Purpose of the Leading by Example and Positive Performance Academy (LEAPP):
The LEAPP Academy is a classroom specifically designated for children with emotional disturbances. In this academy, when students engage in inappropriate and irresponsible behaviors, LEAPP staff are able to proactively intervene, correct and re-teach more socially appropriate behavior. Additionally, the LEAPP Academy provides a system of interventions that are intended to allow students to learn from the teaching interactions and choose more appropriate and socially acceptable behaviors versus the behaviors they had previously demonstrated. These behavioral interventions provide the student with the opportunity to think about and/or write a plan for improving his/her future behavior when challenged with similar circumstances. If students are able to think about their choices and the consequences before they act, and choose a safe, acceptable behavior, then the optimal outcome of the corrective process will have been achieved. Interventions provide a student with an opportunity to identify, control, and resolve inappropriate behavior; and then plan alternative, productive strategies that enable a successful return to classroom activities.
Students in LEAPP:
The LEAPP Academy, formerly known as the Behavioral Disorder (BD) program, is a leveled system. Students in the LEAPP Academy are integrated into the classroom based on his/her behaviors. Additionally, students in LEAPP record his/her daily behaviors using a plus/minus or point sheet, which also helps the student record the level and day he/she is in the program. Using Review 360, the student’s behavior is monitored daily to determine if the student earned or did not earn his/her day based on the leveling system requirements.
Schedules and Levels:
The LEAPP Academy consists of three levels. The first level is the most restrictive of the program, as the student remains in the Level 1 classroom the entire day. On the second level of the program, students are slowly integrated into the general education classroom with support, as needed. The students on Level 2 can also earn up to three classes, as well as other less structured times (such as lunch) with his/her peers. Level 3 is the final level of the program. Students are typically demonstrating positive behaviors at least 90% of the time and are slowly integrating into all general education classes. Those in Level 3, however, may still receive support from LEAPP teachers and paraprofessionals.
Students are able to graduate from the program once they have met Level 3 requirements. Some alterations to the leveling system may be required based on individual student needs.
Throughout the day students receive social/emotional skills training, are monitored using a tracking system to earn points and leisure/honors time.
All students in the LEAPP program are working towards full integration within the general education/resource classroom.
Level 1: The student must earn an 80% or higher for a minimum of 17 out of 20 days (with the last 5 days being consecutive) before he/she can advance to Level 2. While on Level 1, the student is fully contained in the LEAPP Academy room for all academic instruction and lunch.
Level 2: The student must earn an 80% or higher for a minimum of 21 out of 25 days (with the last 5 days being consecutive) before he/she advances to Level 3. While on Level 2, the student gradually earns three classes out of the LEAPP Academy room and a less structured/elective class with peers.
Level 3: The student must earn 90% or higher for a minimum of 36 out of 41 days (with the last 5 days being consecutive) before having the opportunity to graduate the program. Once the student earns his/her 36 of 41 days, the IEP team may convene to discuss what supports are required for the student’s success.
Some alterations to the leveling system may be required based on individual student needs.
Social Skills Training:
All levels receive daily social skills instruction to support student’s needs in gaining social/emotional and academic skills, as well as to build self-awareness and promote positive feedback. Throughout the day, students receive feedback on their particular behavior and participate in role-plays to teach appropriate, replacement behavior. Students also work on specific skills such as following directions, accepting feedback, being respectful, etc.
Each student in LEAPP is tracked using a specialized behavior tracking sheet based on classroom rules and specific targeted objectives to track the student’s behavior. Each sheet is divided into 15- or 30-minute increments, as determined by his/her level. Each student earns a positive or negative for each increment, depending on his/her behavior during that increment.
Students have the opportunity to participate in at least one daily leisure activity, if the student earns his/her day. The student’s pluses/minuses or points are totaled and calculated into his/her daily percentage. Depending on the student’s current level, if he/she earns a passing percentage he/she may participate in a preferred leisure activity. A leisure activity may include such activities as playing outside, playing board games, coloring, computer time, playing on the Wii, etc.
Students earn points that may be redeemed for highly preferred activities or items. These points are redeemed on predetermined days and students must earn a particular percentage to access these items or activities. In order to better motivate students, students may participate in selecting available items and activities in the store.
The Reflection Room is a disciplinary consequence that is intended to create behavioral contrast and reduce the future likelihood of highly problematic behaviors. The Reflection Room consequence is contingent upon the student’s behavior that was exhibited (for example, physical assault, intense verbal threat, vandalism, etc.). The Reflection Room is a space where the student performs tasks of academic and social-emotional nature in order to get back into the program and participating fully in the points and levels motivation system.
In the event that a student becomes physically aggressive and/or a danger to themselves or others, verbal de-escalation techniques would be utilized as well as CPI (Crisis Prevention Intervention) to ensure the safety, care, welfare and security of all individuals involved. The student may be escorted to a safe spot called the Recovery Room to safely allow him/her to de-escalate. Consequences as well as coping strategies may be discussed with the student to ensure that he/she have the proper skills in place to prevent these types of behaviors from happening in the future.
Additional Incentives or Earned Activities:
Students in the LEAPP academy have opportunities throughout the year to participate in leisure activities outside of our school building as well. Our Elementary and Secondary programs often partner to provide field trips where students can practice their social skills in a new, fun environment. We also try to build in outside trips where the students can give back to others and learning the sense of pride and gratitude that comes with giving back.
***Pictures below are a field trip to the local police station where students learned more about law enforcement and also had an opportunity to show their appreciation for what our School Resource Officers do for them each day.
For additional information please contact:
Student Services Director