1. 2015 Staff Development Day EBD Program Meeting Cindy Patterson ESE Program Specialist Emotional/Behavioral disabled August 19 th, 2015

2. Lake County Schools Vision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. We Believe: Education is the foundation for everyone’s future. Education is a lifelong process. All students can learn. Students should be civic-minded and embrace future roles in the community. Parents/guardians, community, and schools are partners in a student’s education. Providing a safe, resource-filled learning environment is essential. Students will graduate prepared for work and postsecondary education.

5. August 19, 2015 Learning Goal: To leave training with better understanding of EBD classroom preparation and routines Staff Development Day Standards: Domain 1: Establishing Classroom Routines Domain 2: Needs of students receiving ESE services Domain 3: Evaluating the effectiveness of lessons Objective: To understand and be able to utilize the EBD Positive Behavior Level System Essential Question: How can I establish routine and high expectations in my classroom to provide an environment conducive to learning? Vocabulary: Interest Inventory Behavior Reflection Agenda: Introduction Review Manual Q& A

6. Learning Goal & Scale Score 4.0 Given a hypothetical scenario, the participants will be able to Offer strategy that would de-escalate the situation List the steps in using the level system Score 3.0 The participant, without major errors or omissions, will understand and/or be able to: Participants will be able to develop a comprehensive behavior management plan Using the LCS Level System Implementing strategies to prevent behaviors Using a positive behavior system Score 2.0 There are no major errors or omissions regarding the simpler details and processes. The participant will be able to: Design behavior management plan Understand positive behavior system Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The participant can: Can locate the level system information Can design a behavior management plan with assistance Score 0 Even with help, no understanding or skill demonstrated. Learning Goal To leave training with better understanding of EBD classroom preparation and routines

9. Introduction  The level system is designed to encourage each student’s self-regulation of behaviors. Students begin on Level 1 when first entering the program. Students then continue to progress to higher levels as their positive behaviors are displayed and points are accumulated. Each level includes privileges as incentives to accrue points throughout each day.

10. Procedure  All students who enter our Emotional Behavioral Disabilities Program in a self-contained classroom will participate in the level system. Each student will enter at Level 1.  Daily points begin when the student enters the classroom each day and end upon dismissal each day.  Points are accumulated throughout the day.  Students have the opportunity to earn 5 additional points when the daily log is returned, signed by a parent/guardian the following school day.  Point accumulation will determine the rate at which a student moves up in the level system.  Each level has a pre-determined amount of points that a student must achieve in order to progress to the next level.  Severe negative behaviors may require a drop in levels.  It is important that all students are informed that certain behaviors may constitute an immediate drop in levels. Note: This decision would be determined at an IEP meeting or Manifestation Determination meeting.  At teacher discretion, a student may be temporarily off-level. Off-level allows a student time to regroup while not being penalized for their infractions. For example, a student may experience a traumatic event at home and may exhibit inappropriate behaviors while trying to adapt to the situation.  At the end of each school day, students will have the opportunity to complete a “Behavior Reflection” form. The completion of this form will earn the student an additional 5 bonus points. The form is designed to allow students time to reflect on some of the challenges they have experienced. In addition to reflection, the students can brainstorm ways to improve the negative behaviors.

11. Appropriate Behaviors  On Task  Being compliant  Staying focused on activity  Paying attention  Staying in seat  Class Participation  Raising hand  Active participation in group discussion  Team Work  Engaged in appropriate socialization with peers  Good use of time when working in groups  Working cooperatively when in groups or pairs The following behaviors are examples of positive behaviors that teachers will instruct students to exhibit. Points for displaying these behaviors will be awarded when observed by the teacher or paraprofessional.

12. Appropriate Behaviors Continued  Positive Communication  Respecting staff and peers  Use of appropriate language  Completing Assignments  Completion of academic assignments  Positive Role Model  Assist others  Engage in peer encouragement  Supportive to peers  Assists teacher at appropriate times  Ignoring negativity  Appropriate Dress  Dress code compliant as indicated in the LCS Student Code of Conduct

13. Severe Behaviors  Aggression  Hitting, kicking, biting, pinching, pushing/shoving, grabbing, choking, jerking, pulling hair, throwing objects at another individual, spitting on someone  Theft  Taking or being in possession of some else’s property without his/her permission   Intentional Property Damage  Any physical contact with sufficient force to damage property whether damage occurs or not. This includes graffiti, tearing or cutting   Inappropriate Sexual Behaviors  Touching or exposing, in a sexual manner, one’s own or other’s genitals, breasts and/or buttocks. This also includes gestures of a sexual nature   Concealing Contraband  Possession of weapons, controlled substances, over-the-counter medication, electronic devices (such as cell phones, iPods, hand held games) or any other items forbidden in the LCS Student Code of Conduct The following behaviors may require an IEP meeting or a Manifestation Determination meeting be convened to consider possible interventions and/or a drop in levels. Again, dropping levels is a decision made by the IEP team. **NOTE: Some of the above severe behaviors may result in additional consequences as per LCS Student Code of Conduct.

14.  LEVEL 1  15 points to move to the next level  No privileges  LEVEL 2  100 points to move to next level  Privileges may include:  Classroom helper (elementary)  10 minutes additional free time at the end of the day  Computer  Board game  Listen to music  Art project Outline of Level System: Including Privileges

15.  LEVEL 3  500 points to move to next level  Privileges may include:  20 minutes additional free time at the end of the day  Eat lunch with friends without teacher supervision  Eat lunch with Principal, teacher or other staff member once a week Outline of Level System: Including Privileges

16.  LEVEL 4  1000 points to move to the next level  Privileges may include:  One homework pass per month  Peer Tutoring  Mainstream for elective course with grade level without paraprofessional assistance  Access to school/class treasure box/store  Excuse one (1) “mess” test per grading period of their choice (“mess” test is usually student’s lowest test score for a particular grading period) Outline of Level System: Including Privileges

17.  LEVEL 5  Once a student reaches Level 5, the teacher will begin to count days the student can maintain the positive behaviors portrayed.  Privileges may include:  Teacher assistant  Excuse two (2) “mess” tests per grading period at teacher discretion  Allowed to transition on campus without staff escort  Two (2) homework passes per month  Mainstreaming for elective plus one (1) additional class (Note: A student may be given an I-O-U certificate for placement in academic classes at an appropriate time {i.e. progress report, new grading period}) Outline of Level System: Including Privileges

18. IMPORTANT  If Level 5 behavior is maintained for 45 days, additional mainstream courses, per the IEP team recommendation, should be added until the student is completely mainstreamed.  Level 5 students who have returned from a more restrictive placement (Lake Academy) must maintain Level 5 behavior for an additional 45 days before additional mainstreaming is implemented, per the IEP team recommendations.

19. Data Collection  It is important teachers collect data based on positive and negative behaviors exhibited in the classroom. It is recommended data be kept regarding negative behaviors in a subtle way in an effort to not cause disruption of angry students. The following behaviors should be monitored and data collected for IEP Meetings and/or Manifestation Determination Meetings.  Provoking  Horseplay  Inappropriate language  Noncompliance

20. TEACHING RULE #1 Never reward inappropriate behavior. Behavior that is rewarded tends to be repeated ! TEACHING RULE #1 Never reward inappropriate behavior. Behavior that is rewarded tends to be repeated !

21. Differentiating Between Bribery and Rewards  Bribery is offering something hoping to get a desired behavior in return.  For example:  Mother gives child a cookie before going to the store hoping the child will behave in the store.  A reward is offering reinforcement in response to a desired behavior.  For example:  Mother gives child a cookie after going to the store in response to appropriate behavior in the store.

22. Parent Notification

24. Example of Visual Point Tracker

25. Daily Behavior Reflection

26. Student Functional Assessment Interview and Reinforcement Survey

27. Behavior Contracts

28. Daily Point Sheet

29. Tracking Points throughout the Day

30. LEAPS

31. Exit Activity  Name  School  Grades/Subjects  EBD experience  Question(s)  Planning time

32. Please remember to complete the evaluation in True North Logic (TNL).

33. Cindy Patterson EBD Program Specialist 352-253-6635 pattersonc@lake.k12.fl.us