Leaps is a comprehensive social and emotional interactive curriculum replete with multi-modal assessing instruments. Leaps Classroom Challenges is a perfect fit for the process of utilizing prescriptive assessments to design instruction. This feature allows classroom teachers to identify the area of topical focus based upon the preventative needs presented by the classroom.  

Using the Leaps Classroom Challenges tool, classroom educators simply choose the area of focused preventative training or need for their class and then answer simple behavioral observational questions. These focused areas cover a range of categorical needs from citizenship to respect to bullying and 6 other categorical values and character traits. Based upon the observations of the educator, Leaps will identify the most relevant lesson plans for that class as well as the necessary secondary support lessons.

Because the Classroom Challenges tool is designed to elicit an observational response from the educator, Leaps can identify the areas of need that are most relevant to the class even from a preventative format. This greatly increases efficiency and effectiveness of the time allotted for Tier I Prevention. This process also affords teacher input which increases the likelihood of teacher buy-in and participation.

Finally, the Classroom Challenges report is printable. When printed the report serves as the benchmark reporting for Tier I because areas of primary and secondary need, from a preventative standpoint, are identified and then those areas of need are supported through lesson plan delivery for both primary and secondary levels. This process removes the guesswork, makes the process relevant to that specific class, affords the opportunity for a systemic, or school-wide focus on a given area while still focusing on the individual needs of that particular class, and helps brings the teachers input into the solution.

Leaps provides the assessing and reporting tools to identify the students in need of behavioral intervention training as well as the data necessary to create and assign small group placement for maximum benefit of results. Leaps accomplishes this by identifying the individual needs of students but then reporting those individual needs in a categorical fashion for small group development. This specificity gives the educator/interventionist the best opportunity to group students based upon real need and therefore the best opportunity to intervene in that need while producing measurable and demonstrable benchmarks for placement, progress, and exiting the group. Leaps produces Tier II reporting and programming results by:

• identifying behaviorally at-risk students through a robust multi-modal assessing process
• creating an individualized student plan that identifies the students individual level of functioning but comports those individual needs into group modality formats
• identifying areas of need that are common amongst different students for the development of small groups
• Providing the reportable benchmarks with a parental interpretation for an active communication plan
• creating categorical benchmarks for pre and post participation measurements
• categorizing areas of intervention into functional groupings which makes communication, implementation, and fidelity efficient and effective
• On average, 15% of a school’s students are identified as at-risk, performing below expected levels, or needing specific supports to make adequate academic progress. Leaps resources, in the form of individual and group assessment tools, enable educators to precisely target the skill deficits that can best help the student function, cope and adapt more appropriately to his school, community, and home environments. This gives the student the best opportunity for academic success. Leaps lesson plans are designed to foster active discussion and role-play scenarios that are ideal for small group or classroom use.
• Most Tier II Leaps implementations are centered around grouping students into categorical, or functional groups, based upon a commonality of assessed deficits. This specificity of grouping process allows for a true entrance criteria, progress goals, and measurable and reportable outcomes.

Leaps provides a multi-modal, multiple format assessing process that creates a highly individualized behavior improvement plan. This plan denotes the level of functioning of the student and the associated risk, it then categorizes and reports skills strengths and deficits, and then it identifies the intervention, prevention, and social integration areas of need. Leaps then fills each of these areas of need with lesson plans for intervention, prevention, and remediation. This process provides the opportunity for a pre and post participation assessment which provides specific and quantifiable statements of progress or regression. Leaps assessing and student profiling:

• identifies the specific level of functioning of the student and then denotes the functional and behavioral risks associated with this level of functioning
• communicates the areas of strength and deficit and then provides an interpretation of the areas of need and their potential impact
• provides a categorical breakdown of areas of need with specific levels of functioning within each of the existing categories. This information allows for a small group development and placement based upon a specificity of need
• creates an evolving improvement plan based upon the progress or decompensation of the student and then identifies the specific areas of need to be addressed in a priority order. Specific remediation content is then provided for each area of assigned need