Behavior Support
The Kent ISD Special Education department prioritizes the use of data to drive decisions and believes that to expand knowledge the usage of evidenced-based and trauma-informed practices is critically important to achieving meaningful outcomes for students with complex needs. In light of this:
- We are focused on providing opportunities for students to make progress throughout each school day rather than influences and/or barriers that are beyond our control
- We recognize the specific needs of disabilities and presume competence while designing instruction to match those needs
- We strive to create learning environments in which students are willing participants
- We meet students where they are and follow their lead to teach critical skills
- We seek to understand why behavior occurs before attempting to change it
- We value student self-advocacy and their communication in any form over forced compliance
- We prioritize safety, relationships, and dignified alternatives for our students above all else, especially in moments of crisis
We provide technical assistance, workshops and training, consultation, and coaching to local district teams, and the development of innovative initiatives to provide access to the classroom and curriculum.
Tiers of Support
Technical Assistance
- Most effective for staff who have a specific question or need guidance regarding a targeted process or procedure
- Does not require observation
- Typically involves providing step-by-step guidance
- Kent ISD Behavior Coach may connect with staff via phone, email, virtual meeting, or in-person
- District staff may be referred through the GSM process
- Examples of Technical Assistance include professional development, PLC facilitation, FBA/PBSP Office Hours, resource recommendations, IEP support, FBA/PBSP Rubric Audit, etc.
- If additional guidance is needed, the Coach will recommend more intensive support
Consultation
- Most effective for teams who are able to implement recommendations independently
- Includes:
- Brief observation period
- Summary with recommendations provided to team in writing
- This could include a team meeting to discuss recommendations
- Examples include consultation regarding FBA/PBSP, student engagement, student communication, safety planning, assessment and skill development, etc.
- If additional guidance is needed, the Coach will recommend more intensive support
Coaching
- Most effective for teams who would benefit from assistance implementing recommendations in order to build local capacity
- Goal development often linked to Kent ISD High-Quality Program Guides
- Includes:
- Observation period
- Development of action plan and goals through coaching agreement
- Kent ISD Behavior Coach provides instruction, modeling, rehearsal & feedback related to coaching goals
- Baseline data collection, progress monitoring, and recommendation for future goals
- Post-coaching survey
- Coach and/or Registered Behavior Technician regularly onsite regularly to assist with implementation
- Requires Special Education Director approval for participation
Resources
Function-based Interventions
FBA Tools
PBSP Tools
Universal Supports
Data Collection
Decision Making
A Comprehensive Functional Behavior Assessment using our High-Quality FBA process is a time and resource-intensive intervention reserved for students who require the most individualized behavioral support. The When to FBA Flowchart below can be utilized to identify situations when a Comprehensive High-Quality FBA is necessary. As noted in the flowchart, universal behavior supports (Tier 1) and function-based problem-solving (Tier 2) should be implemented with fidelity prior to moving into a Comprehensive High-Quality FBA (Tier 3) in most instances. Bypassing this process and moving directly to a Comprehensive High-Quality FBA is appropriate if the student demonstrates a pattern of behavior that resulting in removals, reduced day, program changes, additional adult support, or use of emergency seclusion and/or restraint.
It should be noted that students who require a Comprehensive Functional Behavior Assessment and do not already have an IEP or 504 Plan, may need to be evaluated for Special Education and/or Section 504 eligibility in adherence to Child Find.
