Elementary Behavior Intervention and Transition (EBIT) Classroom
Greeneville City Schools is committed to providing greater opportunities that result in positive outcomes for all students with disabilities. The goal in Greeneville City schools is to have all students placed in a full inclusion classroom within the general education population with full access to the general education curriculum. Other placement will be considered if the student is unable to access the curriculum in the general education setting even with significant supports.
The reality is that there are a percentage of students in the school setting that do not possess sufficient academic or behavioral skills to benefit from their access to the general education inclusion setting. These particular students require additional support in the form of a more restrictive, structured setting in order to be successful. This level of support is best incorporated in a self-contained setting with behavioral supports that also provide a continuum of academic services to meet the unique academic needs of the student. Greeneville City Schools has developed the Elementary Behavior Intervention and Transition Classroom or EBIT.
The target population for this program are students who meet the following criteria:
- All elementary aged children in the Greeneville City school system.
- Academic performance indicates that the student is no more than 1 year behind in grade level core subject areas.
- Social skill deficits are noted in present levels of performance.
- Student displays significant behavioral problems as noted in a FBA and BIP.
Behavioral assessments, Behavioral Specialist observations/data and teacher observations/data, and parent survey. The following criteria will also be used and/or taken into consideration to identify potential candidates:
- Special Education Teacher or related services provider observations
- Results of a behavioral assessment administered by the school psychologist/behavior specialist.
- An implemented FBA and BIP with a collection of data over a designated time period to be determined by the Special Services Director, school Psychologist, EBIT teacher, Behavior Specialist and Principal.
- Current discipline record; office referrals and restraint documentation.
- Current academic performance provided by grade level teacher; assessments, report card grades and any records/data from teacher.
*This identified documentation must be implemented and provided in order for a student to be admitted into the EBIT classroom.
The program is highly individualized and will consist of a small group of 8 or less students. Students will be given academic instruction by the EBIT teacher. The material will be provided by the home-school classroom teacher. Outside of academic’s students will be given a multitude of strategies to implement. The goal of this classroom is to teach students how to manage, deal and react with stressful, hard situations or unlearn their unwanted reactions. When students understand how and why they are doing well they will continue what they are doing well in order to improve their learning and behavior.
The central component is a very structured program in which the teacher identifies unwanted behaviors, extinguishes those and teaches positive behaviors to replace the unwanted behavior. The overall goal is for a student to internalize these behaviors. However, while learning these new behaviors students need an enormous amount of external assistance and structure to eliminate the negative behaviors and replace with positive behaviors.
The program will consist of a teacher, a paraprofessional and no more than 3-8 students. Students will be assisted in identifying behaviors that are inappropriate in the academic environment, exploring what triggers those behaviors, identifying a positive behavior to replace the unwanted behavior and practicing the positive behavior in a safe, nurturing, structured environment. EBIT teachers will document and record data during duration of placement in EBIT.
Transfer Back to Home-school Classroom
During an IEP/FBA review meeting the team will review data from EBIT (and home-school classroom if student is placed in both settings), restraint documentation and academic progress. When data from all areas indicates the student has made adequate gains the student will begin transition back to home school. A timeline will be discussed during the meeting. EBIT teachers and school behavior team will assist with the students’ transition back to home-school classroom.