The 3 initiatives blend so well that I had to stop and think what programs/changes came from which initiative.

1
The 3 initiatives blend so well that I had to
stop and think what programs/changes came from
which initiative.
2
With the information we learned at PBS, we

• Created ABC to assist teachers with supporting
  all students in the least restrictive
  environment.
• Developed a positively stated student handbook,
  which helped reduce the number of students
  removed from class for disciplinary actions

3
With the information we learned at PBS, we

• Created a Bear PRIDE motto with 5 positively
  stated behavioral expectancies
• Created a Bear PRIDE matrix for teaching expected
  behaviors throughout the school
• Developed a reward system for students who are
  meeting Bear PRIDE expectations

4
With the information we learned at PBS, we

• Created a mentoring program that connects every
  student with a staff member who acts as his/her
  mentor throughout high school which we hope will
  keep kids on track for graduation.
• The information we are gain from the transition
  cadre is being integrated into our mentoring
  groups-benefiting all our students.

5
With the information we learned at the LRE
Conference, we

• Developed a whole-class curriculum adaptation
  matrix (broken down by subject) to assist
  teachers with curriculum adaptations.
• Are collaborating with outside agencies to
  develop curriculums that prepare students for
  vocational/trade programs.

6
With the information we learned at the LRE
Conference, we

• Developed alternate curriculum expectations to
  allow participation of all students in all
  classes.
• Are in the process of organizing an
  organizational fair to inform all students
  about organizations, clubs, sports, and
  activities available through the school.

7
With the information we learned at the
Transition Cadre/Institute, we

• Are developing a system to integrate the
  ChoiceMaker Curriculum into the general education
  classrooms.
• Have a better understanding of how to develop and
  implement effective transition plans.
• The information weve gained through the
  transition cadre has helped us meet the needs of
  all our students.

8
With the information we learned through the
Transition Cadre/Institute, we

• Developed a class in which we implement the
  self-directed IEP and teach organizational and
  self-advocacy skills.
• Have a better understanding of the services
  outside agencies can provide and how to put
  students and families in touch with them.

9
Academic Behavior Cadre

• The ABC is a team of staff members that teachers
  can connect with over student or classroom
  concerns or for information to assist them in the
  classroom.

10

• The team is made up of two general education
  teachers, a special education teacher, the
  principal, the counselor, the school nurse, and
  any teachers who would like to participate in the
  meetings
• ABC meets weekly on a set schedule. Any teacher
  can attend.
• A pre-meeting form is available in the office for
  teachers to fill out in advance to provide the
  team time to do research

11

• ABC attempts to provide teachers with suggestions
  and assistance
• ABC is not intended for special education
  referral. It is to provide assistance to teachers
  with any classroom question, concerning any
  student.

12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
(No Transcript)