Promoting Positive Student Behavior: A Collaborative Approach, Study notes of Interior Design

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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  (^) Identify our roles as parents, working with school staff, regarding student behavior  (^) Identify behavioral supports and interventions for students with and without disabilities.

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

School Rules? Classroom Rules?

Be Safe Be Responsible Be Respectful

• (^) Wait your turn in line. No cutting.
• (^) Keep your hands and feet to yourself.
• (^) Walk at all times.
• (^) 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.

A Cafeteria “Rules” Example

Reed MS, LAUSD

In your homeIn your home In the community withIn the community with family family You choose. You choose. Be safe Be safe Be responsible Be responsible Be respectful Be respectful Be honest Be honest Be appreciative of Be appreciative of individual differences individual differences Be a life-long learner Be a life-long learner Home version of Guiding Principles What do these look like at your home?

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

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

A - B - C

 (^) Antecedent: What happened before the behavior?  (^) Behavior: What does the behavior look like?  (^) Consequence: What happened after the behavior?

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)

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

District and School Procedures: Suspension/Expulsion  (^) Apply to all students  (^) Students with disabilities require specific additional safeguards and procedures

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)

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