GAINING APPROPRIATE
PERFORMANCE
(GAP) PROGRAM
1
INVEST
Domain 1: Planning and Preparation
Domain 2: Campus Environment
Domain 3: Delivery of Service
Domain 4: Professional Responsibilities
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GAP Program
ALDINE ISD
Acknowledgements
The GAP Manual is the product of collaboration among Aldine ISD staff members
past and present including:
Special Education Program Directors
Special Education Counselors
Licensed Specialists in School Psychology
Assessment Specialists
Teachers
Administrators
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GAP Program
Table of Contents
Mission and Goals
…4
Program Flow Chart
6
The GAP Program
7
Legal Requirements (Administrator, SEC)
10
GAP Teacher and Paraeducator Responsibilities
11
GAP Elementary School Level System
13
Bridge Level
16
Elementary WITHOUT GAP Class
17
Elementary WITH GAP Class
18
Secondary WITH GAP Class
20
GAP Middle/High School Level System
22
Scheduling a Staffing with the GAP Center……………………………………………...26
Duties and Responsibilities of the Home School and GAP Center During Student’s
Placement………………………………………………………………………………... 27
Returning Students to Their Home Campus…………………………………………….. 28
Bridge Contract
29
Administrator's Program Snapshot
31
Procedures for Working with GAP Students who are Maintaining the
Bridge Level (MBL)
33
Administrators Guide to Disciplining GAP Students
34
GAP Teachers Data Collections
37
GAP Classroom Level System
38
GAP Classroom Rules
39
Geographical Zoning for Elementary GAP Units 2019-2020
40
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TEAM R.O.A.R (Mission, Role, Purpose and Referral)
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FORMS (Contracts, logs, sign-in sheets, etc...)
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GAINING APPROPRIATE PERFORMANCE (GAP)
PROGRAM
MISSION:
We will empower students to learn and to independently implement
developmentally appropriate cognitive and behavioral skills to achieve their academic and
social potential.
WE BELIEVE:
That all students have a right to be safe, to be treated with respect, and to experience a
non-threatening environment;
That all students can learn to take developmentally appropriate responsibility for their
behavior and demonstrate respect for self and others;
That all students can learn to modify their behavior;
That a proactive therapeutic/intervention-based approach is the foundation for the
program's success; and
That the involvement and commitment of the entire Aldine staff, parents, and community
is important for optimal program success.
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GOALS:
1. To enable students to achieve academic success in the Least Restrictive
Environment (LRE).
2. To enable students to take developmentally appropriate responsibility
for their behavior.
3. To enable students to independently implement developmentally appropriate selfregulation and social skills.
4. To develop a flexible framework that will provide consistency between grade
levels and schools in the district.
5. To teach a continuum of developmentally appropriate social and
self-regulative skills that will generalize across environments.
6. To have clear, consistent expectations across academic and vocational
environments.
7. To develop a vocational component to teach students appropriate occupational
social skills.
8. To develop a program that will allow for continuity of behavioral skills instruction
and provide support.
9. To facilitate communication, share resources, and develop opportunities
with stakeholders in the community.
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10. To provide on-going training for Aldine staff for the continued improvement of
the program.
GAP Manual 2019-2020
Flow Chart
TBD
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The GAP Program
A program for students whose behavior is interfering with their
academic success
Philosophy
The GAP program is based on a mission statement and program goals that reflect Aldine ISD's
philosophy to empower students to learn and to independently implement developmentally
appropriate cognitive and behavioral skills to achieve their academic and social potential.
The GAP program is designed to be a therapeutic approach to teaching appropriate behaviors.
It is not designed to be punitive since punishment alone does not lead to lasting behavior change.
Components are put in place for students to learn from the consequences of their actions while
Gaining Appropriate Performance.
Behavior Component
The behavior component of the GAP program stresses positive reinforcement of appropriate
school and interpersonal behavior. The following strategies are used to accomplish this goal:
● positive attention
● positive consequences including social and tangible reinforcement
● a level system that emphasizes inclusion in non — GAP classes
● systems to monitor student progress (i.e. point sheets, eSped tracking of behavior
goals)
● documentation of problem behaviors
● negative consequences and discipline (GAP Transition Checklist)
● time out procedures
Suggested general strategies for working with GAP students:
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remain calm
use appropriate body language
use respectful tone, cadence, and volume of voice
allow the student appropriate personal space
ignore minor infractions done for attention
do not take student behavior personally
do not get into power struggles
allow the student to express his/her feelings appropriately
allow the student time to respond to your directives
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● reprimand in private
● do not embarrass the student
● avoid using sarcasm at all times
Academic Component
In the GAP program, the goal for each student is to be educated in the Least Restrictive
Environment (LRE). The Admission, Review, and Dismissal (ARD) Committee determines the
student's LRE based on the student's academic skills. Upon completing the GAP level system,
a student's LRE may be general education classes or special education classes (co-teach, support
facilitation, etc.) In the GAP class, a student's curriculum will be individualized based on the
classes he or she is scheduled to attend after completing the level system. It is the responsibility
of the GAP teacher to coordinate instruction with the assigned non-GAP teacher. The GAP
teacher should ensure that the student is provided the material and level of instruction with the
same rigor as a student assigned to a general education class. Instruction should follow the
general education lesson plans in each subject area. If the student is assigned to a class with
special education support, instruction is based on the Individualized Education Plan developed
by the ARD Committee. Modifications and accommodations from the IEP must be followed
both in the GAP and non-GAP classroom.
GAP teachers are responsible for identifying the assigned teacher for each student, coordinating
assignments and communicating regularly with the teacher of record.
Inclusion is:
● considering the individual needs of each student
● designing an educational program that will provide the student with educational
benefit
● placing a student who receives special education services in general education
classes where the student can successfully participate with modifications and
accommodations
● collaboration of general and special education teachers to assist each student to
perform appropriately and to his or her fullest potential
● using individual strengths of teachers to enhance instruction in the general
education setting
● planning for the appropriate educational environment for all students
● varying instructional methods to reach all students
● working with diverse methods and instructional models until every student has
acclimated academically
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● supporting general education students who do not qualify for special education
support services
● raising expectations for students who receive special education services
● accepting responsibility for all students
● creating an atmosphere of acceptance for different learning styles
● creating an atmosphere of acceptance for students with varying abilities
Collaborative Component
Early Intervention Team (EIT) is a campus-based program that has been implemented districtwide to devise effective strategies of intervention to assist all students, both in general and special
education, behaviorally as well as academically. These teams are comprised of support staff
throughout the district. The responsibilities of the EIT include, but are not limited to:
● collaborating with special education staff to ensure appropriate implementation of
BIP;
● collaborating with special education staff to ensure appropriate academic
interventions are provided if necessary.
Social Skills Component
● Second Step — reduces impulsive and aggressive behaviors
● Conflict Resolution — encourages problem-solving, decision making, and
improves communication
● Nonviolent Crisis Intervention — eliminates power struggles and teaches safe
restraint techniques as a last resort
● United Streaming - web-based social skills training which further assists in
the acquisition of social skills
● Why Try — provides strategies to help develop lifelong resilience
A. There will be a social skill activity sheet for each day the student has been selfcontained in the GAP Unit. Each social skill lesson should have student signature.
B. The social skill activity sheets, student sign-in sheet and 9 week eSped Behavior
Tracking student summary will be placed in the orange folder at the end of each 9
week grading period, for each student that was self-contained.
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Legal Requirements
(Specifically pertaining to the level system)
Administrator
Communicate conduct expectations to students, parents, and staff should behavioral issues
arise. Refer to the Level System and Bridge Contract prior to taking any disciplinary action.
Additional duties include:
● working with the Special Education Counselor, Assessment Specialist, and GAP
teacher to communicate to the student concerning his/her discipline and adjustments
that are to be made;
● maintaining timely accurate discipline records (eSchool)
● providing support to the Special Education Counselor and GAP teacher when
adjustments or accommodations to the Bridge Contract are needed to encourage
appropriate behaviors;
● securing resources to enable staff to meet the needs of all students.
Special Education Counselor (SEC)
Develop and implement effective counseling techniques with individual and/or groups of
students to provide assistance in meeting academic and social needs in school. The following
are also expected duties of the SEC:
● maintaining confidentiality of counseling sessions and information except when a
student's condition requires emergency intervention;
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providing crisis counseling and consultation as needed;
● preparing and submitting reports in a timely manner as required (FBA, BIP,
Bridge Contracts, eSped Behavior Tracking, etc.);
● assisting in classroom and/or behavior management planning for students
receiving special education services;
● preparing and submitting appropriate documentation when needed by collaborating
with teachers to define the problem; and
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● providing training throughout the year to deal with difficult behavioral
issues.
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GAP Teacher
The GAP teacher is responsible for teaching, guiding and reinforcing academic, social and
behavioral growth for students experiencing severe emotional problems. The teacher will ensure
that programming is implemented in a therapeutic approach. The GAP teacher will:
• follow the district guidelines for educators;
● writing ALL Academic IEPs for ALL students who access the GAP
Program
● Monitor ALL students with BIPS to ensure Behavior Intervention Plan strategies are
being implemented in general educational setting, not including SLC
● Document behavior strategies used.
● Document behavior incidents.
● Teaching and reinforcing academic assignments, while the student is in the GAP unit.
● Teaching and reinforcing social skills, while the student is in the GAP unit. Social
Skills lessons should be evident using activity sheets documenting lessons have been
taught which will include student signature;
● Help to distinguish the difference between the student and the student's
behavior;
● provide consistent and immediate feedback to students;
● maximize attention to the learning styles and needs of each student;
● provide instruction with the same level of rigor as general education;
● demonstrate knowledge of and ability to apply techniques that promote
productive student behavior;
● use a consistent and planned reinforcement schedule when new behaviors are
being learned, as well as for maintenance of learned behavior;
● collaborate with relevant school staff regarding the performance of GAP students;
● consistently teach, model and reinforce social skills;
● consistently implement the level system as designed by Aldine ISD;
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● honor confidentiality;
● consistently utilize eSped Behavior Tracking including monitoring (Maintaining
Bridge Level) students;
● develop, update and implement academic IEP and BIP (assist inclusion teacher if
necessary).
GAP Paraeducator
The GAP paraeducator provides services to a variety of students with special needs in the GAP
unit and the general education setting. Under the supervision of a teacher, the GAP paraeducator
assists in the implementation of the IEPs, BIPs, Bridge Contracts and the Level System and data
collection (eSped) as well as performing the following duties:
● monitoring daily progress and facilitating peer support within the general
education setting;
● assisting with collecting monitoring data from general education teachers;
● inputting data into eSped as assigned by supervising teacher;
● working in inclusionary settings in cooperative learning
arrangements;
● being actively involved in instruction, advocacy, and assisting in decisionmaking with teacher for students being served;
● maintaining confidentiality of all student records;
● assisting in the preparation, use and maintenance of instructional materials and
equipment;
● participating in planned professional development and professional growth
activities; as well as;
● performing all duties as assigned by the supervising teacher and/or administrator.
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GAP Elementary School Level System
The GAP level system is designed to help students move quickly from the GAP classroom
to their Least Restrictive Environment (LRE) as determined by the ARD Committee. For
some students this will be a general education program for all subjects, and for other
students the LRE will be a special education class that focuses on a modified academic
curriculum.
This level system will be used in all GAP classrooms in Aldine ISD. Students will benefit
from a program that is consistent throughout the district while being flexible enough to
allow for individualized implementation.
Classroom Setup
To ensure continuity throughout the district's GAP program and to provide students with
clear, consistent expectations, classroom setup procedures should adhere to the following:
● Rules are visible.
● Level system is visible.
● Individual point sheet will be developed and should be placed at student's
location.
● All Bridge Contracts, IEPs and BIPs are easily accessible and available for
review by administrators, parents and other staff members with an educational
interest in the student's behavioral or academic performance.
Orientation Level
The Purpose of the Orientation Level is to teach the rules and procedures of the GAP
program and introduce the social skills component. The student must demonstrate selfcontrol at this level. The following are utilized:
● reinforcer survey/inventory completed with the student;
● instruction on social skills and subsequent reinforcement of those skills when
successfully demonstrated; and
● role-play participation.
The Orientation Level is for students who have not previously accessed the GAP
program, in Aldine ISD. These students include:
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● Students who have been experiencing consistent behavioral issues and have
recently been ARDed to access the GAP Program
● Intra-district transfer Students who have been experiencing consistent
behavioral issues on campuses that do not have a GAP Unit, and;
● Students who have transferred into AISD, and have a copy of ARD documents
that reflect student was in a similar placement in previous district.
Duration
● Elementary only: the student is expected to earn at least 80% daily over a four day
period.
If the duration in the Orientation Level extends past 4 days, all relevant
documentation (at least 3 different data sources such as tracking of behavior
strategies, eSped behavior tracking, daily point sheets) and information should
be reviewed by the teacher and SEC. Changes in instruction or teaching
strategy, the reinforcement schedule, consequences and/or point sheet may be
necessary.
Guidelines
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Student is assigned to a study carrel for all instruction and meals
Limited interaction with school staff
Supervised and escorted at all times
The Behavior Intervention Plan is reviewed
Social skills curriculum is "introduced" and social skills lessons aligned to the BIP
Discuss GAP classroom rules, procedures and the level system.
Lesson plans are completed by the teacher of record and accessed in Eduphoria by
GAP Teacher and taught within the GAP Classroom
Structure Level
The Purpose of the Structure Level is for the student to develop and consistently demonstrate
appropriate behaviors, and skills needed to be successful in the student's Least Restrictive
Environment (LRE) as determined by the ARD Committee.
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Social Skills are taught as replacement behaviors. GAP teachers and SECs use
techniques, such as "role play" to prepare the student on how to use the social skills when
they Bridge Out of the GAP unit to the general education setting.
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Duration
● The duration is a minimum of 2-4 consecutive days with an daily average
of 80% as determined by data (points and eSped behavior tracking), by the
GAP teacher.
If the duration of the Structure Level becomes extended due to the student’s behavior, all
relevant documentation and information should be reviewed by the teacher and SEC.
Changes in instruction or teaching strategy, the reinforcement schedule, consequences
and/or point sheet may be necessary.
Guidelines
● Continue to teach and reinforce social skills.
● Develop Bridge Contract on the first day of this level. This process
includes the following:
o Individualization for each student
o Special Ed. Counselor, GAP teacher and student confer and develop plan
o Duration of the Bridge Contract may vary
o Provide signed copies to all stakeholders (GAP teacher, administrator,
assessment specialist, and student)
o Place a copy of the Bridge Contract in orange folder
o Redesign as needed
o Review BIP and FBA
o Review components of Bridge Contract
o Review contract with student
o By day four of this level, the Bridge Contract is ready to be implemented
o Participation in at least one small group or individual activity in the
common area of the classroom
o Lunch is consumed in the common area of the classroom
o Allotment of AM and PM break for an activity chosen by teacher and
student
o Student is to be escorted by staff at all times
Special Education Counselor, GAP teacher and student confer and develop plan and provide
copies to all stakeholders (Special Education Counselor, GAP Teacher, Assessment
Specialist, Administrators, parent and student) — gather all signatures and a copy must be
sent home.
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● Courtesy call to parent is strongly suggested — document date
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Bridge Level
The Purpose of the Bridge Level is to support the student as he/she begins to transition to
those classes determined by the ARD Committee. For some students this may be general
education classes, for others this may be special education classes.
Duration
● The Bridge Contract is a timeless and fluid document which may be adjusted
based on data and student input.
Guidelines
● Student will transition out to one class every 2 to 4 days or as specified in his/her
individualized Bridge Contract. Additional guidelines are:
o Students must be made aware of progress on a daily or weekly basis
o GAP guidelines are adhered to unless otherwise specified in Bridge
Contract
o Student must continue to average at least 80% on daily point sheets in
all settings
o Point system continues to be utilized. Student may carry the point sheet to
classes outside of the GAP room, or another method may be used to track
points. Regardless of how the points are tracked, all data will be entered
into Daily Check In Check Out Summary Form daily.
o Students earn bonus points for successfully attending classes outside of the
GAP unit. In order to encourage the students to attend classes outside of
the GAP unit, be sure to deliver the reinforcers listed on the Bridge
Contract, according to the terms agreed upon in the contract
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Elementary Campus without a GAP Classroom
If a student with emotional behavioral deficits is demonstrating behavior that is unmanageable
or engages in significantly inappropriate behavior the following process must be followed:
● If the student does not have a Functional Behavior Assessment, a Behavior Intervention
Plan and a Counseling Evaluation, a Functional Behavior Assessment and Counseling
Evaluation need to be requested, completed and presented at an ARD.
● If the student has a Functional Behavior Assessment and Behavior Intervention Plan the
Special Education Counselor will complete two observations in the setting where the
behavior is occurring and complete the BIP Implementation Fidelity Log during each
observation to determine if the BIP is being implemented as intended and with fidelity.
● The teacher in the setting where the behavior is occurring will complete an ABC form
when the behavior occurs.
*If a student is in crisis (injuring adults and other children or destroying property) place the
student in SAC for 5 school days and schedule a staffing to consider a change in placement.
If a student who commits an expellable offense per state law, please contact Safe and
Secure Schools for guidance. A hearing and MDR may need to be held.
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Elementary Campus with a GAP Classroom
If a student has an emotional disturbance and is demonstrating behavior that is unmanageable
or engages in significantly inappropriate behavior and an ARD has determined that GAP
placement is part of student’s continuum of services:
First:
● Totally self – contain the student in the GAP classroom on the campus – from
bus to bus
● ARD for Special Transportation if the student is not already riding Special
Transportation
● Meet the student at the bus and walk to the GAP classroom
● Supervise student for restroom breaks
● Bring tray to GAP for lunch or have the student eat immediately before or after
others in cafeteria with supervision
● Walk student to the bus at dismissal
While self- contained:
● Review the student’s BIP
● Implement other strategies, incentives, consequences to try to change the
behavior
● If the BIP needs to be revised to include successful strategies and incentives,
amend the BIP through the amend ARD process
● Update eSped Behavior Tracking
If behaviors continue to be unmanageable in GAP class while totally self–contained and the
student is not showing any improvement with behavior for two consecutive weeks:
● Special Education Counselor contacts Special Education Program Director over
behavior to request assistance from Team R.O.A.R. (Reaching Out and ReAdjusting)
● Based on data, the Special Education Counselor will complete the Request for
Team R.O.A.R (Team R.O.A.R Referral)
If no progress with behavior is made after implementing the recommendations from Team
R.O.A.R while totally self-contained for three more consecutive weeks:
● Complete GAP Center Staffing Request
● Send completed GAP Center Staffing Request (including all required
attachments) to the assigned Special Education PD for review
● The PD will review packet to confirm eligibility and determine if everything is
complete
● If meets criteria and everything is complete, PD will inform home campus and
GAP Center that the home campus needs to schedule a staffing and that a
representative from the GAP Center must be in attendance
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● If packet is incomplete or does not meet criteria, PD will return the packet to the
home school with information on what needs to occur before resubmitting the
packet
After the staffing, if it is determined that student needs GAP Center as a continuum of services,
an ARD will be held.
If a student’s inappropriate behavior is extreme while self–contained in the GAP
classroom, contact the assigned program director for consideration of shortening the
number of weeks the student needs to be totally self-contained and to consider immediate
GAP Center placement. The GAP staff on campus have received training in working with
students with severe emotional disturbance; therefore, they should be able to work with
the vast majority of circumstances in the GAP classroom.
If a student who accesses GAP commits an expellable offense per state law, please contact
Safe and Secure Schools for guidance. A hearing and MDR may need to be held.
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Secondary Campus with a GAP Classroom
If a student with an emotional disturbance has difficulty in one or more classes, the student will
be assigned to the GAP class room on the Bridge Level and work their way out. Based on the
student’s behavior, it may last 2 to 3 weeks; but could also last up to 9 weeks or longer. The
special education counselor and the GAP teacher will work with the teacher(s) and the student
to ensure the student is successful in the general education or resource classroom when reassigned.
If behaviors are inappropriate for multiple classes or a significant behavioral incident occurs,
the student will be totally self-contained in GAP Classroom on Levels. While in GAP, the GAP
teacher will obtain lesson plans and materials from the student’s teacher(s) of record. The GAP
teacher will need access to Eduphoria.
If a student with an emotional disturbance demonstrates continuous behavior that is
unmanageable or engages in significantly inappropriate behavior and an ARD has determined
GAP placement is part of the student’s continuum of services:
First:
● Totally self–contain the student in the GAP Classroom on the campus–from
bus to bus
● ARD for Special Transportation if student is not already riding Special
Transportation
● Meet student at the bus and walk to the GAP classroom
● Supervise student for restroom breaks
● Bring tray to GAP for lunch or eat immediately before or after others in
cafeteria with supervision
● Walk student to the bus at dismissal
While self-contained:
● Review the student’s BIP
● Implement other strategies, incentives, consequences to try to change the
behavior
● If the BIP needs to be revised to include successful strategies and incentives,
amend the BIP through the amend ARD process
● Update eSped Behavior Tracking
If behaviors continue to be unmanageable in the GAP class while totally self–contained and the
student is not showing any improvement with behavior for two consecutive weeks:
● The Special Education Counselor will contact the Special Education Program Director
over behavior to request assistance from Team R.O.A.R.
● Based on data, the Special Education Counselor will complete the Team R.O.A.R
referral
● Implement Team R.O.A.R. recommendations and document results
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If no progress with behavior is made after implementing the recommendations from Team
R.O.A.R for two consecutive weeks:
The Special Education Counselor will complete GAP Center Staffing Request,
documenting the recommendations from Team R.O.A.R and the results
● Send completed packet (GAP Center Staffing Request and all required attachments) to
the assigned Special Education PD for review
● If meets criteria and everything is complete, PD will inform home campus and GAP
Center that the home campus needs to schedule a staffing and that a representative from
the GAP Center must be in attendance
● If packet is incomplete or does not meet criteria, PD will return the packet to the home
school with information on what needs to occur before resubmitting the packet
After the staffing, if it is determined that the student needs GAP Center as a continuum of
services, an ARD will be held.
If a student’s inappropriate behavior is extreme while self–contained in the GAP
classroom, contact the assigned program director for consideration of shortening the
number of weeks the student needs to be totally self-contained and to consider immediate
GAP Center placement. The GAP staff on campus have received training in working
with students with severe emotional disturbance; therefore, they should be able to work
with the vast majority of circumstances in the GAP classroom.
If a student who accesses GAP commits an expellable offense per state law, please contact
Safe and Secure Schools for guidance. A hearing and MDR may need to be held.
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GAP Middle/High School
Level System
The GAP level system is designed to help students move from the GAP classroom to their
Least Restrictive Environment (LRE) as determined by the ARD Committee. For some
students this will be general education for all subjects, and for other students the LRE will
be a special education class that focuses on a modified academic curriculum.
This level system will be used in all GAP classrooms in Aldine ISD. Students will benefit
from a program that is consistent throughout the district while being flexible enough to
allow for individualized implementation.
Classroom Setup
To ensure continuity throughout the district's GAP program and to provide students with
clear, consistent expectations, classroom setup procedures should adhere to the following:
● Rules are visible.
● Level system is visible.
● Individual point sheets will be developed and should be placed at student's
location.
● All Bridge Contracts, IEPs and BIPs are easily accessible and available for
review by administrators, parents and other staff members with an interest on
the student's behavioral or academic performance.
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Orientation Level
The Purpose of the Orientation Level is to teach the rules and procedures of the GAP
program and introduce the social skills. The student must demonstrate self-control at
this level.
● reinforcer survey/inventory completed with the student;
● instruction on social skills and subsequent reinforcement of those skills when
successfully demonstrated; and
● role-play participation.
The Orientation Level is for students who have not previously accessed the GAP
program, in Aldine ISD. These students include:
● Students who have recently qualified as a student of Emotional Disturbance
(who is experiencing consistent Behavioral issues)
● Intra-district transfer students who have been experiencing consistent
behavioral issues on campuses that do not have a GAP Unit, and;
● Students who have transferred into Aldine ISD, and have a copy of ARD
documents that reflect student was in a similar placement in previous district.
Duration
● One day only if student earns at least 80% of possible points on that first day
(Middle and High School)
● If they do not earn at least 70% of the possible points on the first day then the
duration is a minimum of 4 consecutive days with a daily average of 80% as
determined by data collected by GAP teacher.
Guidelines
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Assignment to a study carrel for all instruction and meals.
Interaction is limited to school staff.
Supervision is maintained by staff escort at all times.
Student is given a review of social skills, classroom rules and procedures, as well
as the level system at consistent intervals
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● Lesson plans and IEP are assessed via Eduphoria, Teacher of Record, or Special
Education Teacher and taught at this time.
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Structure Level
The Structure Level is tailored for the student to develop and consistently demonstrate
appropriate behaviors and skills, in a Structured Setting" needed to be successful in the
student's Least Restrictive Environment (LRE) as determined by the ARD Committee.
Social Skills are taught as replacement behaviors. GAP teachers and SEC's use techniques,
such as "role play" to prepare the student on how to use the social skills when they Bridge
Out of the GAP unit to the general education setting.
Duration
● The duration is a minimum of 4 consecutive days with an average of 80%
each day as determined by data collected by GAP teacher.
If the duration of the Structure Level becomes extended due to the student’s behavior,
all relevant documentation and information should be reviewed by the teacher and SEC.
Changes in instruction or teaching strategy, the reinforcement schedule, consequences
and/or point sheet may be necessary.
Guidelines
● Participation in at least one small group or individual activity in the common area
of the classroom.
● Lunch is consumed in the common area of the classroom.
● Allotment of AM and PM break for an activity chosen by teacher and student
● Student is to be escorted by staff at all times.
● Social Skills Instruction will be provided.
Special Education Counselor, GAP teacher and student confer and develop plan and
provide copies to all stakeholders (Special Education Counselor, GAP Teacher,
Assessment Specialist, Administrators, parent, and student) — gather all signatures and
a copy must be sent home.
● Courtesy call to parent is strongly suggested — document date.
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Bridge Level
Purpose: To support the student as he/she begins to transition to those classes determined
by the ARD Committee to be the Least Restrictive Environment (LRE). For some students
this may be general education classes, for others this may be general education with
special education support.
Duration
● Individualized in the Bridge Contract, which is implemented by the GAP
Teacher.
Guidelines
● Students must earn 80% of points in all settings.
● Students must be made aware of progress on a daily or weekly basis.
● GAP guidelines are adhered to unless otherwise specified in Bridge
Contract.
● The point system is continued to be utilized. Students will carry the point sheet to
classes outside of the GAP room. Students earn points for successfully attending
class outside of the GAP unit.
● Point sheets will be collected and entered into the Daily Check in Check out Data
Summary daily. Students will be scored daily.
The Bridge Contract is a fluid document and may be adjusted based on data and student
input.
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Scheduling a Staffing with the GAP Center
When Sending a Student to the GAP Center:
Home Campus contacts the GAP Center staff. The GAP Center Staff will give them a date and
time that their teacher can be at their school for a staffing.
Required staff:
GAP Teacher from home campus
General Education Teacher – if spending time outside of the GAP Unit
Administration from the Home Campus
SEC from home campus
GAP Center representative
When a Student is Returning from the GAP Center:
GAP Center contacts the home campus to schedule a staffing.
Required Staff:
Admin from the GAP Center
Admin from the home campus
GAP teacher from the GAP Center
GAP Teacher from the home campus
SEC from GAP Center
SEC from home campus
*ARD and staffing should not be held on the same day.
*Staffing should be held no later than 5 days prior to the ARD to move the
student.
34
Duties and Responsibilities of the Home School and
GAP Unit/GAP Center during a Student’s Placement
The Gaining Appropriate Performance (GAP) program at Aldine Education Center (AEC)
serves students receiving Special Education services with severe emotional, therapeutic, and
behavioral needs. The program provides students with a quality education in a structured safe
and nurturing learning environment. Students attending a school that is not their home campus
to access a GAP unit or the GAP Center are always in transition. Ongoing communication
between home schools and the school with the GAP Unit or GAP Center is essential for a
successful transition of students; coming to a school with a GAP Unit or the GAP Center,
during placement, and transitioning back to his or her home school:
Home School Responsibilities:
● communication with the school with the GAP Unit or the GAP Center staff weekly
● review credits and course requirements for high school students
● assist in tracking students’ needs in the area of testing and to communicate those needs
to the GAP Center
● monitor 12th grade students prior to mid-point, i.e., cap/gown, diploma, graduation
requirements etc.
● have the student identify a home campus administrator or teacher who worked well
with them-this person is subsequently invited to stop by for lunch with the student or
check in with the student periodically via email or phone/video call
● prepare for student’s return- team changes, special assignments, schedule
● to make periodic visits to students at the school with the GAP Unit or the GAP Center
● communicate and monitor the implementation of the transition plan
● initiate transportation supplements/arrangements to the school with the GAP Unit or to
the GAP Center.
GAP Unit and GAP Center Responsibilities:
● conduct orientation for student and parent entry-outlining expectations
● continue the IEP Process
● follow student current academic schedule from home school
● discuss the implementation of the student’s BIP with student and appropriate staff
● visit with each student to discuss his/her adjustment, behavior and academic success
● confer with teachers, counselors, or administrators to discuss issues or concerns
expressed by the student
● establish communications and routine updates with home school staff.
● suggest revisions of student BIP if the student is not being successful
● discuss the implementation of the student’s transition plan with appropriate staff when
appropriate.
● to suggest revisions of transition plan if the student is not being successful
Returning Students to Their Home School
35
In order to facilitate successful transition of students to their home schools, the following
collaborative efforts will be necessary for a successful transition from at a school with a GAP
Unit or the GAP Center to the Home Campus. The Special Education Counselor from the GAP
Unit school or the GAP Center will notify the assigned Special Education Program Director 10
school days prior to the student’s projected release date. At this time, eSped behavior should be
up to date and reviewed by the Program Director. The Program Director will inform the home
school to be prepared for a staffing and ARD scheduled by the school with the GAP Unit or the
GAP Center for the return of their student. The ARD will be held at the school with the GAP
unit or at the GAP Center with the required members from both campuses in attendance.
A transition plan will be developed by the GAP Center Staff in conjunction with the home
school team. This plan is shared with teachers and the home school staff as part of the
procedures for the students return. The transition plan is implemented by both the school with
the GAP Unit or the GAP Center and the home school and discussed in a staffing prior to the
Placement ARD to return the student. The transition plan may include such things as:
● flexible scheduling
● visits from GAP Unit or GAP Center staff
● an assigned mentor at home school
● assorted strategies
● Specific details of what worked and did not
If a student is new to the district, and entered through a school with a GAP Unit or the GAP
Center, or is returning to a new campus in general, the transition plan may include:
● Touring the home campus building prior to return
● meeting with potential teachers, staff, and administrators
● implementing a buddy program
● establishing a safe place on campus
Although flexible, the Team Roar intends to support students by sending a staff member with
the student as decided in the plan. This may be 2 to 3 times per week for 2 to 3 weeks or as
needed up to a reasonable time. The home school staff should have been involved from day
one, and a positive relationship should have been established between them and the student.
Parents are always invited to assist in the implementation of the plan.
36
Bridge Contract
The Bridge Contract is devised during the time that the student is at the Structure Level
and is the responsibility of the GAP Teacher to implement. This contract is individualized
for each student and will reflect the Least Restrictive Environment (LRE) and
modifications and accommodations that were determined at the last ARD meeting. The
Intervention Team including GAP teacher, administrator, assessment specialist, special
education counselor, and student devise the Bridge Contract. It can last a week, a grading
period, a semester or a year depending on the student's prior history. Copies should be
provided to parent, administrator, assessment specialist, and special education counselor.
Settings/Activities: Determine the specific settings outside of the GAP classroom that the
student will access during the contract period. Use the codes at the bottom of the contract
to list appropriate contingencies/strategies/interventions. You may also write any other
information that applies to the specific needs of the student.
Example: The GAP teacher decides the student will be allowed to eat lunch unsupervised
in the cafeteria after one week of successful participation in the fourth period class.
Class Schedule: List the non-GAP classes in the order that the student will be assigned.
Modifications and accommodations must be used from the ARD, but do not have to be
listed on this form. Add any additional contingencies/strategies/interventions that are
appropriate.
Target Behaviors: Identify individual target behaviors to be increased/decreased and
strategies to be used. Target behaviors are areas of weakness that the student needs to
improve. Under Strategy specify how the target behavior will be changed. Use the
student's Behavior Intervention Plan (BIP) and Discipline Plan of Action to identify
concerns.
Example: The student will increase on-task behaviors: increase keeping hands to self, etc.
Reinforcers: Determine the reinforcer to be implemented if the student reaches 80% of
earned points. Also determine how often the reinforcers are to be implemented.
Example: A student reaches the targeted behaviors and selects a positive call home as a
reinforcer. The GAP teacher must place the call based on the frequency selected (daily, 1
time per week, 2 times per week, etc.)
The method that will be used to monitor student behavior on the point sheet should also be
determined. Some students should carry the point sheet with them in all settings so that
37
points can be given immediately. Older and higher functioning students may leave their
point sheet in the GAP classroom. The GAP teacher and student can fill out the point sheet
daily or weekly as appropriate.
38
Evaluation Procedures: Determine the procedures that will be used to evaluate student
progress and the success of the Bridge Contract. Typically, eSped Behavior Tracking data,
the point sheets, grades, attendance, discipline records, etc. will be addressed in this area.
GAP teacher will take responsibility for gathering and monitoring this information.
Discipline Plan of Action: This portion of the contract is devised to create a plan of action
based on potential behaviors that may occur and types of interventions to be implemented.
This plan must be implemented before a student is placed into the GAP unit unless the
student meets cancellation conditions.
Cancellation: The Bridge Contract can be canceled if the student is unsuccessful due to
significant behavior problems. Cancellation of the contract can be done if interventions
from the Discipline Plan of Action are proven to be unsuccessful or if persistent Category I
or Category II offenses are committed. At any point in the process, the plan may be
cancelled by dating and noting the results. It can only be officially canceled by the GAP
teacher and/or the special education counselor who are familiar with each individual's
diagnoses, BIP, current level of functioning, and behavior and academic history.
Signatures: The student, GAP teacher, administrator, assessment specialist, and special
education counselor, MUST sign. Parental signature is strongly recommended. In lieu of
parent signature, a mailed copy to the student's home and a phone call are required.
Contingency/Strategy/Intervention Codes: The codes are listed here for your
convenience and are not required to be used. Feel free to use any other contingencies,
strategies, or interventions that are appropriate.
39
Administrator's Program Snapshot
Aldine's Level System:
The GAP level system is designed to help students move from the GAP classroom to their Least
Restrictive Environment (LRE) as determined by the ARD Committee. For some students this will be a
general education program for all subjects, and for other students the LRE will be a special education
class that focuses on a modified academic curriculum.
The level system will be used in all GAP classrooms in Aldine ISD. Students will benefit from a
program that is consistent throughout the district while being flexible enough to allow for individualized
implementation.
The purpose of the level system is to enable students with challenging behaviors to learn appropriate
behaviors incrementally. There are several common requirements that are necessary for effective
implementation of a level system. The first requirement is the acknowledgement that there is no one
system that will work for everyone. Special education requires individualized, specialized
instruction and behavior is no exception.
The second requirement is that a student experiencing behavioral difficulties should not be assigned to
the GAP Unit for a specific number of days as a consequence. Students served by the GAP program
should be assigned to the GAP Unit* for disciplinary infractions if a student without a disability would
have been assigned to SAC for one day for the same type of behavior infraction. The student's behavior
in the GAP unit then determines the length of time the student stays in the GAP unit. Natural
consequences are far more effective in behavior modification than any external method.
It is important to remember that once a student has mastered the requirements of a level the student is
moved to the next level. Any difficulties or failures at the new level should trigger intense support at the
current level—failure should not result in a return to the previous level. Returning a student to
something they have already mastered does not teach the student the skill set with which they are
experiencing difficulty. Instead of more time on a skill set they have mastered, the student needs help
with mastering the new requirements.
Special consideration must be given to the students with severe behavior disorders. The law requires
that students in special education be served in the Least Restrictive Environment where they can be
behaviorally and academically successful. For some students with severe disorders, the GAP unit might
be their Least Restrictive Environment. Placement can only be determined through documentation of
supports, interventions, instruction, etc. Documentation must be thorough and clearly support the need
for the structure of the GAP Unit before a student will remain in the unit for an extended period of time.
*Following the specifics outlined in the student's BIP.
40
Consideration must also be given to the students who are able to work their way out of the GAP unit
but find themselves back in after a very short period of time. For these "boomerang" students, it may
be necessary to develop requirements that take longer to achieve on each level to ensure that they have
generalized the ability to self-monitor and are ready to successfully return to their pre-GAP placement.
eSped Behavior Tracking will be fully implemented for GAP students this year. We will use both the
behavior and academic components of the program. Progress should be entered at regular intervals—
daily is ideal, but no longer than a week should pass without all data being updated in the program.
eSped Behavior Tracking should provide most of the documentation needed for any GAP student in
most situations.
Orientation Level: The purpose of the Orientation Level is to teach the rules and procedures of the
GAP program and introduce social skills. The student must demonstrate self-control at this level.
* Elementary Level: Students are expected to earn at least an 80% average each day over a four day
period.
* Middle/High School: Students are on this level for one day if they earn at least 80% on their daily
point sheet on the first day. If they do not earn 80% on the first day they are expected to then earn an
80% average each day over a four day period.
Structure Level: At the Structure Level, the student will develop and demonstrate the appropriate
behaviors and skills needed to be successful in the Least Restrictive Environment that is determined
by the ARD Committee. The GAP staff will continue to teach and reinforce social skills during this
level. The Bridge Contract is developed at this time.
Elementary Level: Students are expected to earn at least an 80% average daily over a four day period.
Middle/High School: Students are on this level for 2 to 4 consecutive days and expected to earn at
least 80% daily.
Bridge Level: At this level, the Bridge Contract is implemented by the GAP teacher. The student will
begin to transition to the classes determined by the ARD Committee to be the Least Restrictive
Environment. For some students this may be general education classes, for others this may be special
education classes.
The individualization of the Bridge Contract is what drives the success of the student.
■ The Bridge Contract will be developed through the collaboration of the GAP teacher, the special
education counselor, and the student.
■ It can only be officially canceled by the GAP teacher and/or the special education counselor who
are familiar with each individual's diagnoses, BIP, current level of functioning, and behavior and
academic history.
■ The Bridge Contract outlines how classes will be earned and the rate at which the student will
earn them.
41
Procedures for Working with GAP Students
Who are Maintaining the Bridge Level (MBL)
MBL students are those individuals who have successfully gone through each level
(Orientation, Structure and Bridge) and are currently in their least restrictive environment
full- time. The goal is to assist each student in maintaining appropriate behavior and
remaining in the general education setting. The GAP classroom should be viewed as
therapeutic and not punitive. The following items are crucial to ensuring success:
●
●
●
●
Point sheets are in place and are monitored closely by GAP staff.
Student maintains at least 80% on point sheet or monitoring log.
The Bridge Contract has been implemented and reviewed by all stakeholders.
The Bridge Contract identifies targeted BIP goals, strategies,
reinforcers and behaviors that would warrant cancellation.
● Students are familiar with their contract and behavioral expectations.
● All administrators will be provided the following:
o a list of all students who are currently on the bridge level;
o discipline plans and BIPs for each student (updated plans should be
provided immediately after annual ARDs); and
o individualized Bridge Contracts.
● All GAP staff members are doing the following:
o actively monitoring each MBL student in all classes;
o entering daily point sheet/monitoring sheet data daily;
o encouraging and reinforcing the maintenance of appropriate
classroom behavior;
o reviewing all Bridge Contracts and assuring appropriate implementation;
o implementing, reviewing and updating BIPs;
o providing all teachers and administrators with MBL students'
discipline plans and their BIPs;
o providing administrators with current Bridge Contracts and list of MBL
students; and
o ensuring that all MBL students have a GAP Transition Checklist (GTC)
and problematic behaviors and discipline referrals are noted.
● The Special Education Counselor is expected to perform the following:
o provide counseling services as determined by the ARD Committee;
42
o work with GAP staff and assist with the implementation of the BIP;
o assist with the development of individualized Bridge Contracts;
o problem solve with MBL students when behavior infractions
occur;
o advocate Aldine's GAP program guidelines; as well as
o work closely with administrators.
43
Administrators Guide to Disciplining GAP Students
Guidelines for the administrator were created to provide a variety of options when dealing
with the inappropriate behaviors of GAP students. How staff members react to specific
behaviors and how they intervene can help students learn from their mistakes, provide a
safe environment for all, and maintain consistency across the Aldine district in the
implementation of GAP programming. The following steps are recommended when
dealing with a student who has been identified as having an emotional disturbance
disability:
1. Administrators are encouraged to review the student's current Discipline Plan, Bridge
Contract and Behavior Intervention Plan before assigning a consequence.
2. Administrators are encouraged to communicate concerns and collaborate with GAP
teachers and Special Education Counselor regarding infractions.
3. All administrators will be provided with a list of all students who are self-contained in
the GAP unit and all students who are maintaining bridge level status in the general
education setting. Students who are maintaining their bridge level are referred to MBL
students.
4. Administrators will be assisted with understanding the GAP level system utilized by
Aldine ISD.
5. Administrators are encouraged to refer to and utilize the Aldine ISD Discipline Plan for
Category I and II offenses.
6. Administrators are encouraged to view each student and situation on an individual
basis. Different strategies work for different students and different situations.
7. Administrators are encouraged to continue to provide students with the opportunity to
maintain their respect and self-esteem. A student's self-concept can be enhanced even
during situations in which the student is being disciplined or required to meet
firm expectations.
8. Administrators are encouraged to understand that the GAP program is viewed as an
intervention that is therapeutic rather than punitive.
9. Administrators should understand that a student with an Emotional Disturbance who
accesses GAP will not be assigned to GAP for a certain number of days like a student is
assigned for SAC. The student will begin on the Bridge Contract and follow his/her
plan for returning to class. While in GAP, the GAP teacher will obtain lesson plans and
materials from the student's teacher/s of record. The GAP teacher will need access to
Eduphoria.
44
Possible Consequences for Administrators Dealing with
Inappropriate Behaviors
There will be times when GAP students behave inappropriately and warrant administrative
actions. The behaviors can be divided into Category I, Category II, and Category III
behaviors. Administrators are encouraged to utilize Aldine's management plan. The
following strategies are suggested when disciplining GAP students:
Actions:
A. Reduction in points earned on daily point sheets
B. Student conference
C. Parent contact
D. Parent conference
E. Opportunity to cool off
F. Lunch Detention (can be served within the GAP classroom)
G. Student and GAP teacher conference
H. Verbal warning (if 1st infraction)
I. 1 class period in the GAP classroom (student Bridge Contract is not canceled)
J. 2 class periods in the GAP classroom
K. 3 class periods in the GAP classroom
L. 4 class periods in the GAP classroom
M. Refer to special education counselor
N. Confiscation of inappropriate items
O. 1 full day in the GAP unit; the student's behavior within the unit
determines the length of stay
P. Utilize Aldine's discipline management plan
45
GAP STUDENT
SUGGESTED ACTIONS FOR ADMINISTRATORS
If a student displays a
If a student displays a
Category I
Administrator Review
Category II
BEHAVIORS
BEHAVIORS
Please review
suggested
consequences
Student History
Bridge Contract
BIP
Discipline Plan
Please review
suggested
consequences
Review Suggested Consequences
1. One class period in GAP classroom
2. GAP Teacher and student conference
3. Lunch detention in GAP classroom
After consequences are given, the administrator should
inform GAP teacher and/or Special Education Counselor
of disciplinary outcome. Complete GAP Transition List
(GTC).
Negative
Outcome
Staff with GAP teacher
and/or SEC to determine if the
Bridge Contract should be
canceled and have student
Positive
Outcome
If Bridge Contract is not cancelled,
meet with the GAP teacher and/or SEC
to determine student eligibility
to Maintain Bridge Level (MBL).
46
return to Structure Level
*Make sure GTC is complete
*Cancellation is a last resort
*Review GAP Unit status
Is an ARD
needed to
amend
the BIP?
Positive
Reinforcement
Revise
Bridge
Contract
GAP Teachers Data Collection
for
Students on Behavior Intervention Plans in the GAP Unit
and other
Special Education Students who do not access the GAP program
GAP teachers will monitor ALL students on Behavior Intervention Plans (BIP) in the GAP Unit
and General Education Setting.
The goal is to reduce In-School Suspensions (ISS) and Out-of-School Suspensions (OSS) of
Special Education Students, on BIPs, by collecting behavioral data with consistency and
attempting to score the use of behavioral strategies, with fidelity. The data collection from the
GAP Teacher should increase implementation of individualized behavioral strategies campus
Positive Behavior Support Initiative and will assist the Special Education Counselor to:
a) To analyze the data and use it to update students on Behavioral Intervention
Plans
b) Analyze if the customized behavioral strategies aligned to the BIP, are implemented
and effective
c) Determine if changes need to made to the customized behavioral strategies
d) Determine if a Functional Behavior Assessment (FBA) should be conducted, if
a change in behavior have occurred
e) Data will be used to determine if number of counseling sessions or social skills
sessions should be increased or decreased
After approximately the 1st 9 weeks of school, Daily Check in Check out Summary data and
eSped Behavior Goal should generate data that reflects and supports the reduction in physical
monitoring every class period, for each student. If the data reflects student behavioral strategies
are effective, physical monitoring can be replaced by collection of data via email, during
conference period or other means of communication.
However, if the Daily Check in Check out Summary data and eSped Behavior Goal reflects that
the student behavioral strategies are not being implemented or effective, during the 1st 9 week
period of school, monitoring will continue, GAP teacher will provide support in the students'
classroom and the GAP teacher will share the Daily Check in Check out Summary data and
eSped Behavior Goal sheet and with Special Education Counselor.
47
When a GAP teacher enters a classroom, he/she will need to sign in on the classroom log.
48
GAP
(Gaining Appropriate Performance)
Classroom Level System
Orientation Level
Goal:
Elementary: 4 Day Duration, with an average of 80% of points earned each day. Reevaluation as necessary.
Middle/High School: 1 Day Duration, with an average of 80% of points earned. Reevaluation as necessary.
Guidelines:
● Student remains in study carrel for instruction and meals
● Interact only with staff
● Supervision is maintained at all times
● Student is given an introduction to the social skills curriculum, classroom rules,
procedures, and the level system.
● Reinforcer/Survey Inventory Information is gathered
Structure Level
Goal:
Elementary: 4 Day Duration, with an average of 80% of points earned each day. Reevaluation as necessary.
Middle/High School: 2-4 Days Duration if 80% of possible points are earned each day.
Reevaluation as necessary.
Guidelines:
● Participation in at least one small group or individual activity in the common area
of classroom
● Lunch is consumed in the common area of the classroom
● AM and PM break for an activity chosen by the teacher and the student
● Student is escorted by staff at all times
● Instruction on social skills is provided
● Continue the development of the Bridge Contract
Bridge Level
Duration is individualized in the Bridge Contract
Guidelines:
49
● Students must earn an average of 80% of points daily in all settings, as
determined by daily points sheets and Daily Check in Check out Data
Summary.
● Students must be made aware of progress on a daily or weekly basis
● GAP guidelines are adhered to unless otherwise specified in the Bridge Contract
● The point system continues to be utilized. Daily Check in Check out Data
Summary will be updated daily.
50
CLASSROOM RULES
"STRIVE FOR SUCCESS"
1. COMMUNICATE USING SCHOOL-APPROPRIATE
LANGUAGE AT ALL TIMES.
2. BE RESPECTFUL OF YOURSELF, OTHERS AND THEIR
PROPERTY.
3. BE IN YOUR DESIGNATED AREA ON TIME.
4. HAVE MATERIALS AND BE PREPARED TO WORK.
5. BE IN DISTRICT-APPROVED DRESS CODE AT ALL TIMES.
6. COMPLETE ASSIGNMENTS/TASKS.
7. ASK BEFORE ACTING.
51
Zoning for Elementary and Middle School GAP Units
GAP Campus w/ Unit
Feeder Campuses
Eckert Elem
Marcella / Black / Odom / Ogden (South of Rankin)
Reed Elem
Raymond /Oleson / Johnson / Cypresswood
Kujawa Elem
Carmichael / Wilson / Conley
Parker Elem
Calvert / Dunn / Greenspoint / Ogden (North of Rankin)
Hill Elem
Caraway / Ermel / Carter
Harris Elem
Smith / Anderson / Houston (5th grade)
Stephens Elem
Worsham / Orange Grove / Escamilla / Jones
Stehlik Elem
Spence / Sammons / Gray
Thompson Elem
Carroll / Bussey / Goodman / Francis
Garcia Middle
Houston (6th grade)
52
TEAM R.O.A.R.
Reaching Out And Readjusting
53
TEAM R.O.A.R.
Reaching Out And Readjusting
MISSION: To maximize the student's learning ability by changing their challenging
behavior to one that is more appropriate within the learning environment.
ROLE: To support the district campus staff who educate students with emotional
disturbance. Team members will reinforce the inclusion model by offering proven
strategies in facilitating, implementing a positive classroom environment, and
documenting student behavior. Team ROAR will evaluate and make recommendations to
the administration and staff concerning the student's Behavior Improvement Plan (BIP),
the Behavior Management Plan (BMP) and the Individual Education Plan (IEP). Team
ROAR will be in total collaboration with the campus staff to implement the approved and
effective strategies and practices.
Team ROAR support is requested through the Special Education Program Director for
GAP. Although assigned to the Aldine Education Center/GAP, the ROAR member will
operate throughout the district supporting only the campuses that have requested
assistance and that they have been assigned to support. The goal is to work with the
campuses as a team. Team members have a flexible schedule, for the purpose of
supporting several campuses. However, the team is subject to all Lane School/GAP Center
meetings and events. Any exclusion from them must be approved by the Lane
School/GAP Principal.
Team ROAR Responsibilities include:
● Attendance: at a minimum will reflect the Lane School hours of 6:55am – 2:55pm.
Hours may start earlier and may extend later, depending on the campus. The GAP
Assistant Principal should be notified of assigned school hours
● Establish a positive rapport with campus staff and administration
● Maintain a professional work ethic and appearance at all times
● Be assessable to campus staff to support students
● Sign in and out appropriately when supporting campuses
54
● Keep accurate documentation for student progress and inclusion logs of behavior
and academic support
● Team ROAR will develop a weekly schedule of services to include campuses
visited, time started and ended, via Google calendar
TEAM R.O.A.R.
Process
What is the purpose of Team R.O.A.R.?
TEAM R.O.A.R. (Reaching Out and Readjusting) exists to provide support to
students and the GAP faculty what work with them. The goal of TEAM R.O.A.R. is
to reduce inappropriate behaviors, increase appropriate behaviors and give support
to faculty and staff to increase the provision of effective behavioral interventions.
What is the process followed to request support from TEAM ROAR?
1. The Team R.O.A.R. referral is sent to, Special Education Program Director
over behavior at Special Education Annex.
2. If referral warrants Team R.O.A.R. support, support will be sent
3. Program Director will email school Principal and assign Team R.O.A.R.
member to campus
How will student progress be monitored when Team ROAR support is
provided?
Team R.O.A.R. members will submit the following documentation of student
progress bi-monthly to the Program Director:
● Reduction in behavior incidents (documented in eSchool and eSped)
55
● Student success in bridging out
● Student improvement in grades
56
REQUEST FOR TEAM R.O.A.R.
Team R.O.A.R. Referral
Student: __________________________ Campus: ______________________ Date:_____________
Principal: ________________________________ Asst. Principal: ___________________________
Please complete all sections that will document the interventions which have been attempted and check each box to reflect that the
requested data has been attached.
❑
Identify and describe the targeted behaviors
❑
Identify specific changes to the student's daily schedule and environment made by the campus in an
effort to manage behavior
❑
Attach current Behavior and Academic summary from eSped Behavior Tracking
❑
List each strategy. Including dates strategies were implemented and discontinued. Attach if needed.
❑
What strategies have been successful? Why?
❑
What strategies were not successful? Why?
❑
Name of SEC involved in process of working with student behavior?
57
**Send referral and supporting documentation to Special Education Program Director at the Special Ed Annex* *
LACK OF DOCUMENTATION WILL RESULT IN A DELAYED RESPONSE T eam ROAR
Team Roar
Reaching Out And Readjusting
(This form has been developed as a focus instrument to help team members effectively identity the primary area of support)
Student Name: _________________________________________________________________
Teacher: ______________________________ Date: ____________________ Time: ________
Number of Years of Service: ______
__Effectively delivers instruction __ Differentiated task __Respectful to students
__Makes learning objectives clear to student __Clutter-free environment __Classroom management
__Communicates clear instruction to Paras __Implements BIP __Praise for "catching them doing it right"
CLASS __Correlates IEP Objectives w/Lesson Plan __Teacher/Para working with students in 1:1 area
ROOM
CLASS
ROOM
__Positive Teacher and Para Dynamics __Positive Reinforcers ❑ used appropriately ❑ inappropriately
(Includes GAP Unit or Self Contained - If applicable)
__Rules posted __Student Products (visible) __GAP Level System posted __Sign-In sheets (visible)
__All students are visible __Accommodations/Modifications are clear
__Para/Teacher using proximity __Postings of Appropriate Social Skills
__Reviewing R360w/student daily __Overall positive environment __Timers: ❑ used ❑ not used
STUDE Number of students in room:
NTS
__On task
__Uses schedule
__Students are rotating within classroom
__Positive Reinforcers ❑ effective ❑ non-effective
__Consistently provided ❑ yes ❑ no
__Student(s) are actively engaged
__Students have activities
__Activities pertain to IEP
goal/objectives
Student behaviors observed:
Help needed:
__IEPs updated
__IEPs aligned to TEKS
__IEPs are in
PAPER __IEPs visible
WORK
eSPED __Charting visible
__Charting updated
__BMP (Charting updated in
eSped Behavior Tracking)
__Lesson Plans visible
__Lesson Plans aligned with grade level curriculum __Para/Teacher schedule
posted
Log of Parent contact __Bridge Contract
__Social Skills Curriculum
58
Help needed: ❑ eSped Behavior Tracking
❑ Student activities
❑ Lesson Plans/assignment
❑ Student schedules
Comments:
Observer Signature:_______________________________________
OFFICE USE ONLY
Reason for request: ___ Student
___Classroom
Follow-up Recommended ___ Yes ___No
___Staff
Date:
___Paperwork
Time frame: ❑ Immediately
❑Within 2 weeks
❑Within 1 week
59
GAP FORMS
60
GAP Administrator's Update
All GAP teachers are to complete this form on a weekly basis or when the class
climate has changed significantly. All administrators will be provided with this
completed form. In the first section, list those students currently self-contained
in the GAP Unit who may be on levels 1, 2 or even 3 (depending on what is
specified or stated in the Bridge Contract) will be noted. In the second section,
you are to list the following students currently in the unit:
● Students who have maintained their level 3 status.
● Students who are out to all classes who may have had a behavior
infraction and placed in the unit as a consequence for a short period of
time (i.e. Level I infraction).
Students currently in unit
Level
Comments
Students Maintaining Bridge Level (MBL Students)
Level
Comments
Students currently in unit
GAP Teachers Notes
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Bridge Contract
Student Name:
School:
Start:
End:
SETTINGS/ACTIVITIES: List settings/activities (i.e. meals, bus, restroom, recess, support staff, unstructured areas, etc.) that
student will access with contingencies/strategies.
Setting:
Contingency/Strategy:
CLASS SCHEDULE: List non-GAP classes/subjects in the order to be accessed and note contingencies/strategies.
Class/Subject:
Teacher:
Contingency/Strategy:
All contingencies/strategies listed are in addition to those designated in the ARD.
TARGET BEHAVIORS: Behaviors to increase (see Behavior Intervention Plan and Discipline Plan).
Target Behavior:
Strategy:
Replacement Behavior:
REINFORCERS: Use of point sheets and amount of bonus points to be earned:
❑
Positive call home
❑ Unescorted to class
❑
Praise
❑ *Selected scheduled activities
❑
Plaques
❑ Ribbons
❑ Buttons
❑
*Scheduled activities: i.e. field trip, movie time, school function, dance, talent show, treasure chest, tokens
To be implemented:
❑ Computer time
❑ Certificates
1 time per week: M T W Th Fr
circle
❑ Unescorted lunch
❑
❑ 2 times per week: M T W Th
Fr
circle
EVALUATION PROCEDURES: Methods to evaluate progress (monitoring logs, grades, discipline records, point sheets, etc.)
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DISCIPLINE PLAN OF ACTION (Intervention Team to develop plan)
Infraction #1
Potential behavior:
Interventions to be implemented:__________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Infraction #2
Potential behavior:
Interventions to be implemented:__________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Infraction #3
Potential behavior:
Interventions to be implemented:__________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
CANCELLATION: Contract can be canceled if infraction interventions have been implemented and have proven unsuccessful.
Persistent Category I or II offenses will also cancel the contract. This contract was canceled due to:
❑ Unsuccessful infraction interventions
❑ Persistent Category I or II offenses
❑
________________________
Comments: _____________________________________________________________________________________________
_______________________________________________________________________________________________________
________________________________________________________________________________________________________
Date of cancellation: __________________________________
Canceled by: _________________________________
Signatures: This is an agreement among the student, the parent, and the school. Date: _______________________________
Student: _________________________________________ Parent: (date informed): _______________________________
Teacher: _________________________________________ Special Ed Counselor: _________________________________
Administrator: ____________________________________ Assessment Specialist: _________________________________
Contingency/strategy codes:
1. Escort by adult
2. Shadow by adult
3. Weekly Monitor
4. Peer assistance
5. Adult supervision
6. Assignment sheet
7. Planned ignoring
8. Redirect
9. Proximity control
10. Defined control
11. Structured class
12. Cool down
13. Removal: 1 day, 2
days, OR other __
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Limit distraction
Preferred seating
Review rules
Check
understanding
Extra time
Behavior contract
Work contract
Counselor
conference
Parent conference
Positive call home
Lunch detention
After school
detention
26. Lunch/GAP carrel
27. Student/Teacher
conferences
28. Peer mediation
29. RPPC
30. Verbal warning
31. Parent/Team
conference
32. Discipline Referral
33. _____________
34. _____________
35. _____________
36. _____________
37. _____________
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GAP Transition Checklist (GTC)
This form will be utilized by GAP teachers for those students who have worked their way through all the levels and are
maintaining the Bridge Level. In the event that inappropriate behaviors occur, Administrators, the Special Education
Counselor, and the GAP teacher must use a GTC to show that strategies have been implemented. Note, frequent behaviors
along with actions taken on the GTC (see page 25). Additional counseling/social skills should be provided (before a level
drop is even considered).
Date of Office Referral: _____________
Infraction: _____________________________________________________________________
Action Taken: __________________________________________________________________
Administrator’s Initials: ____________
GAP Staff’s response: ___________________________________________________________
Actions
GAP Staff conference
with student regarding
behavior:
Special Ed. Counselor
Notified:
Yes
No When
Comments
Initials
.
Student reacted
appropriately:
Date of Office Referral: _____________
Infraction: _____________________________________________________________________
Action Taken: __________________________________________________________________
Administrator’s Initials: ____________
GAP Staff’s response: ___________________________________________________________
Actions
GAP Staff conference
with student regarding
behavior:
Special Ed. Counselor
Notified:
Yes
No
When
Comments
Initials
Student reacted
appropriately:
Date of Office Referral: _____________
Infraction: _____________________________________________________________________
Action Taken: __________________________________________________________________
Administrator’s Initials: ____________
GAP Staff’s response: ___________________________________________________________
Actions
GAP Staff conference
with student regarding
behavior:
Special Ed. Counselor
Notified:
Yes
No
When
Comments
Initials
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Student reacted
appropriately:
GAP Procedural Staffing
Date: ____________
Name
Position
Signature
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Gaining Appropriate Performance
Student Daily Sign-In
I CAN DO ATTITUDE
Date
Name
Time of Arrival/Departure
✔ This form will be submitted at the end of each week to be placed in the
administrator binder – maintained in the Asst. Principal’s office, and a
copy will be given to the Assessment Specialist
✔ There should be Social Skills activity sheet for each day the student has
been self-contained in the GAP Unit. A copy will be given to the
Assessment Specialist
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✔ The activity sheets, student sign-in sheet and eSped Behavior Tracking
Student Summary are placed in the orange folder at the end of each 9
weeks grading period for each student.
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Teacher Sign-In Sheet
Date
Teacher Signature
Room#
Subject
Student Name
Sign-In
(Time)
Sign-out
(Time)
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Response: (Consequence Implementation Guide)
1. Lunch in GAP
2. Staffing
3. Removal from Class
4. Cool Down in GAP
5. Lunch Detention
6. Verbal Warning
7. Parent/Team Conference
8. Student/Teacher Conference
9. Administrative
10. Change of Level
11. Change of Placement
12. Change of Class
13. SAC — General
14. SAC — GAP
15. Citation
16. After School Detention
17. Parent Contact
18. Student Conference
19. Review of Bridge
20. Change of Bridge
21. RPPC/Suspension
22. Teacher Conference
23. Social Worker
24. CYS Worker
25.
26.
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OBSERVATION
Student: ___________________________________
Date: __________________________
Teacher:
Daily Objective:
Rm#
Period: ______________________
Subject:
Instructional Concerns:
Behavior Concerns:
General Comments:
Date: ___________________________ Period: ______________________
Teacher:
Daily Objective:
Rm#
Subject:
Instructional Concerns:
Behavior Concerns:
General Comments:
We’re Serious About Success!!
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FEEDBACK FORM
Please complete and return
Date Sent
Due Date
Student Name
ARD Date and Time
Teacher
Check subject you teach:
Reading
Science
English
Math
PE/Electives
Social Studies
Needs Improvement
Behavior:
Positive Areas
Academic Performance:
Not successful due to:
Current Grade
___
___
___
___
___
___
Failing test grades
Not turning in homework
Incomplete daily assignments
Behavior interferes
Poor attendance
Poor work habits
Recommendations:
___ Needs Additional modifications
Schedule change
___ Other: ___________________________
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Additional comments/concerns not addressed
above
Additional comments/concerns not addressed
above
Additional comments/concerns not addressed above:
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Date ________________________
Dear _______________________________,
Your child was involved in an emergency situation on ________________________ that resulted in the use of physical
restraint. Attached is a summary of the incident and a written description of the physical restraint used, including the
behaviors your child exhibited before physical restraint was used. During the time of restraint, your child was observed
by staff trained in the use of physical interventions for any signs of physical distress. The use of restraint ended as soon
as the emergency situation no longer existed. This information is provided for your review and to seek your input into
this situation.
This attached information will be filed in your child’s special education eligibility folder so that the Admission, Review
and Dismissal (ARD) Committee may use this information in considering the need for changes in your child’s
Individualized Education Program (IEP) and/or Behavior Intervention Plan (BIP). Please call the Assessment Specialist
at your child’s campus if you would like to schedule an ARD Committee meeting to review your child’s IEP or BIP.
Commissioner’s Rule for Special Education, Section 89.1053, Procedures for the Use of Restraint and Time-Out, states
that restraint of a student with a disability may be used only in clearly defined emergency situations. Schools must inform
parents when it becomes necessary to use restraint in an effort to protect the student, other students or prevent serous
property damage.
If you would like to schedule a conference to discuss the behaviors leading up to the use of physical restraint or have
other questions, please contact me at ____________________________________.
Sincerely,
Campus Administrator
c.c. Special Eligibility Folder
Enclosure
SE-403b (9/02)
Page 1 of 1
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Fecha
Estimado/a
,
Su hijo/a estuvo involucrado en una situación de emergencia el
que resultó en el uso de contención
física. Adjuntamos un resumen del incidente y una descripción por escrito de la contención física usada, incluyendo los
comportamientos presentados por su hijo/a antes de haberse usado la contención física. Durante el período de contención
física, su hijo/a estuvo bajo la observación del personal capacitado en el uso de intervenciones físicas para ver si
presentaba alguna manifestación de agotamiento físico. El uso de contención física finalizó en cuanto dejó de existir la
situación de emergencia. Le proporcionamos esta información para su consideración y para que nos dé su opinión en
relación con esta situación.
La información adjunta se archivará en la carpeta de elegibilidad de educación especial de su hijo/a para que el comité
de admisión, revisión y retiro (ARD) pueda usar esta información al tomar en cuenta la necesidad de cambios en el
programa educativo individualizado (IEP) y/o el plan de intervención debido a la conducta (BIP). Por favor llame ha la
diagnosticador(a) de la escuela
si desea programar una reunión con el comité ARD para revisar el IPE o el BIP de su hijo/a .
Los Reglamentos del Comisionado para la Educación Especial, Sección 89.1053. Procedimientos para el Uso de
Contención Física y Separación, indica que la contención física de un estudiante con alguna discapacidad puede ser
usado sólo en una situacion de emergencia claramente definida. Las escuelas deben informarle a los padres cuando es
necesario usar la contención física para intentar proteger al estudiante, a los otros estudiantes o para prevenir daños graves
a la propiedad.
Sí desea programar una reunión para hablar sobre la conducta que llevó al uso de la contención física o tiene otras
preguntas, comuníquese conmigo llamando al ______________.
Muy atentamente,
____________________________
Administrador de la escuela
c.c. Carpeta de Elegibilidad para la Educación Especial
SE-403b Sp. (9/02)
Pagina 1 of 1
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