4th Grade Teacher Sees Behavior & Academics Improve

4th Grade Teacher Sees Behavior & Academics Improve

Lisa Young is a 4th grade teacher who has seen improvement in her students, both behaviorally and academically after using Leaps lessons and assessment tools. Her school uses Leaps for Response to Intervention (RTI) in Tier 2 groups as well as in the classroom 

This school uses Leaps for

  • Classroom Assessments
  • Response to Intervention (RTI)
  • Classroom Behavior Support
  • Tier 2 Behavior Support 
  • Reporting
  • Leaps Lesson Plans

“Last year, I did the Leaps assessments for my classroom at the beginning of the year and several of my students were identified for intervention, so our behavior specialist worked with those students in small groups using Leaps lessons and by the end of the year, my students had made huge improvements in their behavior which helped overall with their academics and I was just very, very happy with the Leaps program.”

SUSAN EDWARDS

4th Grade Teacher

Addressing Bullying & Helping Special Needs Kids

Addressing Bullying & Helping Special Needs Kids

Tammy Geiger, a specialist who works with special needs children at Lake County Schools, shares her story about using Leaps lessons to change the bullying behavior of a student who was targeting a deaf person. The bully is known to be a member of a gang. After intervention with Leaps lessons, the student went home and started to teach himself sign language, unprompted, in order to apologize and to build a friendship with the deaf student. Sometimes the outcome is even better than expected. 

This school uses Leaps for

  • Response to Intervention (RTI)
  • Lessons on Bullying
  • Classroom Behavior Support
  • Data Collection 
  • Reporting

“I’ve learned that with consistent use of the Leaps lessons, even students with the most demanding behaviors and conduct can also be reached. We just recently had a student who has known gang affiliations. After some Leaps lessons, he realized he was targeting and abusing a deaf person. He felt bad and went home and started, independently, teaching himself sign language to communicate with the person he was bullying. He said he felt bad about what he had done and he wanted to learn how to communicate with them.”

TAMMY GEIGER

Special Needs Teacher

RTI Tier 3 Initiatives

LEAPS AND RTI FOR BEHAVIOR:
HOW IT WORKS RTI TIER 3


RTI Tier III – Remediation

Leaps provides a multi-modal, multiple format assessing process that creates a highly individualized behavior improvement plan. This plan denotes the level of functioning of the student and the associated risk, it then categorizes and reports skills strengths and deficits, and then it identifies the intervention, prevention, and social integration areas of need. Leaps then fills each of these areas of need with lesson plans for intervention, prevention, and remediation. This process provides the opportunity for a pre and post participation assessment which provides specific and quantifiable statements of progress or regression. Leaps assessing and student profiling:

  • identifies the specific level of functioning of the student and then denotes the functional and behavioral risks associated with this level of functioning
  • communicates the areas of strength and deficit and then provides a “lay” interpretation of the areas of need and their potential impact
  • provides a categorical breakdown of areas of need with specific levels of functioning within each of the existing categories. This information allows for a small group development and placement based upon a specificity of need
  • creates an evolving improvement plan based upon the progress or decompensation of the student and then identifies the specific areas of need to be addressed in a priority order. Specific remediation content is then provided for each area of assigned need

RTI Tier 1, RTI Tier 2

RTI Tier 2 Initiatives

LEAPS AND RTI FOR BEHAVIOR: HOW IT WORKS RTI TIER 2


Tier II – Targeted Group Intervention

Leaps provides the assessing and reporting tools to identify the students in need of behavioral intervention training as well as the data necessary to create and assign small group placement for maximum benefit of results. Leaps accomplishes this by identifying the individual needs of students but then reporting those individual needs in a categorical fashion for small group development. This specificity gives the educator/interventionist the best opportunity to group students based upon real need and therefore the best opportunity to intervene in that need while producing measurable and demonstrable benchmarks for placement, progress, and exiting the group. Leaps produces Tier II reporting and programming results by:

  • identifying behaviorally at-risk students through a robust multi-modal assessing process
  • creating an individualized student plan that identifies the students individual level of functioning but comports those individual needs into group modality formats
  • identifying areas of need that are common amongst different students for the development of small groups
  • Providing the reportable benchmarks with a parental interpretation for an active communication plan
  • creating categorical benchmarks for pre and post participation measurements
  • categorizing areas of intervention into functional groupings which makes communication, implementation, and fidelity efficient and effective
  • On average, 15% of a school’s students are identified as at-risk, performing below expected levels, or needing specific supports to make adequate academic progress. Leaps resources, in the form of individual and group assessment tools, enable educators to precisely target the skill deficits that can best help the student function, cope and adapt more appropriately to his school, community, and home environments. This gives the student the best opportunity for academic success. Leaps lesson plans are designed to foster active discussion and role-play scenarios that are ideal for small group or classroom use.
  • Most Tier II Leaps implementations are centered around grouping students into categorical, or functional groups, based upon a commonality of assessed deficits. This specificity of grouping process allows for a true entrance criteria, progress goals, and measurable and reportable outcomes.

RTI Tier 1, RTI Tier 3

RTI Tier 1 initiatives

LEAPS AND RTI FOR BEHAVIOR

Behavior RTI Tier 1 – Prevention/Core Instruction

Leaps is a comprehensive social and emotional interactive curriculum replete with multi-modal assessing instruments. Leaps “Classroom Challenges” is a perfect fit for the process of utilizing “prescriptive assessments to design instruction”. This feature allows classroom teachers to identify the area of topical focus based upon the preventative needs presented by the classroom.   Tier I:

  Using the Leaps “Classroom Challenges” tool, classroom educators simply choose the area of focused preventative training or need for their class and then answer simple behavioral observational questions. These focused areas cover a range of categorical needs from citizenship to respect to bullying and 6 other categorical values and character traits. Based upon the observations of the educator, Leaps will identify the most relevant lesson plans for that class as well as the necessary secondary support lessons.   

Because the “Classroom Challenges” tool is designed to elicit an observational response from the educator, Leaps can identify the areas of need that are most relevant to the class – even from a preventative format. This greatly increases efficiency and effectiveness of the time allotted for Tier I Prevention. This process also affords teacher input which increases the likelihood of teacher buy-in and participation.  

Finally, the “Classroom Challenges” report is printable. When printed the report serves as the benchmark reporting for Tier I because areas of primary and secondary need, from a preventative standpoint, are identified and then those areas of need are supported through lesson plan delivery for both primary and secondary levels. This process removes the guesswork, makes the process relevant to that specific class, affords the opportunity for a systemic, or school-wide focus on a given area while still focusing on the individual needs of that particular class, and helps brings the teachers input into the solution.   RTI Tier 2, RTI Tier 3

PBIS Tier 2 and Leaps

 II. Secondary Prevention: Specialized Small Group Leaps has a multi-modal, multi-tiered assessing process. This process allows for the individual assessment of a student. Leaps takes this assessment and creates an automated profile of the student that quantifies the students’ current psychosocial functioning level and then correlates the risk of behaviors to this functioning level. Leaps then breaks this functioning level into 10 categories and quantifies the student’s strengths and deficits within each category and provides the data necessary to identify the students whose categorical functioning levels indicate placement in specific small groups. Finally, the Leaps profile provides a formulary based prescription of what to teach for intervention, prevention, and social support purposes.

For small groups, Leaps enables educators to choose completed, individual profiles of the specific students he or she wants in a small group from the database. Leaps then takes each individual student’s profile and aggregates them into a profile for the small group. Leaps takes this data and creates a report on the group that outlines the functioning level of the group, the categorical strengths and deficits of the group, and then provides a prescription for intervention, prevention, and social support lessons specific to the needs of the students within that group. Leaps then fulfills all areas of need with content in the form of lesson plans that are specifically designed for the areas of need of the small group.
  Finally, Leaps provides a comparison tool that gives the educator the ability to compare the groups’ functioning levels, within the categories measured, at the pre-participation level to the groups’ post-participation level of functioning. Leaps actually quantifies the groups levels of functioning with each of the 10 measured categories and automates the progress reporting for the group by comparing pre and post participation functioning levels and reporting on quantified progress and the percentage of progress this represents. Leaps gives the educator everything he or she needs to identify the students in need of a small group, identify the small groups he or she needs to create, align the students into the correct group, access the content necessary for that specific group, and then report the groups progress as well as the progress of individual group participants.   Learn more: Overview, PBIS Tier1, PBIS Tier3