the student's behavior, assist them in working on that and then get them ready to come back to your high school so it's helping everyone. The more generic right goals and the least amount of measurability you put, the students are not going to come back as ready as you want them to be and that's when we start to see that high recidivism of students returning to placement.Okay, so, it looks like that's all of our questions at this point. It looks like everyone got the stuff just sent out with my email, phone number, the alt-ed email as well. Like I said, we'll be sharing documentation on the new truancy changes. If you need some direct assistance with regards to goal planning, please reach out to be. I've written them for years and also reach out to your local community agencies. There's somebody like me, who did that for 10 years, in your area that you probably meet with on a regular basis they can also help you out. All right, at this point, we're going to end the webinar. Like I said, reach out to me if you guys need anything. Have a great day, guys. ................
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