Revised February 2013

LINCOLN PARK

ACADEMY

Response to

Intervention: B

LPA RTI:B Plan

- 2 -

Table of Contents

I. PBS Overview (C.E. 1)………………………………………………………………………….. 3

II. RtI-B Overview (C.E. 2)………………………………………………………………………… 4

III. PBS Core Team (C.E. 3)…………………………………………………………………………. 5 IV. District Level Agenda (C.E. 4)…………………………………………………………………… 6

V. Classroom/Office Managed Behaviors (C.E. 5)….……………………………………………… 7 VI. Discipline Referral Process and Flow Chart (C.E. 6)…………………………………………… 9 VII. School-wide Expectations (C.E. 7)………………………………………………………………...10 VIII. Observable and Measurable Rules (C.E. 8)………………………………………………………11 IX. PBS Lesson Plans (C.E. 9)………………………………………………………………………… 12 X. Reward and Reinforcement System(s) (C.E. 10)…………………………………………………16 XI. Budget and Fundraising Initiatives (C.E. 12)……………………………………………………17 XII. Staff Training (C.E. 13)……………………………………………………………………………18 XIII. Student Training and Agenda (C.E. 14)………………………………………………………….19 XIV. District Crisis Procedures (C.E. 15)……………………………………………………………....20 XV. Review and Evaluation System (C.E. 16)…………………………………………………………21 XVI. Community Involvement (C.E. 17)…………………………………………………………….....22 XVII. Appendix…………………………………………………………………………………………..23

Early Intervention for Classroom Management & Behavior Problems……………………….24 Benchmarks of Quality Scoring Guide.……………………………………………………………

LPA RTI:B Plan

- 3 -

I. RTI:B/PBS OVERVIEW What is Response to Intervention for Behavior (RtI:B)? Response to Intervention, commonly referred to as RtI, focuses on the practice of providing high-quality instruction and interventions that are matched to student need, monitoring progress frequently to make decisions about changes in instructions or goals, and applying student response data to important educational decisions. What is Positive Behavior Support (PBS)? A major advance in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, restrooms, etc.) Positive behavior support (PBS) is an application of a behaviorally-based systems approach to enhance the capacity of schools, families and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. In other words, PBS uses evidence-based practices to change our school systems, our school environments and ultimately the behavior of our staff and students. Attention is focused on creating and sustaining universal (school-wide), supplemental (classroom and targeted groups), and intensive (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional.

LPA RTI:B Plan

- 4 -

II. RtI-B/PBS OVERVIEW

Academic Systems

Tier III: Intensive Interventions (Few Students) Students who need Individual Intervention

Tier II: Supplemental Interventions – (Some students) Students who need more support in addition to core curriculum

Tier I: Core Curriculum – All students

Academics and/or

Behavior

80-90%

10-15%

1-5%

Behavioral Systems

Tier III: Intensive Interventions (Few Students) Students who need Individual Intervention

Tier II: Supplemental Interventions – Students who need more support in addition to school-wide positive behavior program

Tier I: Universal Interventions – All students; all settings

LPA RTI:B Plan

- 5 -

III. RTI:B/PBS Core Team

Role Name Position Email Coach Kathryn Tromblay District RTI:B Rep Kathryn.Tromblay@stlucieschools.org

Team Leader/Chair Tom Peters Guidance TOM.PETERS@stlucieschools.org Communication/Data David Wallman Dean David.Wallman@stlucieschools.org

Recorder Cindy Gross ESE Chair Cynthia.Gross@stlucieschools.org Time Keeper Carol Kuhn IB Coordinator CAROL.KUHN@stlucieschools.org

Administrator Tom Kalament Asst. Principal Thomas.Kalament@stlucischools.org Behavior Expert/Data Nadine Drummond Dean NADINE.DRUMMOND@stlucieschools.org

Behavior Expert David Wallman Dean David.Wallman@stlucieschools.org RtI A/B Liaison Cindy Gross ESE Chair Cynthia.Gross@stlucieschools.org

Treasurer Elizabeth Cue Teacher Elizabeth.Cue@stlucieschools.org Melanie Baldwin Guidance Melanie.Baldwin@stlucieschools.org Deanna Schneider Guidance Deanna.Schneider@stlucieschools.org Delores Johnson Guidance Delores.Johnson@stlucieschools.org

• Core team meeting times for the 2012-2013 school year are as

follows: o Monthly on first Monday of every month

• The team will meet on the designated days in Room

(TBD) located in the (TBD)

LPA RTI:B Plan

- 6 -

IV. District Level Approved Agenda

Lincoln Park Academy

PBS Team Meeting Agenda

Item: By:

1. Review Minutes from last Meeting Recorder

2. Action Plan Team Leader

3. Coaches Report Coach

4. Data Review Data Specialist

5. Tier I RtI Liaison

6. Tier II RtI Liaison

7. Tier III RtI Liaison

8. PBS Budget Report Administrator

9. PBS Events MS/HS Teacher (School-based sub-committee)

10. New Business Team

11. Wrap up Team Leader

LPA RTI:B Plan

- 7 -

V. Classroom/Office Managed Behaviors** • Classroom:

Disrespect: Low-intensity not honoring someone’s space, feelings, or belongings – infrequently

Disruption: Low-intensity but inappropriate disruption which interferes or disrupts the teaching/learning process, the orderly process of the school environment, school function or extra-curricular activity including amorous physical contact and inappropriate displays of affection

Dress Code Violation: Low-frequency or minor violations of dress code

Forgery/Theft: Low-frequency theft of other’s belongings or signing of another person’s name

Inappropriate Verbal Language: Low-intensity instance of inappropriate language

Lying/Cheating: Low-intensity infrequent offenses

Misuse of Property: Minor incident

Non-compliance/Defiance: Brief or low-intensity of failing to respond to adult requests

Out of Seat: Wandering around classroom at inappropriate times without permission

Physical Contact: Non-serious but inappropriate physical contact

Talking out of Turn: Interrupting, interjecting, or talking without permission

Teasing/Taunting: Low-intensity infrequent disrespectful messages (verbal or gestural)

** Refer to Student Code of Conduct for Office Managed Behaviors

LPA RTI:B Plan

- 8 -

VI: Discipline Referral/Flow Chart

INCIDENT TYPE Classroom Managed, Office Managed or District Managed

Classroom Managed

Office Managed (Level 2-4)

Call for Dean/Administration

Teacher/Staff Member Writes Referral

Crisis

(District Managed)

1st Incident Verbal Warning

Re-Teach Expectation

Subsequent Incident Refer to Early Intervention for

Classroom Management & Behavior Problem Flowchart

Pattern of Problem Behavior

Same type of repeated behavior may result in an office referral.

Document using BIR

Dean/Admin will investigate, process referral and determine consequence(s). Collect data

with the BIR for repeated Office Managed Behavior

LPA RTI:B Plan

- 9 -

VII. School-wide Expectations • Four P’s:

1. PREPARED

2. PROMPT

3. PRODUCTIVE

4. PRACTICE RESPECT

Effective Decision Screens—Six Keys to Increase Motivation and Learning (PEAK)

o Safety- from fear of embarrassment or physical harm o Success- accomplishment and recognition o Love and Belonging- through valued inclusion, respect

and sincere caring o Freedom and Independence- through the power and

option to make meaningful and valued decisions o Fun and Enjoyment- through engagement in what

provides fun and/or enjoyment o Valued Purpose- through knowing that what is being

done is fulfilling a need By using the Six Keys and not breaking them, undesirable behavior can be minimized or eliminated and human needs are met so that learning can take place.

LPA RTI:B Plan

- 10 -

VIII. Observable and Measurable Rules

1. CLASSROOM: a. Arrive to class on time b. Have classroom materials c. Complete assigned tasks on time d. Keep hands, feet and objects to yourself

2. HALLWAY:

a. Go directly to your assigned area b. Keep hands, feet and objects to yourself

3. CAFETERIA:

a. Go directly to your assigned areas b. Keep hands, feet and objects (food) to yourself c. Place trays and all trash items in the proper

receptacle(s) d. Follow staff instruction

4. ENTIRE CAMPUS:

a. Follow the dress code policy at all times

LPA RTI:B Plan

- 11 -

IX. Lesson Plans Classroom Rules

1. Setting Classroom 2. Expectations

• Be PROMPT • Be PREPARED • Be PRODUCTIVE • PRACTICE RESPECT

3. Activity for Reviewing Expectations: Discuss the rules in conjunction with school-wide expectations with the use of illustration, posters, thinking maps or role plays. 4. Generate Specific Rules for Setting: Keep hands, feet, and objects to yourself Rule: Example Non-Example Student remains in seat with hands on their Student throws wads of paper at peer. desk and feet underneath the desk. Have classroom materials and assignments Rule: Example Non-Example Student is in his/her seat with paper, pen and/or Student is not seated, taking and does not have paper, pen or . assignment ready to begin working. assignment Arrives to class on time Rule: Example Non-Example Student arrives prior to second bell ringing. Student arrives to class after the second bell. Complete assignments/tasks Rule: Example Non-Example Student completes work in a timely manner. Student is not on task, goofs around and does not finish assignment. 5. Opportunities for Practice: The teacher will regularly remind students during and after class, take advantage of “teachable” moments as they present themselves during certain lessons, and praise students who follow classroom rules on a regular basis.

LPA RTI:B Plan

- 12 -

Hallway Rules 1. Setting Hallways 2. Expectations

• Be PROMPT • Be PREPARED • Be PRODUCTIVE • PRACTICE RESPECT

3. Activity for Reviewing Expectations: Discuss the rules in conjunction with school-wide expectations with the use of illustration, posters, thinking maps or role plays. 4. Generate Specific Rules for Setting: Go directly to your assigned area/class. Rule: Example Non-Example Student goes directly to his or her class after Student loiters in the hallway, talking to other students being dismissed from the previous class. and not moving in an expeditious manner to his/her next class. Have your planner signed by an appropriate authority. Rule: Example Non-Example Student goes to the media center with a Student is walking around campus after class has signed planner from his/her teacher. started without a signed planner. Keep hands, feet, and objects to yourself. Rule: Example Non-Example Student walks with hands to their side and Student hits another student for not reason while passing without touching other students while passing in the hall. In the hall. 5. Opportunities for Practice: The teacher will regularly remind students during and after class, take advantage of “teachable” moments as they present themselves during certain lessons, and praise students who follow hallway rules on a regular basis.

LPA RTI:B Plan

- 13 -

Cafeteria Rules

1. Setting Cafeteria 2. Expectations

• Be PROMPT • Be PREPARED • Be PRODUCTIVE • PRACTICE RESPECT

3. Activity for Reviewing Expectations: Discuss the rules in conjunction with school-wide expectations with the use of students’ illustrations, posters, thinking maps or role plays. 4. Generate Specific Rules for Setting: Student goes directly to assigned area. Rule: Example Non-Example Student goes through food line, and finds his/her Student does not sit down and loiters around tables seat in an expeditious manner. Keep hands, feet, and objects (food) to yourself. Rule: Example Non-Example Student remains seated while eating, with feet Student throws food at peer. underneath their table and food items on their tray. Place trays and all trash items in the proper receptacle(s). Rule: Example Non-Example Student throws all trash in the proper receptacle. Student leaves tray and/or trash on his/her table

Follow staff instructions. Rule: Example Non-Example Student cleans up his/her area and throws out Student fails to dispose of trash after being directed trash when directed to do so prior to dismissal. to do so. 5. Opportunities for Practice: The teacher will regularly remind students during and after class, take advantage of “teachable” moments as they present themselves during certain lessons, and praise students who follow cafeteria rules on a regular basis.

LPA RTI:B Plan

- 14 -

Lesson Plan for Expectations

The “Four P’s” (Prompt, Prepared, Productive and Practice Respect)

Step 1: Identify the desired behavior and describe if in observable, measurable terms. Expected Behaviors: All Lincoln Park Academy Students will practice the following school-wide expectations: be Prompt, be Prepared, be Productive, and Practice Respect. These expectations can be applied to all areas—both academic and other—and students can model for their peers. Ultimately, through these expectations, students will be responsible for their own behavior and will make choices that will help them to be successful in school. Step 2: List a rationale for teaching the behavior (Why is it important?) It is important to be Prompt in school: we need to be to class on time, work efficiently, etc. It is important to be Prepared for school: we need the necessary materials and assignments. It is important to be Productive in school: we need to do our best work to full completion. It is important to Practice Respect: we need to aware of how we interact in positive ways with others. Step 3: Identify examples and non-examples of the desired behavior (What would the behavior look/sound like? What would the behavior not look/sound like?) Students may generate their own.

Examples Non-examples Be Prompt: -in the classroom by the final bell -immediately begin bell work Be Prepared: -Have all necessary school materials per class (i.e. pencils, pens, paper, notebooks, journals, etc.) -Complete all assignments (homework and class work) Be Productive: -Use class time wisely to complete work and other assignments -Help others who may need it Practice Respect: -Raise hand to participate -Keep hands, legs, and other

-Coming to classroom tardy -Socializing at the beginning of class -Asking to borrow materials -No/incomplete homework or class work to submit -Socializing during class work time -Distracting others from their work -Shouting out answers -Ignoring others

LPA RTI:B Plan

- 15 -

materials to yourself.

-Not respecting other’s personal space

Step 4: Practice/ Activities Model expected behavior (4-P’s): Teacher(s) defines what Prompt, Prepared, Productive and Practice Respect means to them. Teacher also provides choices that students have to demonstrate what Promptness, Preparedness, Productiveness, and Practicing Respect means through the different Multiple Intelligences. Choices are:

Teacher Led Instruction- Teachers will lead their classes in discussion of the 4-P’s. Student’s will fold a piece of plain white paper into (4) equal quadrants. Students will write the definition for each “P” on the back: Prompt, Prepared, Productive, and Practice. Next, students will list behaviors on 4-posters (located on different walls in the classroom) specifically titled with one of each of the 4-P’s. Once student generated lists have been completed, teacher will review each poster and students will evaluate the responses. Appropriate responses will then be transferred to the front of their original, foldable, graphic organizer. This will provide each student with a personal copy of the expectations. Additional ways to teach/re-teach individual rules and observable behaviors for the 4-P’s: Examples of teachable rules: CLASSROOM:

o Arrive to class on time o Have classroom materials and assignments o Completes assignments o Keep hands, feet and objects to yourself

HALLWAY: o Go directly to your assigned area o Have your planner signed by an appropriate authority o Keep hands, feet and objects to yourself

CAFETERIA: o Go directly to your assigned areas o Keep hands, feet and objects (food) to yourself o Place trays and all trash items in the proper receptacle(s) o Follow staff instruction

Illustrations - drawing pictures of expected behaviors Comic Strips – Write a comic strip in which the characters demonstrate the 4-P’s Song, Rap – Song or rap using words that demonstrate the 4-P’s Story – Write a story involving the 4-P’s Venn-Diagram – One for Examples, One for Non-Examples

LPA RTI:B Plan

- 16 -

Advertisement – Sell the idea of each of the 4-P’s to classmates and peers

Step 5: Provide opportunities for practice • Publicly recognizing students who display expected behaviors both in the classroom and

in other school environments • Teacher regularly models the 4-P’s

LPA RTI:B Plan

- 17 -

X. Reward and Reinforcement System • Potential Incentives:

o Instant recognition Verbal praise Public Accolade Phone call home Certificate

o Entry ticket to sporting event (1 per season) o Citizen/Student of the Month o Awarding points toward class day o Attendance at Pep Rally o Up to 10 Free Tickets for Use at Carnival

• How to earn incentives (Individual or Group):

o Attend school 98% to 100% within a designated time frame

o Be prepared, be productive and practice respect 100% of the time within a designated time frame

o Adhere to the dress code policy within a designated time frame

o Be prompt to class within a designated time frame

LPA RTI:B Plan

- 18 -

XI. Budget and Fundraising Initiatives

Fund Raising Events • Blood drives are scheduled throughout the school year. A

portion of the proceeds from the March and April scheduled drives will go to benefit PBS activities, student and teacher incentives.

• Middle/High School Carnivals will be considered. If

approved, portions of the proceeds from various activities like face-painting, pie-in-the-face, dunk tank and others can be used to benefit PBS initiatives.

LPA RTI:B Plan

- 19 -

XII. Staff Training

Date Activity Target Audience

Time Allotted

Pre-school Week

Overview of RtI- B/PBS Teachers and Staff 2 hours

Last Week of

September

Plan review and update Core Team 30 min.

2 Weeks After End of 2nd Quarter

Data Review and BIR Teachers and Staff 30 min.

1st Meeting After

Winter Break

Final Review of PBS Plan Teachers and Staff 1 hour

Training will continue throughout the school year based on available Professional Development days.

LPA RTI:B Plan

- 20 -

XIII. Student Training and Agenda

Date Activity Target Audience

Time Allotted

1st Week of School

PBS Kickoff/Introduce Four P’s/Common Area Rules

Students

45 min.

Beginning of 3rd

Quarter

Lesson on Four P’s (re-emphasize)

Students 30 min.

Beginning of 3rd

Quarter

Lesson on Common Area Rules (re-emphasize)

Students 30 min.

Note: LPA students will receive initial PBS training at the beginning of the school year (during initial week of school), with the focus on school-wide expectations and rules for the common areas identified. A re-emphasis on expectations and rules will occur at the beginning of the second semester. Data will be analyzed and student training will be adjusted as needed based on these results. Teachers will also take advantage of “teachable moments” during certain lessons that lend themselves to re-visiting expectations and rules.

LPA RTI:B Plan

- 21 -

XIV. District and Local Crisis Procedures • Refer to the Lincoln Park Academy Emergency Handbook

LPA RTI:B Plan

- 22 -

XV. Review and Evaluation • Data from Skyward will be used to drive decision making regarding

the effectiveness of the Tier I core curriculum. Data such as Behavior Incident Report (BIR) and Behavior Education Plan (BEP) will also be used to determine which children are in need of Tier II interventions and the effectiveness of those interventions. Similarly, data will be used to determine the need for Tier III interventions and the effectiveness of those interventions (Progress Monitoring).

• Data will be reviewed at each PBS core team meeting. • Data will be shared with faculty via faculty meetings, department

meetings, grade group meetings and via email. • Student feedback will be used to make decisions and modifications to

the school’s PBS Plan. • The PBS Core Team/Committee will collect and analyze all pertinent

data. Based on the data, a faculty and staff survey will be conducted at the end of the school year. Results from such surveys will aid in modifications to the plan in order to ensure fidelity and drive decisions regarding further professional development and training for staff.

• The specific action plan based on the Benchmarks of Quality and Benchmarks of Advanced Tiers will be reviewed at Core Team meetings.

LPA RTI:B Plan

- 23 -

XVI. Community Involvement:

• Expectations will be sent home to parents at the start of

the new school year via SAC Newsletter, along with a “Connect-Ed” message.

• PBS Plan will be posted on the school web site,

encouraging parents and the community to provide input.

• Contact established business partners. Stress the importance of their involvement. Solicit assistance through monetary donations, resource assistance and volunteer services.