Note: The following is the Behavior Management Program from the EC classroom Ted attended in 3rd grade.

Emotionally Conflicted Classroom Behavioral Management System

The Emotionally Conflicted (E.C.) classroom employs a behavioral management system that combines a level system of reinforcement with a series of time-out procedures to encourage appropriate behavior. This program has proven to be effective for most students. It is composed of four important parts:

1. Set rules and consequences

2. Encouragement and praise

3. Positive self-esteem and decision-making skills

4. Daily communication to parents/guardians about behavior and work skills

The levels system is composed of five steps. The privileges increase with each level advancement.

1. Rookie – 10 consecutive successful days

2. 1^st String – 10 consecutive successful days

3. All Star – 10 consecutive successful days

4. Super Star – 20 consecutive successful days

5. Mainstreaming to regular classroom

One unsuccessful day per level is allowed without affecting the sequence of days. If a second unsuccessful day occurs within the same sequence of days, the student must move back a level and begin earning that level again.

To earn a successful day, a student must earn at least 25 of a possible 30 points for appropriate behavior. Students earn points in the areas of academics, social goals, rules, consequences, frequent praise and positive reinforcement for appropriate behavior. Students earning enough points to make a successful day will be rewarded with a period of privilege time. During this time the student may participate in an activity of his/her choosing from the list of activities corresponding with the level that he/she has reached. Students not earning enough points will not be eligible to participate in privilege time.

When misbehavior occurs, a behavioral sequence is set in motion. The consistency of the sequence insures that the students understand what will occur and have time to think about their actions. It is as follows:

Stop and Think – a warning is issued that the behavior is inappropriate.

Sit Out – a time-out position where the student sits on the floor, beside their desk, to calm down and think about his/her actions.

Practice Sit – a time-out position, in a designated area, away from other students.

Inside Corner – a time-out position in a corner of the room to isolate the student from peer attention. This encourages the student to regain control of their actions and begin to think of the consequences of further acting out.

Seclusion – a completely isolated area, secluded from peers’ encouragement to continue acting out. This gives the student distance and privacy to regain control of their emotions and behavior.

Office Referral – occurs only if misbehavior continues for a prolonged period of time, or the student becomes physically aggressive to himself or others.

The following interventions will be utilized when deemed necessary by the E.C. teachers or administrators.

Communication – Communications between the parent/guardian and school will remain open. When needed, school administrators or E.C. teachers will be able to contact the parent. The parent/guardian will also be able to contact school administrators or teachers when needed. Written communication in the form of a Daily Progress Report will be sent home daily. The parent is asked to review the note with his/her child, sign the note, and send it back to school with the student the following day. Communication and support is extremely important in order for this program to be successful with those children in need of assistance.

Delayed Activities – If misbehavior has not been resolved before a scheduled activity (lunch, P.E., music, outside play, etc.) the E.C.teacher has the option of delaying the activity until the student’s behavior is appropriate. If appropriate behavior is resumed before the activity is concluded, the student may rejoin the class. Regardless of behavior, a lunch will be made available to the student during the course of the school day.

Physical Restraint – Physical restraint will be utilized when necessary, but only when a student’s non-compliance escalates to the point of being “out of control.” Normally this occurs when the potential exists for the student to be an endangerment to himself/herself, to other students, or to school personnel.

The student may work his/her way back to his/her desk at any point during the sequence by exhibiting calm, rational behavior. The student is praised for becoming calm and thinking about his/her actions and consequences. Most inappropriate behavior is controlled in the classroom (about 90%). Office referrals are written only if the student continues to exhibit patterned misbehavior or becomes a physical endangerment to others. Physical restraint may be administered when warranted. Consequences, unless previously established and agreed upon in the student’s IEP will be determined by the Public Schools Code of Conduct.