Penquis Valley
Learning Alternative Program
MISSION
It is the mission of MSAD #41 to provide opportunities for students to experience
personal growth by providing programs and services to all children based on individual
learning styles and needs. Differentiations of curriculum scope and sequence, as well as
instructional techniques are essential to assure high levels of engagement and academic
achievements.
The district recognizes that all students have unique needs and is dedicated to providing
support designed to help all students become thriving members of society. Choices they
make now will determine their future. Providing programs to those students with
behavioral and emotional difficulties with limited flexibility and low frustration tolerance
allows each student to become a successful part of our community of learners. The PV
Learning Alternative Program uses a social skills curriculum that provides opportunities
for students to better understand and manage behavior; as a result, giving them the skills
to accept responsibility for their own actions and interactions. Often such difficulties
prevent students from taking advantage of educational opportunities available in the
general education setting.
Adaptations for these complex students must be delivered in a short term, more intensive,
emotionally and educationally supported program of study. Within the Learning
Alternative Program students are given opportunities to participate in social/peer
interaction skills instruction, group behavior analysis, individual and/or group
counseling; as well as small group and individualized instruction. All academic
instruction is aligned with the Maine Learning Results and district grade level
curriculums in core content areas. Each student is provided with an individualized
behavioral and academic program in a self-contained small group setting.
The goal of the Learning Alternative Program is to provide students with the necessary
skills to restore and enable positive feeling towards self, school, and life; to help students
develop appropriate patterns of social behavior, understand how their behavior impacts
others, accurately interpret social cues, develop self regulation skills, and assume
responsibility to guide their own learning. Following successful completion of the
Learning Alternative Program students return to the general curriculum with the essential
skills to inspire life long learning and with a positive sense of self worth.
Program Philosophy
We believe that given proper guidance, structure, and opportunities, all difficult behavior
can change. The Learning Alternative Program is an intensive behavior modification
program for adolescents with a documented history of difficult behaviors that place them
“at risk” for academic failure. Students are placed in a more restrictive self-contained
small group setting outside the general curriculum. This more restrictive setting increases
opportunities for individualized student support and attention. After being taught skills
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and strategies to effectively deal with the every day stressors inherent in the learning
environment; students are given the opportunity to make better choices and become more
successful.
While certain social and peer interaction restrictions are placed on program participant
activities, each PV Learning Alternative Program student is given the same opportunity
to achieve academic and emotional success.
As students progress through the program they will acquire the essential executive
function skills for self-regulation, social and emotional competence to assume the
responsibility for their own learning.
Once a student has acquired these necessary skills a supported positive reinforcement
reintegration plan is developed to transition students back into the general population
setting. Clear, concrete, realistic behavioral goals will be developed to insure that each
student has a successful reintegration:
1. Students have consistently displayed skills critical to being flexible and are
able to tolerate frustration.
2. Students demonstrate an awareness of the consequences of personal actions.
3. Students will identify and explain behavioral alternatives that are socially
acceptable.
4. Student demonstrates a sense of personal responsibility for learning.
5. Students will attend school on a regular basis and continue to progress
academically in the general education setting.
6. Students demonstrate success at each behavior level.
Admission /Identification Process
Referrals to the Learning Alternative Program can be made through the SAT process,
IEP process, teacher, parent, or administrative referral. The IEP- Team meeting must be
held for recommendation and placement as determined by the State of Maine Chapter
101- regulations. The IEP Team will include district administrator, teachers, guidance,
social worker, parents, student, and if appropriate, all outside providers working with the
family. The IEP team will review documentation and reports to determine if the student
will benefit from the Learning Alternative Program. The documentation required
includes, but is not limited to:
1. Statement of need describing the problems (antecedents/maladaptive behavior)
being encountered in the general school environment.
2. Most recent evaluations; academic, psychological, behavioral, attendance,
teacher/parent reports, receptive/expressive language to identify pragmatic skills
etc.
3. A copy of most recent Behavior intervention plan or goals
4. Health Records
5. Current IEP (if applicable)
6. Parents will be made fully aware of the Learning Alternative Program and its
expectations prior to entry.
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Once all documentation is reviewed and the Team determines the student will benefit
from participation in the program, the team will identify specific behavioral triggers,
social/emotional needs, communication and academic needs to develop the Individual
Behavior and Education Plan goals. Parents will sign the Learning Alternative Program
Agreement Form. Parents, staff and student will complete the program inventories to
determine whether additional evaluations are necessary for development of an
appropriate education plan.
The Individualized Education Plan will include:
 Modifications and/or adaptations for classroom
 Behavior plan and goals
 Regular education staff differentiation
 Mentorship for personalized programs
 Grade placement and credit requirements
 Consideration of counseling needs or social skill instruction
 Established measurable goals and objectives
 Assessments and progress reviews at regular report card dates
 Quarterly review of students’ present level of academic performance and
ongoing program planning
 Weekly team reviews as student progresses through levels.
Academic Curriculum
It is the goal of the Learning Alternative Program to provide instruction to all students
appropriate for the individual learner while encompassing the fundamental principles of
the Maine Learning Results. Students will meet the academic and behavioral goals
outlined in the Individual Education and Behavior plans that the IEP has developed based
on their individual needs. Students will be provided hands-on and minds-on instruction
that connects real situations with opportunities to use newly acquired skills. Students are
grouped according to individual strengths and needs. All goals are to be mastered before
students are transitioned out of the program.
Behavior Management Curriculum
The Learning Alternative Program was developed to give students the opportunity to
learn socially acceptable ways for acting and reacting to situations in social and
educational settings. Positive behaviors are reinforced, while negative behaviors are
identified and corrected. With the leveled behavior management system, students are
given the opportunity to move through each level and earn privileges by displaying
appropriate behavior. Unacceptable behavior will result in loss of privileges and
remedial action.
Defining Acceptable Behavior:
Self and Community:
1. Making the appropriate effort and accepting feedback in a positive manner
2. Effort in tasks outlined in IEP to provide learning opportunities and work
towards personal behavior goals
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3.
4.
5.
6.
7.
Accepting feedback, redirection or assistance with specific tasks
Maintaining a safe, clean, healthy environment (ie: organization skills)
Respect Differences of others without criticism
Respecting the rights of others to feel safe from harm or danger
Respecting the rights of others to participate in the program without
distraction or delay
The Learning Alternative Program is broken down into four tiers or levels, based on the
concept that students are able to make choices in order to achieve desired outcomes.
Levels are reviewed weekly:
Level 1 Cognitive Discovery: (approximately 4 weeks)
This beginning Level is intended to help students start to develop Cognitive Flexibility
Skills by identifying thoughts, feelings and behaviors that created problems for them in
the school setting using a Collaborative Problem Solving Approach. Topics covered
include problem solving, anger/frustration management, and aggression, identifying
antecedents/triggers, physical signs of escalation, boundaries and personal space.
Supports: Social worker individual therapy session (Length and frequency to be determined
during the intake IEP team meeting)
Identifying self-concept and needs during escalation to unacceptable behavior.
Peer group/social skills activities
Academic support and small group instruction
Level 2 Cognitive Awareness: (approximately 6 weeks)
At this secondary level, students are beginning to identify signs of frustration, and how to
use emotional regulation and coping skills. Using these cognitive awareness skills,
students are better able to manage thoughts, feelings and behaviors. Patterns of problem
behavior, self-awareness, positive feelings of self, and conflict response to unpredictable
circumstances are identified through empathy and reassurance.
Supports: Group social and peer problem solving skills
Daily problem solving modeling and role-plays
Peer group/social skills activities
Academic support and small group instruction
Level 3 Cognitive Empowerment (approximately 6 weeks)
Students will use executive function skills, which involve organization, planning, shifting
cognitive sets, and separation of affect. These skills provide students with an organized,
structured, predictable framework for solving problems. Students demonstrate a greater
ability to anticipate social/emotional outcomes using alternative solutions in peer and
school settings. Students are able to label their emotions, identify and articulate their
frustrations, and think through possible solutions. They have accomplished all goals
outlined in an IEP Behavior Plan successfully for a minimum of 4 consecutive weeks.
Supports: Group social and peer problem solving skills
Daily problem solving modeling and role-plays
Peer group/social skills activities
Academic support and small group instruction
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Level 4 Cognitive Emergence (as determined on an individual basis)
Students consistently display socially acceptable ways to manage frustration and can
articulate their needs; have met the criteria at Levels 1-3 and all bench mark IEP
academic and behavioral goals, including target behaviors.
Supports: After Care Activities:
Continued individual therapy sessions (as needed)
Peer group/social skills activities (as needed for reinforcement)
Academic support and monitoring
All PV Learning Alternative participants are expected to progress through Level 4 prior
to a full reintegration into general school curriculum.
Anger Management Individual/Group
Anger is one of the most difficult emotions to control because it has a sudden onset and
escalates quickly. Anger, in and of itself, is not dysfunctional. Anger is an emotion,
which, like anxiety, affects many systems (emotional, cognitive and physiological). It is
typically activated when a person believes he or she has been deliberately provoked. In
terms of survival, anger can be looked at as a necessary driving force when "fight" as
opposed to "flight" is required. Some people, however, have "anger control problems".
Even when nothing really appears to be provoking them, these people are feeling incited,
taken advantage of, belittled, or abused in some way. Sometimes their perceptions are
accurate; other times perceptions extremely distort their experience.
1. Cognitive Deficits: Students with anger control problems have an insufficient number of
adaptive skills to apply during provoking events. When asked how they would solve provocative
situations, students with low flexibility and frustration tolerance have fewer ideas/solutions than
people without anger problems; most ideas/solutions tend to be hostile.
2. False reading: Students with anger control problems often misconstrue events such that they
feel provoked even when they are not. People with anger control problems tend to believe that
people are deliberately hassling them. Therefore, due to only seeing part of the picture, they tend
to misinterpret harmless events.
3. Rigid Beliefs: People with anger control problems often possess steadfast beliefs as to the
legitimacy of hostile retaliation. Some examples include: "Hostility is okay if someone does
something to provoke it." or "The best way to get your needs met is to demand it." or "People are,
for the most part, stupid and need to be dealt with forcefully." It is not difficult to imagine how
adhering to such beliefs might lead to some volatile encounters.
4. Difficulty Anticipating Outcomes Before Action: Students without anger problems are able to
control how they respond to anger and actually keep it from getting out of control by predicting
what "could" happen if they "lost it." Students with anger problems tend to be black and white
thinkers and respond impulsively without such forethought.
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Using the Collaborative Problem Solving Approach, Anger Management Therapy builds
on the Level 1 Cognitive Discovery to help students recognize their internal anger control
cycle. Students gain control of their anger by learning how to step back in an angerprovoking situation and evaluate accurately. This requires learning skills to alert
themselves to the subtle signs of increasing anger by identifying physical signs (body
cues). The essential skills taught through anger management groups include information
processing, identifying triggers of anger, controlled/uncontrolled anger sequence, and
positive self-statements. Students will be able to answer:
1.
2.
3.
4.
WHERE IS THE EVIDENCE? (Is there sufficient evidence to back up the
interpretation you have made of the event that is making you angry?)
IS THERE ANOTHER WAY OF LOOKING AT THIS EVENT? (Is there one
or two other explanations for what is interpreted as "deliberate provocation?")
SO WHAT? (Rarely are things as catastrophic in reality as they seem in the heat of
the moment.)
WHAT WILL THE OUTCOME BE? (Thinking of potential outcomes of our
actions is not easy, much less when you are in a state of anger.)
Empathy Enhancement Group
What are the characteristics of a capable, successful learner? Successful learners are
knowledgeable, self-determined, strategic, and empathetic. In addition to having
knowledge, including critical and creative faculties; motivation to learn and confidence
about themselves as learners; and tools and strategies for acquiring, evaluating, and
applying knowledge; successful learners also have insight into the motives, feelings, and
behavior of others and the ability to communicate this understanding-- empathy.
Successful students recognize that much of their success involves their ability to
communicate with others. They can view themselves and the world through the eyes of
others. This means.... examining beliefs and circumstances of others, keeping in mind the
goal of enhanced understanding and appreciation.... Successful students value sharing
experiences with persons of different backgrounds as enriching their lives.
Empathy enhancement group instruction builds on skills learned at Level 2 Cognitive
Awareness and Level 3 Cognitive Empowerment. The program begins with the
assessment of empathy. Students identify situations of explosive behavior and place
themselves in the role of the victims: (Students, teachers, principal, and parents).
Empathy enhancement group therapy and role plays help students develop the capacity to
understand, appreciate, and communicate meaningfully with others and show
understanding about how another feels. Students learn to use empathy enhancement
skills, which involve verbal confirmation of understanding and/or supportive facial
cueing and body language. Once students can apply these skills they can move away
from our differences of opinion, come to care about one another, and communicate that
through kind conduct.
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Criteria for Level Advancement
All behavior is charted on a Daily Behavior Sheet in 4 dimensions: time, completion of
cognitive level, accomplishment of individual goals, and observation of expected
behaviors. To be eligible for level advancement the students must, at a minimum, meet
the following criteria: (Students may progress faster or slower through each level depending on
engagement.)
Level 1 Cognitive Discovery: Approximately 4 Weeks:
a. Students receive a minimum of 40 (A=Acceptable) for the
preceding 7 days in both academic and behavioral expectations.
b. No days less than 6 of 10 in either academic or behavior
c. No Major displays of aggressiveness towards self or others
d. No refusals to complete academic or behavioral requirements
Level 2 Cognitive Awareness: (approximately 6 weeks)
a. At least 7 successful days at Level 1
b. Receive a minimum of 50 (A=Acceptable) for the preceding 7 days
in both academic and behavioral expectations
c. No day less than 7 of 10 in either academic or behavioral
d. No displays of aggression towards self or others
e. No refusals to complete academic or behavioral requirements
Level 3 Cognitive Empowerment (approximately 6 weeks)
a. At least 7 successful days at Level 2
b. Receive a minimum of 60 (A=Acceptable) for the preceding 7 days
in both academic and behavioral expectations.
c. No displays of aggression towards self or others
d. No refusals to complete academic or behavioral requirements.
Level 4 Cognitive Emergence (as determined on an individual basis)
a. At least 7 successful days at Level 3
b. Receive a minimum of 65(A=Acceptable) for the preceding 7 days
in both academic and behavioral expectations (general education
setting)
c. No displays of aggression or inflexibility in the general education
setting,
d. No refusals to complete academic or behavioral requirements in
the general education setting
Restrictive Self Contained Program of Study
The Penquis Valley Learning Alternative Program is a 100% self-contained program of
study outside the general curriculum.
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a.
b.
c.
d.
e.
f.
g.
h.
Students are not permitted in the general curriculum until behavioral
requirements have been met and students begin to reintegrate back to
the general school setting.
Breakfast and lunches will be provided within this program. Social
interactions are limited to the social and peer group therapy sessions.
No student will be permitted into the general school environment
during the instructional day.
Personal items such as, backpacks, purses, cell phones, music
players, dvds, video games, etc. are not permitted during the Level 1
Cognitive Discovery time period. (No exceptions)
During this time period, starting with week 1, students are given the
opportunity to earn the privilege to bring personal items for use
during reward time.
When a student has an excused absence, that day does not count for
or against the cumulative behavior average.
Unsafe behavior at anytime can result in the removal of an earned
reward. Formal incident reports will be completed on disciplinary
issues to share with parents, the team, and placed in the student file.
If any student leaves the EC Alternative Program building the police
will be called and he/she will be returned to Level 1 Cognitive
Development and lose all earned privileges.
Rewards/Motivator
Students will be provided rewards and/or privileges as they progress through the leveled
system. Rewards will be individualized, based on student wants and needs. Possible
rewards include personal belongings from home for free time, games, music, computer,
homework pass, additional peer interaction time, gym time, etc.
Classroom Rules and Procedures
Students are expected to follow all identified classroom rules, such as respecting yourself
and others, follow directions, remain in your own personal space, use appropriate
communication skills, complete all academic assignments, attend all therapeutic sessions,
maintain a positive attitude, etc. Classroom rules will be reviewed periodically and
modified to meet the classroom needs.
Therapeutic Holds
Therapeutic holds are only used in situations where a student is unsafe to self or others.
All staff is trained in Non-violent crisis intervention. Physical restraints would occur only
after verbal de-escalation was attempted and deemed unsuccessful due to the student
failure to respond. The following procedures will be followed during and after each
incident that requires a therapeutic hold:
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1.
2.
3.
4.
5.
6.
An incident report will be completed after each episode requiring the
use of a protective hold.
If a therapeutic hold is necessary the first person to apply the
restraint will become the lead for the team. He/she will do all the
communicating with the student.
Immediately after, or as soon as feasible following the incident, the
school nurse or other person not in the program will check the
student whom the restraint was applied in the presence of an
Learning Alternative Program Staff member.
As soon as the student can use self-control to calm down for one
minute, the team will inform the student the protective hold will be
systematically loosened as long as he/she is safe.
Once the incident is over, the student will process the incident and be
reminded of his/her coping skills that will help to avoid the trigger in
the future. The student then has a chance to demonstrate good
choices and coping skills.
Students may earn additional points on their Daily Behavior Sheet
for a positive turn around.
Quiet time
Quiet time is provided to students in a supervised manner to relax when agitated or upset,
or for de-escalations. Quiet time or time out is not a location, but rather a process.
Communication with Parents
Frequent communication with parents is an essential component of the Penquis Valley
Learning Alternative Program. Methods to be utilized include daily written logs, phone
conversations, team meetings, and copies of daily behavior sheets. Additional
communication will be required as determined during the initial intake and development
of IEP program plan.
Expectations
On a daily basis, all students are expected to work with individual education and behavior
plans in the effort to gain the necessary skills to reintegrate into the general school
setting. They will complete all academic assignments and participate in all individual/
group therapy sessions to learn the appropriate social, organizational and self-regulation
skills to be successful. Students will participate in activities that enable them to
personally manage their behavior and use their coping skills when faced with stressors, as
well as accepting responsibility for their own actions and reactions.
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Transportation
During the development of each IEP Academic/Behavior plan transportation services will
be discussed and if deemed appropriate will be provided to/from school. (bus, van
transportation, parent transportation)
Learning Alternative Program Schedule
Time
7:308:00
8:008:15
8:159:00
9:009:30
9:309:40
9:4010:30
10:3011:00
11:0011:30
11:3012:15
12:151:00
1:002:35
2:35
Monday
Arrival/Breakfast
Tuesday
Arrival/Breakfast
Wednesday
Arrival/Breakfast
Thursday
Arrival/Breakfast
Friday
Arrival/Breakfast
Morning meeting
–Expressive
language
vocabulary
ELA-Reading
Morning meeting
–Expressive
language
vocabulary
ELA-Reading
Morning meeting
–Expressive
language
vocabulary
ELA-Reading
Morning meeting
–Expressive
language
vocabulary
ELA-Reading
Morning meeting
–Expressive
language
vocabulary
ELA-Reading
Writing
Writing
Writing
Writing
Writing
Break
Break
Break
Break
Break
Social skills/Peer
group/1:1 time
Computer
Social skills/Peer
group/1:1 time
Computer
Social skills/Peer
group/1:1 time
Computer
Social skills/Peer
group/1:1 time
Computer
Social skills/Peer
group/1:1 time
Computer
lunch
lunch
lunch
lunch
lunch
Health
Health
Health
Health
Health
Specials-Art
Group
PE
Group
Specials-Music
Science/SS
Science/SS
Science/SS
Science/SS
Science/SS
Dismissal
Dismissal
Dismissal
Dismissal
Dismissal
Evaluation of Program
Annually, the Director of Student Services shall present to the Superintendent and the
Board of Directors an evaluative report of the Penquis Valley Learning Alternative
Program, to include the number of students referred to the program, the number and
grade levels of students identified as eligible for the program, a summary of the nature of
the programming afforded identified students, and recommendations for revisions to the
program as needed. Student performance and progress is assessed at least quarterly based
on measurable goals and student achievement.
Appeals Process
Any person may present a concern about a student referral and/or identification to the
attention of the Director of Student Services. The Director may convene an Individual
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Evaluation Team meeting in order to discuss the concerns presented. The Team may
request further evaluation for the student if necessary. If the person who brought forth the
concern is not satisfied with the decision of the Individualized Evaluation Team
concerning the identification of student, the concern may be brought to the attention of
the Superintendent of Schools for further consideration.
(All school policies will be followed involving school arrival/dismissal, breakfast,
attendance, dress code, phone use, cars, contraband, damage or destruction of school
property, breakfast/lunch, medication, electronic equipment, visitors, no school
announcements, technology, fire drill regulations, etc.)
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