Revised August 2015 - Dadeschools.net

1 emotional / behavioral disabilities Program manual 2015 1 Revised August 2015 emotional / behavioral disabilities Program manual 2015 2 The School Board of Miami-Dade County Public Schools Ms. Perla Tabares Hantman, Chair Dr. Lawrence S. Feldman, Vice Chair Dr. Dorothy Bendross-Mindingall Ms. Susie V. Castillo Ms. Lubby Navarro Dr. Wilbert Tee Holloway Dr. Martin S. Karp Dr. Marta P rez Wurtz Ms. Raquel A. Regalado Mr.

2 Alberto M. Carvalho Superintendent of Schools Ms. Marie Izquierdo Chief Academic Officer Office of Academics and Transformation Dr. Magaly C. Abrahante Assistant Superintendent Early Childhood, Exceptional Student Education, and Title I programs Ms. Ava Goldman Administrative Director Office of Exceptional Student Education Ms. Liliana Salazar District Director Office of Exceptional Student Education Ms. Robin J. Morrison Instructional Supervisor Office of Exceptional Student Education emotional / behavioral disabilities Program manual 2015 3 TABLE OF CONTENTS CHAPTER I: INTRODUCTION PAGES 7 Factors that Constitute an emotional / behavioral 7 Exclusionary 8 Extraordinary 8 E/BD Eligibility 8 E/BD Ineligibility 9 Pre-Referral & Referral 9 CHAPTER II.

3 CHARACTERISTICS OF STUDENTS IDENTIFIED AS E/BD Introduction to Psychological 15 18 Contributing Factors to emotional & behavioral 20 CHAPTER III: PROGRAM SERVICE DELIVERY Educational 23 Treatment 25 Staff 30 Family 31 Community 31 Physical 32 Supplies & 32 Team 33 Program Models in 33 behavioral Management 34 CHAPTER IV: CRISIS MANAGEMENT Crisis 51 CHAPTER V: ROLES AND RESPONSIBILITIES OF E/BD STAFF Roles & responsibilities of the Behavior Management 60 Roles & responsibilities of the Classroom 62 Roles & responsibilities of the 63 Roles & responsibilities of the E/BD 64 CHAPTER VI: STATE & DISTRICT PROCEDURES 68 Referrals to Ruth Owens Kruse or Robert Renick Educational 68 English Language Learners (ELL).

4 70 Individual Education Plans (IEP) 72 E/BD manual emotional / behavioral disabilities Program manual 2015 4 Best Practices for Responding to Students Risk Behaviors & Baker Act 74 Florida Mental Health Act (Baker Act) Involuntary Examination 79 Physical Restraint Procedures & 80 Media 83 Clinical Records & 83 Medication 83 CHAPTER VII: COMMUNITY RESOURCES Community 87 CHAPTER VIII: SCHOOL-WIDE RESOURCES School-wide 92 APPENDIX A: INSTRUCTIONAL RESOURCES Instructional 94 APPENDIX B: behavioral RESOURCES behavioral 106 APPENDIX C: SAMPLE DOCUMENTS AND FORMS Sample Documents and 111 emotional / behavioral disabilities Program manual 2015 5 PURPOSE OF THIS manual The purpose of this manual is to provide an informational guide for teachers, administrators, clinical staff and other service providers.

5 The intent is to offer an integral framework for the structure of programs for students with emotional / behavioral disabilities (E/BD). Mission Statement The Miami-Dade County Public Schools (M-DCPS) programs for students with E/BD are dedicated to fostering and developing students interpersonal and academic skills. All M-DCPS programs for students with E/BD strive to utilize evidence-based instructional, therapeutic and behavioral strategies to address the needs of the whole student. This mission is not accomplished in isolation, rather, through a series of collaborative relationships with students, parents, and community agencies working toward a common goal.

6 Vision Our vision is to equip students with the skills necessary for successful functioning in the school, community, and post-secondary environment. ACKNOWLEDGMENTS I would like to thank the following staff members for their dedication and diligence in the development of this manual . Ms. Sylvia Arango, Curriculum Support Specialist Ms. Jasmine Brown-Grocher, Curriculum Support Specialist Mr. Craig Siegel, Clinical Art Therapy Chairperson Ms. Nadyne Floyd-Grubbs, Clinical Services Chairperson Ms. Patricia Moore, Curriculum Support Specialist Ms.

7 Alina Rodriguez, SEDNET Project Manager Ms. Robin J. Morrison Instructional Supervisor Division of Exceptional Student Education Note: Website links are provided for various documents referenced in this document. If you cannot access the document through the link provided, copy the link and paste it into your browser s address bar. emotional / behavioral disabilities Program manual 2015 6 - CHAPTER I - INTRODUCTION emotional / behavioral disabilities Program manual 2015 7 INTRODUCTION I.

8 Definition Students with emotional / behavioral disabilities (E/BD) may be unable to access their education in the general educational setting due to their emotional and behavioral difficulties. These students require structure, consistency, small educational settings, behavioral interventions and therapeutic support. Definition: emotional / behavioral Disability (E/BD) A student with an emotional / behavioral disability has persistent and consistent emotional or behavioral responses that adversely affect performance in the educational environment that cannot be attributed to age, culture, gender, or ethnicity according to Rule ( (1), ) Persistent: Not sufficiently responsive to evidence-based intervention Exhibited for a minimum of six (6) months in duration.

9 More than a temporary response to stressors in the environment Consistent: Must be exhibited in multiple settings (minimum of two) One setting must be school related Adversely Affect: Educational performance (academic progress, classroom/school behavior, personal adjustment, social relationships and self-control) Educational environment (classroom, school campus, community setting, vocational setting, home instruction on the Individual Educational Plan (IEP) II. Factors that constitute an emotional / behavioral Disability To be considered eligible for an emotional / behavioral disability, students must have internalizing conditions.)

10 These conditions may coexist with externalizing symptoms. Internal Factors include but are not limited to feelings of sadness, fears, excessive worrying or anxiety, difficulty maintaining normal thought processes, or excessive levels of withdrawal from persons or events (mood disorders, somatoform disorders, anxiety disorders or psychotic disorders). External Factors are observable behaviors/conditions that must also have an internalizing component or etiology. These include but are not limited to 1) the inability to build or maintain satisfactory interpersonal relationships with peers, teachers, and other adults in the school setting, and 2) chronic and disruptive behaviors such as noncompliance, verbal and/or physical aggression and/or poorly developed social skills emotional / behavioral disabilities Program manual 2015 8 that are manifestations of feelings, symptoms, or behaviors.