T.E.A.M. System
(Training, Evolving, Achieving (I & II), Mastering)
Whispering Pines School
Mike Gleason, Principal
Ongoing Draft (2014-2015)
If you have any questions or suggestions regarding the T.E.A.M. system, please contact:
Toni Kruse
Stephanie Benitez
Behavioral Specialist, Whispering Pines School
3609 Southwest 89th Avenue
Miramar, Florida 33025
(754) 321-7650
T.E.A.M. System
(Training Evolving Achieving Mastering)
School: WHISPERING PINES SCHOOL
Grade level: K - 12
Service delivery type: Whispering Pines School is a Broward County school placement which provides a more restrictive environment for the student with emotional behavioral disability who is not successful in his current school placement. Whispering Pines School's purpose is to provide academic, behavioral, and therapeutic support, which enables students to successfully function in their natural environments and possibly return to mainstreamed educational services.
Vision: Whispering Pines School maintains an environment that is safe and productive for both students and staff. Students are expected to behave appropriately and be motivated to learn, while engaged in meaningful activities. Staff will be proactive and positive, while teaching effectively.
General description: The T.E.A.M. System is a supportive behavioral program designed to enable students to be taught behavioral and social skills necessary to successfully function across environments. The two major components that make up the System are the T.E.A.M. Monitoring System and the T.E.A.M. Motivational and Support Strategies. The T.E.A.M. Motivational and Support Strategies provide alternative ways to support students whose needs are not being met solely by the T.E.A.M. Monitoring System. Both parts of the T.E.A.M. System incorporate the following premises:
· Strategies should be positive and success oriented.
· Intervention plans should be data-based, reflecting the needs of individual students.
· Procedures used should be simple and user friendly.
· Needs of the community should be respected.
· Structure for the student should move from being external to internal.
· Consistency should be an emphasis.
· Skills across environments should be a focus.
· Skills and expectations should be taught and practiced with students.
T.E.A.M. Monitoring System
(Training Evolving Achieving Mastering)
The T.E.A.M. Monitoring System is designed to enable students to successfully function across environments. This system is comprised of five teams, which focus on moving a student from external to internal responsibility for academic and social skills. Each team focuses on target academic and social skills, privileges, and consequences. Upon enrollment each student begins on the Training level and progresses as criteria is met. Individual goals and target skills to be monitored will be determined based on FBA results. A student moves from one team assignment to the next by demonstrating greater self-management and independence within a continuum of decreased staff-directed conditions.
Each team has specific criteria for movement to the next team. Pointsheets are used to determine when a student has met this criteria. The T.E.A.M. Motivational and Support Strategies supplement the Monitoring System prior to major behavioral excesses caused by a lack of motivation or emotional distress. The two components work together to prevent minor behaviors from becoming major disruptions. They are also designed to promote student success.
T.E.A.M. System
(Training, Evolving, Achieving (I & II), Mastering)
Whispering Pines School
Monitoring System
Student Supervision Plan with
Behavioral Expectations and Classroom Rules:
Appropriate Interaction with Peers and Adults
· Maintain physical, body and verbal control, including voice tone and volume
· Kind to others: i.e., refrain from any unkind physical or verbal communication, teasing, sarcasm, ethnic slurs, etc.
Appropriate Transition**
· Remain within arms distance during escorting (Training)
· Ensure that you are insight of escort (Evolving)
· Walk only on walkways, no running
· Use appropriate voice tone and volume during transition
· Follow appropriate emergency procedures (i.e. fire drill, room clear, etc.)
· Enter class on time
· Movement from one activity or class to another appropriately
Follow Staff Directions
· Respond to staff directions appropriately
· Respond to direction in a timely manner
Stay on Task
· Refrain from off-task socializing
· Begin task in a timely manner
· Stay in assigned area
· Active participation
Appropriate Language
· Use appropriate body and/or verbal communication
** Note to staff: Students are to supervised at all times. Be sure to check the restrooms, both before and after each student use.
During transition, all students will be monitored. Each class will have one staff member at the door and one staff member escorting students. Everyone will walk in a counterclockwise direction.
-Training must remain within arms distance of a staff member
-Evolving must remain within the view of escorting staff member
-Achieving & Higher will be monitored by staff supervising hallways and
campus security cameras.
Classroom Rules defined as Social Skills:
Appropriate Interaction with Peers and Adults
· Face the other person
· Use appropriate expressions
· Wait your turn
· Listen to the other person
Appropriate Transition
· Remain within arms distance during escorting (Training)
· Ensure that you are insight of escort (Evolving)
· Walk only on walkways, no running
· Use appropriate voice tone and volume during transition
· Follow appropriate emergency procedures (i.e. fire drill, room clear, etc.)
· Enter class on time
· Movement from one activity or class to another appropriately
Follow Staff Directions
· Listen carefully
· Ask questions about anything you don’t understand
· Decide to follow direction
· Repeat instructions to yourself
· Do what you have been asked to do appropriately and in a timely manner
Stay on Task
· Sit quietly
· Think about what you are doing
· Decide what you will do to complete the assigned task
· Begin task in a timely manner
· Participate with group when appropriate
· Review completed work
· Hand in completed work
Appropriate Language
· Think about what you want to say
· Think about how the other person might feel about what you are going to say
· Choose the best way to tell the other person your message
· Use appropriate communication
Additional Target Skills on Which to Focus
for Classroom Survival:
Training
· Remain seated (if expected)
· Use classroom learning materials correctly
· Work quietly with teacher prompts
· Raise hand to speak (if expected)
Evolving
· Maintain all prior skills
· Use classroom equipment correctly
· Make academic assistance needs known appropriately
· Initiate positive social interactions with adults and peers
· Own and identify behavioral choices with staff assistance
· Pay attention to your own business
Achieving I
· Maintain all prior skills
· Accepts changes within school setting
· Maintain independent social skills during activities within the community (e.g., field trips, etc.)
· Contributes to others' movement through the T.E.A.M. System with assistance from staff and mastering students
Achieving II
· Maintain all prior skills
· Problem solve
· Accept feedback or consequences from staff and peers
· Make emotional and behavioral needs known appropriately
· Identify and own behavioral choices independently when requested
Mastering
· Maintain all prior skills
· Accepts changes and settings within the community
· Contribute to others' movement through the T.E.A.M. System independently
Training
General Description:
Students entering on TRAINING need to be taught basic academic and social survival skills within the classroom. They need assistance decreasing excesses, and participating in personal decisions. Skills are monitored on a pointsheet by staff. A high level of staff coaching, reinforcement and feedback occurs on Training, with activities closely supervised. Training students exhibit minimal to no internal control of behaviors. As a result, privileges and consequences are basic and restrictive.
Target Skills on which to focus in addition to classroom rules:
· Remain seated (if expected)
· Use classroom learning materials correctly
· Work quietly with teacher prompts
· Raise hand to speak (if expected)
**Target skills focused upon may be reviewed and changed as student needs indicate.
**Bonus points should be used to reinforce target skills.
Criteria for movement to Evolving:
· 25 days with 83% average overall.
· 20 out of 25 Homenotes returned
· No unpaid damages
· No suspension last 5 days
· No out of class PIP calls last 5 days
· Staff sign off sheet consensus
Privilege Guidelines:
· Activities other than curricular are restricted to the classroom (Unless specified by PIP Plan)
· Participation in any department, or school wide activities may be modified.
· Chooses last for reinforcement activities.
· Require total staff coaching /ESCORTING at arms length in all locations
· Participates in personal decisions
· Eat in cafeteria at assigned table (may be assigned a seat)
· Allow market privileges for select items one day a week
· Behavioral feedback is provided in a timely manner
· Reinforcement sheet may be done for things outside of T.E.A.M. system
· Therapist on call
Consequence Guidelines:
· Pre-planned
· Behavioral feedback is provided in a timely manner
· Progress from mild to more restrictive
Evolving
General Description:
Students entering EVOLVING need assistance with basic academic skills (including homework), with basic social survival skills within the school community, and with participation in classroom decisions. Skills are monitored on a pointsheet by staff. A moderate level of staff coaching, reinforcement and feedback occurs on Evolving. Movement beyond proximity of the classroom is closely supervised. As a result, privileges and consequences are moderately restrictive and begin to become more intrinsic with staff cues and prompts.
Target Skills on which to focus in addition to classroom rules:
· Maintain all prior skills
· Use classroom equipment correctly
· Make academic assistance needs known appropriately
· Initiate positive social interactions with adults and peers
· Own and identify behavioral choices with staff assistance
· Pay attention to own business.
**Target Skills may be reviewed and changed as student needs indicate.
**Bonus points should be used to reinforce target skills.
Criteria for movement to Achieving
· 35 days with a 87% average overall
· Must complete 55% of academic assignments
· 30 out of 35 Homenotes returned
· Attends therapy with one prompt
· Appropriate & reasonable # of TOC’S
· No unpaid damages
· No suspensions the last 10 days
· No out of class PIP calls last 7 days
· Staff sign off sheet consensus
Privilege Guidelines:
· Activities on campus
· Choose fourth for activities
· Off campus activities may be contracted
· Moderate staff coaching (monitored by staff from a close distance, kept in view by staff)
· Participate in decisions within the classroom
· Eat in cafeteria with choice of seats within assigned EVOLVING area
· Market privileges, one day a week, and classroom reinforcement
· Allow for delayed gratification
· Therapist on call
Consequence Guidelines:
· Pre-planned
· Begin to involve student in consequence planning
· Present in a timely manner
· Progress from mild to more imposing
Achieving I
General Description:
Students entering ACHIEVING I need assistance with more complex academic skills, including homework, and social survival skills, which begin involving movement within the community. Students are taught how to identify and monitor their skill strengths and weaknesses, and to participate in school-wide decisions. Skills are monitored on pointsheets by staff. A minimal level of staff coaching, reinforcement and feedback occurs on ACHIEVING I. Movement beyond the school grounds is closely monitored. As a result, privileges and consequences are minimally restrictive, require increased student responsibility without staff prompts, and begin to approximate those associated with mainstream settings.
Target Skills on which to focus in addition to classroom rules:
· Maintain all prior skills
· Accepts changes within school setting
· Maintain independent social skills during activities with in the community (e.g., field trips, etc.)
· Contributes to others' movement through the T.E.A.M. System with assistance from staff and mastering students
**Target Skills may be reviewed and changed as student needs indicate.
**Bonus points should be used to reinforce target skills.
Criteria for movement to Achieving II:
· 40 days with a 90% average overall
· Must complete 60% of academic assignments
· 30/40 homenotes returned
· Attends therapy without prompts
· Utilizes therapist request form appropriately
· No unpaid damages
· No suspensions the last 15 days
· No out of class PIP calls last 10 days
· Staff sign off sheet consensus
Privilege Guidelines for Achieving I:
· Activities on and off campus
· Choose third for activities
· Require minimal staff coaching (not escorted within school campus)
· Participates in decisions within the school community
· Eat in cafeteria with any choice of seat at an Evolving table or above if space allows
· Market privileges, one day a week, allow for delayed gratification
· Work in non-curricular areas
· May purchase game room coupons from market to use during lunch
· May fill out Therapist request form
Consequence Guidelines:
· Pre-planned
· Require student input as a part of consequence
· Progress from mild to more imposing consequence
Achieving II
General Description:
Students entering ACHIEVING II need assistance with complex academic skills and social survival skills, which begin involving movement within the community and regular school settings. Students are reinforced for identifying and monitoring their skill strengths and weaknesses. On ACHIEVING II, coaching, reinforcement and feedback by school staff begin to be phased out. Movement beyond the school grounds continues to be monitored. As students display a readiness for mainstreaming, interim reviews are held to consider mainstream options. On this Team, teachers as well as students, evaluate the students’ behavior using the pointsheet. The scores are then compared and a reliability score is then calculated. Data is collected on teacher expectations in the mainstream settings prior to any placement decisions made on mainstreaming.
Target Skills on which to focus in addition to classroom rules:
· Maintain all prior skills