1. IT’S ALL ABOUT BEHAVIOR a presentation for families Los Angeles Unified School District Special Education Division
(MCD 10)
Facilitator’s Note: Real Life examples are important in developing a rapport with the audience and providing a “real” picture for the participants.
This is a presentation that will support families in developing a deeper understanding of behavioral expectations within the school setting and what supports are available when a child’s behavior are challenging. Particular emphasis is placed on positive behavior support when the child is a student with disabilities whose behavior impedes learning.
In supporting all students academically, socially and behaviorally, the emphasis in our schools must be on problem solving and developing a team approach so that students are educated in the least restrictive environment for them. 1

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.
Every school and every classroom has appropriate positive behavioral expectations. Typically, those expectations are communicated to parents in writing from the school (such as the Parent Student Handbook), at Open House, Back to School Night, at parent conferences and at other conferences during the school year. Some schools have special parent nights when they introduce new school rules or information that is pertinent to behavior. Think of this as “proactive” information about behavior.
There are also “reactive” ways that you might find out about school rules. This may be when the school contacts you because there has been a difficulty with your child following school or classroom rules or your child has been identified as “student of the month”.
Parents have many opportunities throughout the school year to participate in and support their children’s education, and the efforts of the school to create a safe and productive learning environment for all students. 2

3. Selected Targeted/ Intensive (10-20% of students) Universal
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
The triangle is a visual representation of school-wide positive behavior support.
Universal - Facilitator Note: Please review a few bullets and give examples, including school rules. LAUSD has a variety of supports in this area that are available for all students with and without disabilities. If parents have questions about behavioral expectations at their child’s school, talk with school staff to find out how students learn behavioral expectations and social skills at school. Examples may include teachers using literature, role-playing, specific rule teaching, behavior systems in classrooms, and discipline procedures. Parents can be proactive about behavior. Ask what is available and what is expected.
Selected - Students in the “selected” group typically have behavior that has impeded learning. Educators in LAUSD have had training in developing positive behavior support plans. If your child has a disability, you will most likely see a positive behavior support plan as part of your child’s IEP. If your child does not have a behavior support plan but the school has indicated concerns about his or her behavior OR you have behavioral concerns, you may request a behavior support plan be designed to support behavioral changes. A Student Success Team meeting may be appropriate, and enables the parent to participate in identifying strategies that would help the child. Every member of the team has responsibility in supporting the student. Some members will come in with ideas and resources; others will be part of the implementation.
It takes time for changes in behavior to occur. Everyone involved must WORK the plan. Parents will want to make certain that they are supporting their child by working with school staff. Parents should ask to see any data that is being collected on their child’s behavior so that they may understand how frequently their child is engaged in any inappropriate behavior. If their child’s behavior worsens, they have the right to ask for an IEP meeting to review or develop a behavior support plan. Give each strategy sufficient time.
Targeted - When a student has had more significant problem behaviors, he or she would benefit from targeted support. This may mean that there are frequent team meetings so everyone can work closely together.
Targeted support includes data collection, looking at the context of the behavior, student interactions with adults and peers, and the development of a careful plan that will enable the student to learn new skills.
If the student is exhibiting serious behavior problems such as self-injurious behavior, it is important to have a more careful look at behavior through analysis such as a functional behavior assessment (FBA), or a functional analysis assessment (FAA). This may lead a behavior intervention plan (BIP) or to a more detailed behavior support plan. Refer to Bulletin 50, which is on the web.
Universal
(All Students)
Culturally Relevant
School-wide Systems of Support
(75-85% of students) 3

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
Many people believe that punishing is the way to change behavior. It is important to know that punishing negative behavior may temporarily stop the behavior but it does not teach a better one. Students need to learn how to make positive, useful informed behavioral choices to achieve the success they deserve – and these are skill we can teach our children. Without this type of instruction, children will try to find ways to avoid making mistakes as opposed to trying to meet expectations and learn rules. Also, children need to be recognized for their efforts toward meeting expectations.
Facilitator Note: The issue of punishment can be a big challenge in terms of cultural awareness. There are many parents who experienced corporal punishment and believe that this is the way to change children. Be ready to discuss cultural differences in a respectful manner.
Punishment and consequences are two different things– all depends on the situation. District and school usually provide a consequence for student choice. Consequences are intended to teach.
Part of learning is that all choices have consequences, good and bad. Consequences are a part of real life. If students break rules, they need to learn to accept the responsibility for their behavior. Schools must have consistent and clear rule, teach the rules and recognize positive student behavior, but must also and enforce those rules. Those clear and consistent boundaries can give students a sense of safety and security. Consequences may seem like just a different word for punishment but think of a consequence that is logical and natural. Consequences can include helping the student to understand why their actions were problematic, and teach new ways to handle similar situations in the future.
Consequences should be consistent, reasonable, fair, age appropriate, and should match the severity of the student’s misbehavior. Consequences that are paired with meaningful instruction and guidance (corrective feedback and re-teaching) offer students an opportunity to connect their misconduct with new learning, participate in contributing back to the school community, and are more likely to result in getting the student re-engaged in learning (language taken from the Discipline Foundation Policy). 4

5. Classroom Rules? School Rules?
Activity: Think about what you know about your child’s school’s rules. Do you know the rules? How about classroom rules?
Can you name some of the rules?
How did you know that there are rules at your child’s school?
If you don’t know the school rules, you have homework….ask your school for a list of the school rules. Knowing the rules and discussing them with your child enables you to have an open dialogue.
School rules are usually included in the enrollment packet or provided at the beginning of the year– watch out for them next fall. Students are given instruction on the school rules.
Classroom Rules? 5

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
These are the “Guiding Principles” for all schools (from the Discipline Foundation Policy), and can be applied to all aspects of the school culture. School, classroom and home rules can be developed and taught to the students using these principles.
Review some of the headings and bullets with the audience.   

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.
This is an example of some school rules and expectations developed using the Guiding Principles.
Reed MS has been doing this work for a few years. Here is an example of “cafeteria rules”. As you can see, the follow three of the guiding principles but what it “looks like” is carefully outlined. This is a good example of the kind of work that a school-site team can do and with the cooperation and ownership of “what this looks like”, the students at the school can have very clear expectations.
This is important to help students to understand what is expected of them, and also serve as reminders to students who might occasionally benefit from re-teaching.
Be polite and courteous to everyone.
Use good table manners.
Always use appropriate language.
Respect the property and rights of others.
Reed MS, LAUSD 7

8. Home version of Guiding Principles
What do these look like at your home?
In your home
In the community with family
You choose.
Be safe
Be responsible
Be respectful
Be honest
Be appreciative of individual differences
Be a life-long learner
Do this as a handout/activity:
Based on the rules at Reed MS– What do the rules look like in your own home?
Let your child know exactly what it is that he is doing correctly.
Say it so others hear and see the positive reinforcement.
Vary your statements
Avoid general terms and judgmental statements.
Other possible activity:
Choose one area (such as “Safe”) and discuss with the audience some rules that might be created within the room they are in now (for example, you could ask the audience to identify “safe” behavior in the meeting room, and what a rule about it might look like. You could then model the rule, have volunteers model the rule, and then reinforce the volunteer for doing a good job. This would also help with the concept of ‘modeling” discussed later in this presentation). 8

9. How do we teach appropriate behaviors
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?”
Now that we have talked about how to identify rules and the three tier model, let’s take this opportunity to talk about successful support for our children…..some behavior basics.
Emphasize how behavior expectations need to be TAUGHT!
It is essential that we weave behavioral supports throughout our instruction. One of the best ways to address behavior is through an excellent instructional program. As our students have more opportunities to be in collaboratively taught programs, the supports are in the general education classrooms with the child (special education teacher coming into the class to co-teach, for instance). This enables more students to have positive role models and appropriate supports right where they are needed….within the general education instructional program.
At the same time, it is important that we understand behavior within each culture. Sharing who we are will enable school staff to understand our children’s behavior within the context of our own culture. 9

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
Behavior expectations must be taught
These are taught at home and at school
Let’s look together at ways to teach behavioral expectations. You can especially see how important it is that expected behaviors need to be modeled. Think about all of the different ways that we know…if we model something different from what we are teaching, then we are really teaching something else. Children are good observers and will imitate our behavior (right or wrong). It is important we model appropriate behavior.
Our students need to be taught new behaviors and be supported in using them.
Mention the 4:1 rule. We sometimes spend a lot of time “noticing” children when they do things wrong, that we forget to recognize all the things they do right, because we expect them to do the right thing. If we take some simple steps to recognize them for achieving those expectations we have, then they will learn to value them, and will continue to meet those expectations. Recognizing and reinforcing students for appropriate behavior are part of the school-wide positive behavior support system as well. 10

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
This is how parents may support their child at home, in collaboration with the school and the District. These activities also support the school-wide positive behavior support system at the school. This should be done for all students. 11

12. Individual Student Behavior Considerations: Effective Behavior Interventions
Are built on student strengths
Consider student needs
Are highly individual
Require positive reinforcement
Here we move from school-wide positive behavior support to individual student support for those students that require more support than is found in the “green” level (Tier I).
We are now moving from ALL students to SOME students who require more support.
We are now addressing the yellow / red (Tier 2 and tier 3) section of the pyramid.
At times, when one of our children has behavior that impedes learning, we spend a great deal of time on the challenges. However, we need to continue to take the opportunity to identify our child’s strengths so that he or she learns to use the strengths to meet his or her own needs. This supports the child in working past the challenges. If we do not spend time on strengths, we might tend to focus only on what students are doing wrong.
Here’s an activity that parents can do at home…
Activity: Build a “strengths” chart when you are thinking about your child. Identify the things that are great about your child so that when you do sit down to talk to your child about the school and classroom rules, you can support your child in knowing that he or she has already learned many of those things in other settings and are ready to use those skills in school.
Adolescent Activity: Adolescence is a special time for all of us……it is a time of exploration and independence in our teenagers. In addition to a strengths chart, we strongly recommend that you find ways for your teen to get involved and stay involved in school activities. Find out what is expected of your adolescent at school. What are the rules? How are the students supported in learning and following the rules? 12

13. A - B - C Antecedent: What happened before the behavior?
Behavior: What does the behavior look like?
Consequence: What happened after the behavior?
Behavior Basics: Sometimes we are trying to talk with one another about behavior that our children are engaged in doing and it is difficult to share the information. Sometimes it is helpful to think this through in a variety of ways. Antecedent, Behavior and Consequence is a classic way to look at behavior. Answer each question and you will be able to see the behavior more clearly. When you ask yourself about the “consequence” of the behavior, you will usually be able to see what sustains the behavior. Try it! We encourage you to pay attention to your child’s behavior using an A – B – C approach. When someone talks with you about your child’s behavior, ask them about the behavior and use an ABC format.
A – B- C is applied to appropriate (positive) and inappropriate (negative) situations.
The goal of Positive Behavior Support is to continue appropriate behavior and reduce / replace inappropriate behaviors.
Positive example: A- There is a piece of paper on the ground
B- Student picks up piece of paper and throws it away in the trash.
C- Adults acknowledges student and praises his/her effort
Negative example: A - Student is having lunch and has trash to get rid of
B - Student throws trash on the ground.
C - Student is asked to disposed of trash appropriately and is reminded of school rules.

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)
“Green” level (Tier 1) supports continue to be part of the students support system, even if they have a BSP or BIP. All 3 (BSP, FBA and FAA) rely on student data, and all 3 identify the function of the student’s behavior (what need the student is trying to meet). Replacement behaviors are identified, and a plan is written to support the student in learning and using these replacement behaviors.
BSP – For student's whose “behavior impedes learning” (Federal Law – IDIEA), developed by the school team using school data, discussed at the IEP meeting. Communication between school and home is part of the plan
FBA – Is a process done when “behavior impedes learning” but is not serious. It is done when more information is needed by the school to address challenging behavioral issues (including A-B-Cs). The purpose is to identify the function of the behavior, replacement behaviors and to develop strategies to create a more effective BSP. Results are discussed at an IEP meeting. Done when a school team needs more information to develop a BSP.
FAA – Required when the student experiences “serious” behavior challenges as defined in the Education Code. This has some features of an FBA, but is a more detailed process requiring a trained staff member to conduct and/or supervise the process. Results are discussed at an IEP meeting, and may result in BSP or BIP (Behavior Intervention Plan), which is a more detailed plan. Bulletin H-50 describes this process.
Any behavioral assessment (FBA/FAA) requires a signed assessment plan. 14

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?
Sometimes someone from the school will mention your child’s behavior. Let’s think about that communication and how we can use our communication skills to build an understanding of how the child can be supported. At times, it may be very difficult to hear that your child is having challenges. Let’s think about keeping the child at the center of our work together because there are times when we may, as parents, feel defensive when given information about our children’s behavior.
Optional Activity: Identify different forms of communication together. What works? What doesn’t? When your child has behavior that impeding his or her learning, the most effective way to support your child is to work as a member of a team. If you have gotten information about your child’s behavior, there are some different ways that you can get the information that you need in order to move to the next step.
All team members, including you, need to provide a consistent approach to working with the student, teaching the student new ways to behave and supporting the student in making good behavioral choices.
Keep the lines of communication open, communicate frequently with school staff at all levels and keep communication respectful.
FACILITATOR NOTES: As the facilitator, you need to be ready to discuss written and oral communication, formal meetings, telephone calls, suspension notices, detention notes, telephone messages, etc. 15

16. Even with excellent school-wide and individual supports in place, sometimes. . .
Serious misconduct happens
Suspension or Expulsion may be considered or recommended.
This is some information about our District and school discipline procedures.

17. District and School Procedures: Suspension/Expulsion
Apply to all students
Students with disabilities require specific additional safeguards and procedures
The suspension and expulsion procedures apply to all students. However, there are additional procedures for students with disabilities that are required. Some of these will be highlighted in the following slides.
It is expected that by continually teaching and reinforcing the rules, offering support to students experiencing challenges with learning and behavior, and working with parents along the way in supporting positive behavior, incidents resulting in suspension and expulsion will be fewer and fewer. However, there will be times when suspension and expulsion become necessary. The next slides will give some information regarding suspension and expulsion, and additional procedures for students with disabilities. 17

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.
From the Parent’s Handbook.
Review district suspension bulletin if necessary.
In some cases, schools may choose to use an alternative at the school instead of suspension, but may still want to also consider creating or reviewing a BSP. 18

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)
This information is in the Parent Student Handbook.
The term “Manifestation Determination” means using an IEP process to determine if there is a relationship between student misconduct and their identified disability.
If the IEP team determines that the behavior is not a manifestation of the student’s identified behavior, then the case will proceed to the expulsion process.
2. If the IEP team determines that the behavior is a manifestation of the student’s disability, the student may not be expelled. The IEP Team will use the IEP process to determine appropriate placement, supports and services.
The pre-expulsion IEP meeting (see P. 241 – Special Education Policies and Procedures Manual)
Due process – if parents disagree with the manifestation determination IEP, they may request due process. During the pendency of the due process proceedings, the student remains in the alternative placement determined by the District.
An Alternative Educational Placement is made for all students recommended for expulsion (or during the term of expulsion if the student is expelled), students with disabilities receive all services specified in the IEP while in a alternative placement (ie. Community day schools, continuation schools, other options programs).
Post-expulsion rehabilitation and reinstatement: If a student is expelled, he/she will receive rehabilitation services through the Student Expulsion Support Services (AB 922) Unit during the time they are under expulsion, and are reviewed for reinstatement back into the LAUSD at the end of their expulsion term. 19

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
This list can be expanded – brainstorm with parents ways they might be (or have been) able to support the and participate at the school. 20

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
You may add to this list.

22. "Fall seven times, stand up eight." Japanese Proverb
Behavior can be a big challenge to a family and to a school. It can be the biggest challenge to the child. We must emphasize that we have an opportunity to treat each child as a unique individual. We have the opportunity to provide the kind of support necessary to enable that individual to grow more confident and independent. We have the responsibility to work together as a team in order to best support students in the least restrictive environment.
Proverb means: Behavioral change takes time and effort on the part of school staff and parents. Don’t give up! Keep trying! 22