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Today’s Goals

IT’S ALL ABOUT BEHAVIOR a presentation for families Los Angeles Unified School District Special Education Division. Today’s Goals. Gain an awareness of District and school policies in School-Wide Positive Behavior Support

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Today’s Goals

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  1. IT’S ALL ABOUT BEHAVIORa presentation for familiesLos Angeles Unified School DistrictSpecial Education Division

  2. Today’s Goals Gain an awareness of District and school policies in School-Wide Positive Behavior Support Identify our roles as parents, working with school staff, regarding student behavior Identify behavioral supports and interventions for students with and without disabilities.

  3. Sprague & Walker, 2004 • Intensive academic support • Intensive social skills teaching • Individual behavior management plans • Parent training and collaboration • Multi-agency collaboration (wrap-around) services • Alternatives to suspension and expulsion • Community and service learning Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) • Intensive social skills teaching • Self-management programs • Parent training and collaboration • School based adult mentors • Increased academic support and practice • Alternatives to out-of-school suspension • Community and service learning Selected (At-risk Students) Classroom & Small Group Strategies (10-20% of students) • Effective Academic Support • Social skills teaching • Positive, proactive discipline • Teaching school behavior expectations • Active supervision and monitoring • Positive reinforcement systems • Firm, fair, and corrective discipline • Effective classroom management • Community and service learning • Collaboration with Families Universal (All Students) Culturally Relevant School-wide Systems of Support (75-85% of students)

  4. Let’s think about punishment Punishment frequently increases aggressive and escape behaviors. . . Reinforces negative attention-seeking patterns Confirms the student’s poor self-concept May increase student resistance It does NOT address the root of the concern

  5. School Rules? Classroom Rules?

  6. Guiding Principles • Guiding Principles for Everyone in the School • Be Respectful • Be Responsible • Be Appreciative of Differences • Be Honest • Be Safe • Be a Life-Long Learner

  7. A Cafeteria “Rules” Example • Wait your turn in line. No cutting. • Keep your hands and feet to yourself. • Walk at all times. Be Safe Be Responsible Be Respectful • Have your tickets and/or money ready. • Take only your designated portion and eat only your own food. • Place trash and recyclables in appropriate containers. • Push your chair in when you leave. • Be polite and courteous to everyone. • Use good table manners. • Always use appropriate language. • Respect the property and rights of others. Reed MS, LAUSD

  8. Home version of Guiding Principles What do these look like at your home?

  9. SUCCESS! WHAT WE WANT FOR OUR CHILDREN! How do we teach appropriate behaviors at home and at school in order to help students become “successful?”

  10. How Do You Teach Behavioral Expectations? Teach social behavior like academic skills Teach through multiple examples Teach where the problems are occurring Give frequent practice opportunities Provide useful corrections Provide positive feedback (4:1) Monitor for success Model expected behaviors with students and adults

  11. School-wide Positive Behavior Support: Parent/Caregiver Responsibilities As partners in your child’s education Parents/Caregivers are the most important person in a child’s life Learn the school’s rules, help your child to understand them, explain why they are important to your child Involve your child in the establishment of rules in the home. Be clear about the rules, consequences and rewards

  12. Individual Student Behavior Considerations: Effective Behavior Interventions Are built on student strengths Consider student needs Are highly individual Require positive reinforcement

  13. A - B - C • Antecedent: What happened before the behavior? • Behavior: What does the behavior look like? • Consequence: What happened after the behavior?

  14. Individual Student Behavior Support: Students with Disabilities • Some students with disabilities may need support through the IEP in addition to the support provided all students at the school. • Some may require more assessment in the area of behavior through the IEP process: • BSP (Behavior Support Plan), “behavior impedes learning” • FBA (Functional Behavioral Assessment) • FAA/BIP (Functional Analysis Assessment/Behavior Intervention Plan, for students who experience “serious” behavior challenges as defined in the Education Code)

  15. Communicating about Behavior It is sometimes very difficult to hear that your child’s behavior is a problem at school. What kind of communication is the most helpful if you experience this?

  16. Even with excellent school-wide and individual supports in place, sometimes. . . Serious misconduct happens Suspension or Expulsion may be considered or recommended.

  17. District and School Procedures: Suspension/Expulsion Apply to all students Students with disabilities require specific additional safeguards and procedures

  18. Suspension:Students with Disabilities • Suspension is the “removal of a pupil from ongoing instruction for adjustment purposes.” • When suspension occurs, the school determines if an IEP meeting is required to: • Review or create a BSP (Behavior Support Plan) • Consider additional instructional or behavioral supports • Consider if behavioral assessment is required • FBA (Functional Behavioral Assessment) • FAA (Functional Analysis Assessment) • Consider the appropriateness of the current placement and services • Students with disabilities are limited to 10 days of suspension per year.

  19. Expulsion:Students with Disabilities • Expulsion is “the removal of a pupil from (1) the immediate supervision and control, or (2) the general supervision, of school personnel….” • A pre-expulsion IEP is held to conduct a manifestation determination. • If the student is not expelled, he or she will be placed in the most appropriate setting as determined in the student’s IEP. • If expelled, • Receives an educational placement in an alternative setting • Receives all services specified in the IEP • Receives post expulsion services (rehabilitation and reinstatement)

  20. What Parents Can Do to Work in Partnership with School to Promote Positive Student Behavior Be part of any discussions – PTA, Advisory Councils, Parent Meetings Communicate with school staff frequently to monitor students’ progress and ask how you can support your child Find out what the school/classroom rules are and support and review them at home

  21. What Parents Can Do to Work in Partnership with School to Promote Positive Student Behavior Know if your child has a BSP and/or other behavioral support in their IEP Ask questions if you don’t understand something Take notes and maintain accurate records Seek more information as questions arise

  22. "Fall seven times, stand up eight."Japanese Proverb

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