The social contracts pictured are a representation of cultivating an environment which students are encouraged to have positive interactions, grow socially and emotionally, and promote a responsive classroom in which students feel safe to share and learn. The social contracts are unique to each class period as they are created by students and staff as characteristics each party agrees to uphold while in the classroom. By signing, students and staff agree to abide by the characteristics in the classroom so that they are creating a positive learning environment for all. All parties agree to "check" each other when they are not following the contract. In the classroom I remind student to follow the social contract at least once a week. Often students check each other when they are not abiding by the social contract so that they can remain on task and uphold the contract for the rest of the period.

The school developed "H.O.W.L. Matrix," is an example of maintaining high and clear expectations for students and is also a system supporting positive behaviors. Similar to other positive behavior supports and interventions programs this H.O.W.L. Matrix gives clear expectations of characteristics such as character, responsibility, effort and leadership for expected behaviors in various situations around campus. In addition, when students are exemplary of these behaviors they ear "H.O.W.L. points" which are redeemable in the school store for rewards, gift cards and even for supplies. In addition to the H.O.W.L. Matrix, there are also guiding questions for when students are off-task so that they can recognize their behaviors and redirect themselves without large consequences (unless it is a repeated negative behavior). Also, as a form of daily contact, our team devised a communication system for parents to understand their student's behaviors in each period. Students receive a stamp marking whether they were very helpful and on-task, completed assignments, needed prompting or had a very rough period. With the very rough period, parent also receives a call or email how with more detail on the incident(s).

These slides are used in the moderate to severe classroom providing visual instructions for students; in addition there is a video for the flag salute to be signed to students. Further the photos show evidence of AAC access through digital capacity as students can select month, year, and describe the weather by manipulating the sides.

In the shared moderate to severe classroom, the students there have varying levels of mobility, including those in wheelchairs, those that require a walker, and those that are visually impaired who uses a walking cane, human support and/or tactile strips to find their way around the classroom. The classroom also has an easy track lift system and a bathroom where various medical equipment is stored. To accommodate the varying degrees of mobility in the classroom we use tables rather than desks so each student has their own space, these tables are spaced appropriately to allow room for a wheelchair to pass by or someone with a walking cane. In addition, we make an effort to consider proximity to classroom materials for students depending on their degree of mobility and need for proximity to support staff. For example an individual with a walker may sit in the back closer to the bathroom, and to supplies; where as an individual in a wheelchair can better access these same needs more independently as long as there is a clear path. Finally, well not pictured there is also various collaboration done between specialists and instructional staff so that the students can receive the academic support and orthopedic needs of students which can be done outside of the classroom or at the student's table which allows their provider area to work rather than attempting to work from their lap at a desk.

The provided antecedent-behavior-consequence analysis represents past work on identifying the antecedent of a student's behavior and the consequence, then providing an alternative for the behavior with expected consequences. Further the included Manifestation Determination work included shows my knowledge of the law to determine student's rights in relation to disciplinary action which results in removing from the educational setting. Well I have not specifically had to work with this, I can currently implement a multi-tiered system of support to address negative behavior issues to prevent those possible disciplinary actions. As a form of being proactive rather than reactive as a manifestation determination is.

The pictured email exchange with a partial visual of the behavior tracker shows collaboration between team members to address inappropriate behaviors (in a positive manner "good attitude toward peers") in the classroom, but also encourages appropriate behaviors "on-time, positive work ethic." This is just one email in a long chain of communication between various providers about address a student's negative behaviors.

As seen I provide my students chronologically appropriate themes, that are also disability-specific and developmentally appropriate. For example, I chosen a theme focused on money and fair-play skills that I students should be working toward mastering. Their relaxation zone/library provides them with chronologically appropriate games and reading material. Not pictured are magazines related to their interests such as cars, fashion, skateboarding and sports. Depending on the unit of instruction we make over the room for the day into a community environment such as a grocery store which students use money to purchase items and practice counting change and adding totals.

The handout explains the classification of a traumatic brain injury (TBI) to families. While briefly stating some learning implications they may witness in their loved ones. In addition it provides some accommodations and adaptations their love one may receive as they transition back into the school setting and experience their academic career with this disability.