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Seekonk Public Schools 25 Water Lane Seekonk, MA 02771 508.399-5068

* A. B. L. E. S. *

“Academic Support – Behavioral Strategies – Learning Style Identification – Educational Success – Strategic Skill Development”

PROGRAM DESCRIPTION

The goal of the ABLES program is to identify the skills needed to become successful learners. Additionally, positive behavioral interventions and therapeutic supports are identified and utilized so that students can remain in the regular academic setting to the extent possible. Students are referred to this program to address skill deficits that have interfered with learning and instruction across different content areas which impact both academic and social success in school. Within the ABLES program, a behavioral intervention plan for each student is created and followed in order to support the students' needs in all settings.

There are three key components to the ABLES program. The first is the identification of the skill to be addressed and the strategies that will be utilized. Also, there is an in-class behavior management protocol that teachers implement within their classroom for identified students. Subsequently, the ABLES classroom is accessed if the behavior protocol has proven ineffective for the student during the classroom period. Finally, a clinical support team consisting of the school psychologist, guidance counselors, and/or the school adjustment counselor, will help the students practice skills, develop a more functional behavioral repertoire, and/or identify and process logical or natural consequences of personal decisions on one’s behavior.

PROTOCOL

Students in the ABLES Program access this classroom during specific times on their schedules. During this period, students may receive academic support, organizational skills assistance, or social skills training by ABLES staff. Each time a student enters the ABLES classroom, it is recorded in a log by ABLES staff. This data collection reflects the effectiveness of the support system and facilitates appropriate programming and intervention strategies in order to develop positive student outcomes. Students also participate in the "Star Rewards System" where they may earn rewards based on how successful their time is used during the period. These "Star Rewards" will earn each individual student specific privileges such as computer time, game time, buddy lunch, social time, etc. Students must earn the required number of "Star Rewards" in order to obtain these privileges.

While in the ABLES classroom, students also follow the "Green Zone" program. There are three different levels within this behavior management system, which include, Red (most severe), Yellow (warning), and Green (desired level). These levels are clearly marked on the board in the classroom with each student's name on a clip, so they have a constant visual reminder of their how their behavior is rated. Students on the Red or Yellow level must have committed an infraction in order to be placed on that level (see infraction list below). Once on Red or Yellow, students must earn their way onto Green level AND not commit another level infraction. While on Red or Yellow level, if a student commits another infraction, they must restart that level. If a student on Red level commits ANY infraction, the student restarts on the Red level again. If a student on Yellow level commits a Yellow infraction, the student restarts Yellow level. If while on Yellow level he commits a Red infraction, the student restarts back on the Red level. The school and class rules are clearly posted around the ABLES classroom for the students to visualize what is expected of them each day.

INFRACTIONS

Green Zone:(Excellent: Keep up the GREAT Work!)

  • Positive Peer Interactions
  • Work Completed
  • Respectful to Staff/Peers
  • Following the Rules
  • Prepared/Organized
  • On Time
  • On Task
  • Participated
  • Helpful to Others
  • Successful in Group Work
  • Completed Homework/Extra Work

Red Level Infraction: (NO Privileges: STOP and Think!)

  • Work Refusal
  • Refusal to Copy Notes
  • Participation Refusal
  • Disrespectful
  • Disrupting Class Routine
  • Disrupting Classmates
  • Constant Redirection
  • Inappropriate Language
  • Attempts to Gain Control

*Certain behaviors should warrant an automatic referral to the KHMS Administration.

Behaviors could include:

  • Habitual poor classroom behavior
  • Threats to staff or students, arguing
  • Physical or verbal intimidation
  • Physical contact, fighting, aggression
  • Possessing illegal contraband
  • Sexualized gestures or harassment
  • Destruction of school or another’s property
  • Bullying
  • Stealing

Yellow Level Infractions: (Warning: Get Back on Track!)

  • Verbal Outbursts
  • Distracting Others
  • Not prepared
  • Late to Class
  • Out of Seat

STUDENT EXPECTATIONS

If a student is placed in the ABLES classroom for an extended time, (a specific subject each day, in – house detention etc.) the student will need to earn "Three Points" visualized with color-coded Popsicle sticks, based on target behaviors in order to earn their way back to class. Those positive behaviors include:

1. Work Completion/Time on Task

2. Following ABLES Classroom Rules/Protocol

3. Respectful to Staff and Students

IN CLASS PROTOCOL

ABLES staff participate in daily observations of the students in the program within their general education class schedule. During this time, ABLES staff collect data on each student across different settings in order to create effective behavior intervention plans for each individual student. During the observation, ABLES staff completes a checklist which determines the student's strengths and any behavioral incidents that may occur during the observation period. ABLES staff also frequently communicates with the Middle School staff about any questions or concerns that they may encounter about the students in the program, whether it be about academic support or behavior management techniques.

While in the general education setting, the student is expected to follow all adult directions with a minimal amount of redirection. If the student has not followed the direction or becomes disruptive or disrespectful, a verbal warning should be given. The warning should be followed up with a brief explanation of what the student did to deserve the warning, and what the next step will be if the student is unable to change their behavior. As the next display of disruptive and inappropriate behavior, the student should be made aware that his behavior is impacting the classroom environment and the ABLES Program staff should be notified. ABLES staff or another designated staff member(s) will escort the student to the ABLES classroom.

THE ABLES CLASSROOM PROTOCOL

The ABLES classroom is a highly structured academic setting for the students who have displayed behaviors that are impacting their success or the success of others in the regular classroom environment. Once a student’s behaviors have escalated to the point where the management protocol has proven ineffective that period, the classroom teacher will contact the ABLES class. The student will then be escorted to the ABLES classroom. Once in the ABLES classroom, the student will be required to process the incident with ABLES staff by identifying what behavior was inappropriate, what is expected as acceptable classroom behavior and what needs to occur in the future to ensure success in that class. Once the incident has been processed, the student will spend the remainder of that period in the ABLES classroom. While in the ABLES classroom, students will not be permitted to interact with other students or staff. Interaction with staff will be limited to help or instruction with classwork. It is required that work from the class the student was asked to leave be completed AND the student’s behavior remains appropriate before he can return to his next period class (see behavior management protocol for details). Students will not be permitted to return to their regular routine unless they are compliant with the classroom rules of the ABLES Program. ABLES staff will give help or instruction on each assignment as needed and will assist with making sure that all completed work is returned to the appropriate teacher.

In the event a student is asked to leave class again that day, he will remain in the ABLES classroom for the remainder of the school day. ABLES staff will work with the student’s teachers to ensure all work for that day is completed. A student will not be permitted back to class the following day until his work is completed and his behavior is appropriate (see student expectations).

If a student is having difficulty maintaining appropriate behavior in a specific subject area/s, the student’s team can determine that a designated staff with provide the extra support needed in that specific classroom. Another approach may be that the student reports to the ABLES classroom instead of reporting to that class. The time frame for how long the student will report to this alternative location will depend on their success rate and ability to follow the rules. The student’s team will also determine what approach will be utilized depending on the situation for each individual student.

CLINICAL SUPPORT

The ABLES Program also offers clinical support for students who are having difficulty managing behavior, regulating emotions, or remaining on-task in the school setting. The clinical support is instrumental in development of appropriate skills needed in order to reshape the student's response to the environment. Students have access to support such as the school psychologist, guidance counselors, and a school adjustment counselor. The clinical support team will work in collaboratively with school administration and staff to ensure positive student outcomes, including skill-building and appropriate behavioral responses. This could include the improvement of coping strategies, problem-solving skills, and stress management techniques, particularly during difficult or stressful times for the student. The ABLES staff is trained in behavior management and crisis intervention; however, the focus is on the identification of positive strategies to enhance academic and social-emotional functioning. The ABLES staff also helps each student make the connection between personal choices and consequences of behaviors. Communication is one of the most important components of the ABLES program.