AEDY Curriculum
AEDY Curriculum
The main curriculum in the AEDY programs is Odysseyware (www.odysseyware.com). The Odysseyware Curriculum offers the students the opportunity to select classes that are consistent with the classes they were enrolled in while attending their homeschool. This provides a seamless academic transition in and out of the AEDY programs.
Students have the option to enroll in the Edmentum Curriculum specifically in Language Arts, Reading and Mathematics. (www.edmentum.com). This option allows students to take a grade level equivalency assessment. Based on the results of the assessment, a prescriptive academic plan to target any deficiencies in Language Arts, Reading or Mathematics is developed.
Direct instruction is provided in Character Education Education and Career Readiness classes.
All students receive a minimum of 2.5 hours of counseling per week.
This includes the Positive Action Curriculum that is based on the intuitive philosophy that we feel good about ourselves when we do positive actions.The Thoughts-Actions-Feelings Circle (TAF) illustrates how this works in life: our thoughts lead to actions and those actions lead to feelings about ourselves which in turn lead to more thoughts.
AEDY Multi-Tiered Positive Behavior Supports
A Functional Assessment for Teachers and Staff (FACTS A & B) will be administered to all students at intake, mid-year and/or at the time of discharge. Areas identified in the FACTS will guide goal planning and treatment and will include: problematic behaviors (where, when, with whom the problem behaviors are most likely, what events predict the problem behaviors, what consequences maintain the problematic behavior and a summary of behavior.
During the initial intake meeting, additional goals are identified based on the specific reasons for referral. The following information is gathered from the parent and/or school district: behavioral concerns, history of aggressive, violent or threatening behavior, emotional needs, history or drug/alcohol use, academic concerns, special education considerations, strengths/interests and future/transition goals.
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Nittany Learning Services’ AEDY programs implement a multi-tiered system of support utilizing evidence-based positive behavioral supports. In morning meetings and throughout the day, NLS staff REVIEW all academic and behavioral expectations with all the students. During individual and group counseling these expectations are also reviewed. All of the students receive TIER 1 interventions (REVIEW) and have a clear understanding of the expectations of the program and have an equal opportunity to achieve success through motivational and reinforcement strategies.
A positive behavior support plan is developed with every student in the program. NLS staff, the counselor and the student work together to develop specific measurable goals based on the reason for the AEDY referral and the behavior of concern. At the time of intake, clear definitions of behaviors and a written process for responding to behavior is shared with the parent, student and sending LEA.
Antecedents to behavioral problems are identified.
Preventative strategies and replacement behaviors are taught to the student to avoid future behavioral problems. Systematic adjustments are made to the behavior interventions based upon how well the student responds to the behavior expectations. Positive and negative consequences are clearly communicated to students upon entry into our program.
Environmental and academic adjustments are made to assist our students in preventing the behavior of concern. Our students have access to different curricula and differentiated instruction that matches their individual learning needs. A learning environment is created aligned to grade level standards. This learning environment also provides opportunities for students to learn replacement behaviors with their teachers and counselors.
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A daily behavior tracking sheet is used to quantify student behavior. Ongoing data is collected related to student behavior. The core team of NLS staff consisting of the administrator, teachers and counselors analyze the data. The data that is based on student performance, drives tiered levels of interventions and determines necessary supports for the students. The data can also assist NLS staff in determining the needs of additional services.
All students have the opportunity to acquire points on their daily behavior tracking sheet throughout each class period of the day. Daily and weekly rewards are built into the NLS program. This can include additional computer privileges, participating in field trips and experiential learning activities within the community as applicable.
TIER 2 interventions (REMIND).
Some students who are not meeting the academic and behavior expectations will receive TIER 2 interventions (REMIND). NLS staff will REMIND the students of the desirable behavior and provide them with clear guidelines for desirable behavior. Potential positive and negative consequences are discussed related to the student’s behavior. NLS staff provides students with multiple opportunities for corrective feedback.
TIER 2 interventions also include additional methods to assist the students in changing their behaviors. NLS staff will (INTERVENE) with students who continually refuse to meet the academic and behavior expectations of the program. During this time, if a student becomes disruptive to the educational process and all interventions and de-escalation techniques have been unsuccessful, the student will enter the LINCS room. All attempts will be made by NLS staff to assist the student in demonstrating the desired behavior within a tiered system of support with encouragement and consequences before they enter the LINCS room.
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NLS has developed a proactive approach to manage disruptive behaviors called the LINCS process (Listening, Innovating, Negotiating, Communicating, Solving). As a last resort, when students have not responded to Tier 1 and Tier 2 interventions and continue to disrupt the learning environment for themselves and other students, they are temporarily asked to enter the LINCS room. The goal of the LINCS process is to immediately begin reintegration back into the classroom. This process requires the students to take accountability and responsibility for their behavior that led the LICNS room, verbalize the desired behavior to display in the classroom and develop a plan for successful reintegration back into the classroom. This plan includes eliminating antecedents to problems, troubleshooting potential problems and identifying solutions for those problems. The length of this process is determined by the student’s
ability to work through the behaviors that resulted in the LINCS referral and demonstrate positive decision making. This process is a TIER 3 intervention that is used in the most intensive situations with very few students.
NLS counselors work with the teacher and the individual student to complete the Functional Assessment for Teachers and Staff (FACTS parts A & B). The Functional Assessment Checklist for Teachers and Staff will be administered to all students within 5 days of the students’ arrival in the AEDY program. The FACTS can also be administered at the mid-year and/or at the time of discharge. THE FACTS will assist in the completion of the Positive Behavior Support Plan and can identify the following information: problematic behaviors – where, when, with whom the problem behaviors are most likely to occur, what events predict the problem behaviors, what consequences maintain the problematic behavior and a summary of the behavior.
Nittany Learning Services provides direct instruction Choice Theory concepts and Resiliency Based practices. NLS also uses Positive Action, a systematic, evidenced based, educational program that promotes an intrinsic interest in learning, promotes social and emotional learning and encourages cooperation among students. It works by teaching and reinforcing the intuitive philosophy that you feel good about yourself when you do positive actions. NLS emphasizes the connection between thinking, doing and feeling.
The effects of the program range from increased academic achievement to dramatic reductions in problem behaviors. These results have been replicated in diverse settings and feature the most rigorous efficacy study designs available.
The following information is a summary of Nittany Learning Services Tiered Intervention Framework:
TIER 1 – All students receive a (REVIEW) of the academic and behavioral expectations.
TIER 2 – Some students are (REMIND) of the academic and behavioral expectations.
– Additional students require an (INTERVENTION) to assist them in meeting academic and behavioral expectations.
TIER 3 – Few students require (REMOVAL) from the classroom and begin the LINCS process.
Additional counseling and support is provided to students if they require TIER 2 and TIER 3 interventions.