2015 Staff Development Day

EBD Program MeetingCindy Patterson

ESE Program SpecialistEmotional/Behavioral

disabledAugust 19th, 2015

Lake County Schools

Vision StatementA 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 StatementThe 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.

Summarizing Activity

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Learning Goal: To leave training with better understanding of EBD classroom preparation and routines

Staff Development Day

Standards: Domain 1: Establishing Classroom RoutinesDomain 2: Needs of students receiving ESE servicesDomain 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 InventoryBehavior Reflection

Agenda:• Introduction• Review Manual• Q& A

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 GoalTo leave training with better understanding of EBD classroom

preparation and routines

https://www.youtube.com/watch?v=JA96Fba-WHk

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.

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.

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.

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

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.

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

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

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

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

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.

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

TEACHING RULE #1

Never reward inappropriate

behavior.Behavior that is

rewarded tends to be repeated!

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.

Parent Notification

Example of Visual Point Tracker

Daily Behavior Reflection

Student Functional Assessment Interview and Reinforcement Survey

Behavior Contracts

Daily Point Sheet

Tracking Points throughout the Day

LEAPS

Exit Activity

Name

School

Grades/Subjects

EBD experience

Question(s)

Planning time

Please remember to complete the evaluation

in True North Logic (TNL).

Cindy PattersonEBD Program Specialist

352-253-6635pattersonc@lake.k12.fl.us