Positive Attitude with Supports (PAWS) Program

Staff Travis Hounshell-3-5 PAWS teacher Alisa Pitman-K-2 PAWS teacher Aida Williams-Behavior Specialist  Focus on social skills/social emotional learning  Parent liaison 4 paraprofessionals

Students Currently have 10 students, grades 1-5 Have room for up to 12 students Variety of disabilities present  Emotional Disturbance (BD)  Traumatic Brain Injury  Autism  ADHD  SLD

Supports for Staff Wendy Kemling-Director of Student Services Betsy Skelcher-Assistant Director of Student Services Jodi Benson-Principal at Lincoln Heights Dr. Mark Hald-Licensed Psychologist Related service providers as designated by student’s IEP

PAWS Background 3 rd year of the program  2 nd year using the TIERS model by Diana Browning Wright Based at Lincoln Heights Elementary Serve all elementary schools in SBPS All students have to be identified and have an IEP to be placed in the program.  Considered a change of placement Placement in the PAWS program is seen as temporary.

Philosophy of the PAWS Program The Positive Actions with Supports (PAWS) Program believes that students should be served in the least restrictive environment which allows for academic and behavioral success. The mission of the program is to provide a positive environment with clear expectations and immediate, consistent feedback to assist students in developing the skills necessary to be successful in any environment. The program is based on the TIERS model which was developed by Dr. Clayton Cook and Diana Browning Wright. Children would do well if they could. Therefore, programming includes a strong emphasis on the development of social and emotional skills which are taught daily and reinforced through spontaneous and planned interactions with staff and peers. These skills are based on research-based behavioral and cognitive theories of intervention. Our belief is that it is important for each student to maintain a connection with their home school. If a student is placed at PAWS Program, the home school principal and counselor/social worker will maintain contact with the student.

Entrance Criteria Students must have a documented history of behavior needs. There must be record of behavior interventions used at the home school. The IEP team makes the final determination about placement

General Information Students will receive a daily report card indicating the desired behaviors.  Daily report card and scoring is based on student level Students will also have the opportunity to earn bonus points. Target skills are identified for students to focus on during the day.

General Information cont. Students have access to Lincoln Heights while in the PAWS program.  Specials  Time in general education classroom Once a student is placed in the PAWS program, he/she will be in the program a minimum of 53 days. Our goal is for students to return to their home school

General Information Cont. Provide transportation to and from school for all students. Students have access to a local psychologist while in the program. Conduct quarterly parent meetings.

Academics Follow district learning guides as closely as possible Content modified/adapted to meet unique needs of students in the PAWS program. Daily block of social skills/social emotional learning  Second Step  Social Skills Instruction Program

PAWS Levels 3 levels  Daily, Weekly, Natural All students enter at Daily level Student access to privileges is determined by the level they are at After the Natural level, students begin the transition process  Transition is unique to each student

Time Away Different from a time out Gives the student a temporary break. Student must return to task after time away Time Away is taught and practiced multiple times throughout the year. If used correctly, there is no punitive result for the student. Teachers will conference with student if time away is not being used correctly.

Zero Out Behaviors Most serious behaviors are called Zero Out Behaviors Students are taught what Zero Out Behaviors are Each behavior earn a set amount of tasks Zero Out Behaviors include:  Physically Unprovoked Aggression  Physically Provoked Aggression  Significant Verbal Aggression  Elopement  Vandalism/Significant Damage to Property  Zeros two consecutive times

Ownership Room Only for the most serious behaviors  Zero Out Behaviors Students earn tasks Once a student finishes tasks, they complete an apology. Supervised by staff Students are removed if display unsafe behaviors.  Safe Corner

Safe Corner All staff are CPI trained Physical restraints only occur when a student is a danger to themselves or others. Any physical restraint is document and parents are notified. District procedures for restraints are followed.

Honors Room Filled with games, toys, and crafts. Earned by reaching daily goal. Time in Honors Room is determined by student level. Students cannot have any zeroing out behaviors to have access to Honors Room.

School Store Occurs at the end of every week. Students use bonus points to purchase items. Students must earn access to school store by meeting their daily goal.

Class Meeting Occur at the end of the school week. Student led Student give:  Compliments to each other and staff  Worries  Suggestions

Outings/In-ings Activities in the community  Lifelink, Zoo, Pizza Hut, Jax, Chilis, Bowling, etc. Occur 1-2 times per month Only for students at Weekly or Natural Levels.

Transition Process Unique to each student Transition team meets to develop a plan with student’s home school. Student will still receive support from PAWS program while at their home school.

Questions?