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NOV 1 9 1991 Office of DesegregatioMn orii!cnng ALTERNATIVSEC HOOLP OLICIES, PROCEDURESA, NDR EFERRALPR OCESS SEE ATTACHMEN2T 1' I ' .. ALTERNATIVE EDUCATION PROGRAM P.atic:12le An ~niccefti~ly his~ ~~~ber cf students choose not to complete their educ~t1on. Nationally, as well as in Arkansas, approximately 25-39 perce~t of the students entering the ninth grade will not graduate from high school. Rssearch on drcpouts his revealed thit behaviors which are corducive to dro~?ing cut are evident as early as the t~ird gri~e. A re~1ew ~f the drcpc~t research has not revealed an
single solct1on to tte ~rJblem. Hov~~er, t~e Frogr
~s thEt have te2n sc~e~h2t s~ccessf~l sh~re tte characteristics of being positi~e, child-centE~ej, 2ccc~cd~t1~g, s1:ccess-orjented, and different, in that they Evo1d repect1~3 the sta
1darj ccadEmic rigors by offtri~g a n~~:cr of ~~csrE~~1~3 cptio~s iJ 2 v2r1ety cf ettings. To a~~ress the ~rc~~~t pr0~l2~ Jn the i
~rth L1ttls Rock Sct0ol District, an ~lte1:Eti~e ed~c
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: : t : (, :-.C : l :..2 ~ :-. ~ t : ~ E h. . T ~ ~ 3 : i: =r ?i 2 -.: : .-~ i. : ..:C =:- .. : : ~-~ ! l. :~e Alttr~it1e LEi[Cl~g Ctnttr (grad Es 7-12) 2. i~e A!ternit1vc Clissrcorn (grades K-6) . i~E SFE ~2
ireatrent Classrocms (grides ~-12) 4. ~~e h:Jlt Ecs1c ~c~~ct1cJ Ce~t(r :, . ':"~e. Ff e j f Er Co' r..? ( 9 rad cs ~~ - 6) E. T~E Ketrc
o!:t~n Vocit1ocal/Tech~1cal Sc~0ol . , . ..... ... } ! r .. l t E .j 7. T~e t~de~t Ass1gi~e~t CJasEroo~s hC (gr~dfs S-12) !. T~e Elc~e~ ir/ Susfe~s1~n Cla~srccm (grades K-E) 9. T~2 ~econj~1y S~SFEns1c~ Cl2ssr0Gm (gi~~Es 7-l~) 10. 7~e J~ven1le Cc~rt AlterJat1~E Schcol .2 il. The North Little Rock Public Schools 12. Cc~binations of the above Referrals are solicited frcm a Yariety of sources, inc]Jj1ng students who may be experiencing one or more of the problems that follow: 1. ExFeriencing sc~ool failure, pocr grades 2. ?epeated failure, rete~t1on, or over-ased 3. Fre
nar:t or single p.rent 4. ~xper1er.c1n3 envirc~~E~tal factcrs, to~eless, a~used er :-icgJected 5. Eng2s1r.g 1n ir:2ppro]=riate tE,anors le:
:lir.g .-o failure, r~rnoval free the c~ins~re~n, or truancy 6. ~eeding a structJrEd er transit1c~3J settin3 7. HaY1ng already dr~p~ed out of school Ttc :r~tc:.
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~Et1~2 ~ear~1~3 CEJ!er js located at J~th and Xa1n. T~e sctcJl will be open fr~~ 7:30 a.D. until 5:C0 p.~. T~ese hcurs ~111 per~it a flexible sc~e~ule th2t en6~les t~e sttde~t to stteJ~ a :crL.al school day and still have t1~e for e~pl~r=eJt or ~~cat:onal trainicg. The ~ta!! js cr
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11~d of a F?c~ram a~~1~istr2tor, five cert1f1ed teachers, G~e ~a:!prof0ss1cn2l, one counselor/social worker, two part-t1~e pS)'C~~:c31sts, 0nG secrft21}, ,l~d 0~e c~stodi~n. Instruct10~ in t~e are~s of English, re2th, Gcial st~d1es, sciE~c0, and prEvocat1onal/~ocation2l t1a1J1Jg (JTPA) will be pravidrd .ased on the FersGJr.21 from the District's s ,. C CIT) cl
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l EC ti\' e C () \l rs es s il C ~ as music, art, dra~J, and physical cd~cJtir~. Also, it 13 conceivable that a student could spend Fart of his/her sctool day at tte alternJtlYa schcol ar.d the re~J1nder ~ta raiddle or high school campus to partiripate in the academic program and/or extra-curricular acti vi ti es. . .' ., :OORIBL IITLE ROCKA LTERNATIVEP R<X
RAMS REFERFRORAML DATE OF REFERRAL--: ----- Student Name- ------------ Race: Sex: Grade- --- Date of Birth: ------------ Referring School: ------------- Address: Home Phone: -------- Street Zip Code Parent/Legal Guardian: ------------- Work Phone: -------- Place of Employment: __________________________ _ Reason for Referral: __________________________ _ Circle all .Appropriate Characteristics: 1. School failure/poor grades 2. Repeated failure/retention/over-age 3. Pregnancy/single parent 4. Environmental factors Student Strengths: 1. 2. 3. ..: List Current Class Schedule and Grades: 1. 2. 3. 4. ____________ / ______ _ ____________ / ______ _ ____________ / ______ _ ____________ / ______ _ Please attach a copy of each of the following: 5. Inappropriate behaviors leading to failure/removal from mainstream 6. Chronic truancy/dropped out 7. Need for transitional setting Student Weaknesses: 1. 2. 3. 5. 6. 7. ------------ I ---- ------------ / ---- ------------ / ---- ____ Emotional and Behavior Problem Scale Rating Form Last Report Card ----Current MPr and Achievement Scores Attendance Record ------, ----. Disciplinary Record ____ Psychological Evaluation Report, if evaluated for Special F.ducation Additional Cooments: ------------------------------ NORTH LITTLE ROCK SCHOOL DISTRICT In-take Form Date ----------- Student ~ame: ________________ _ Race: Sex: Grade: Date of Birth: --------- Referring School: ______________ _ Address: ____________________ Medicaid#: _________ _ Phone ti: ________ _ SS//: ------------ ID II: ---------- II. Family History: l,ith \,7,om Student Lives: ___________________________ _ Parent's Marital Status: ___________ Legal Custody: ________ _ other's Same: ------------------ Phone#: ---------- Place of E~ploy~ent: Phone#: --------------- ---------- Father's '.\2:::
:e ________________ _ Phone ti: _________ _ Pl.
ce of fa1ployment : _____________ _ Phone ti: ---------- ~ames 2nd Ages of Others Living in the Household: Relationship Age Any Significant Others: Present Family Concerns: Financial __ Siblings Marital Death Health Friends __ Legal Explanations/Cor.unents: ----------------------------- In-take Form III. Medical History: Current Health Problems: ____________________________ _ Currently Taking Medication: __ yes no Prescribed by Doctor: ______ _ Name of Medications: ___________________ _ Dosage: ______ _ Reason for Taking Medication: __________________________ _ Names of Medications Taken in the Past: --------------------- Past Illnesses (convulsions, seizures, periods of high fever): --------- Accidents, Injuries, or Emotional Traumas: ___________________ _ Ever 3een Hos?italized: __ yes no Reason: ________________ _ Previous Psychological Testing: __ yes Currently Receiving Counseling: __ yes no By ~horn: __________ _ no Counselor: ----------- Previous-"Counseling: __ yes no Counselor: ________________ _ IV. ?resenting ?roblen: Student/Parental Perception of Reason for Referral: --------------- Do You Believe You Have a Problem: ------------------------ If Yes, what: ----------------------------------- Does Your Family Believe You Have a Problem: __________________ _ If Yes, "'hat: ----------------------------------- Who in the Family Would be \,illing to l,ork "'ith the Alternative School and to Attend ~eetings and Programs: --------------------------- 1',h en h'ould the Family ~:ember be hvailable: -------------------- 2 In-take Form Has Your Problem Had an Effect on: School/Work: __ yes no What: Family: yes no What: -- Friends: __ yes no What: Sleep: __ yes no What: Appetite: __ yes no What: Leisure Activities: __ yes no What: V. Behavioral Information: Self-destructive (risk-taking, accident prone): _______________ _ Property Destructive (fire setting, in anger, etc.): _____________ _ Unusually Aggressive (when, temper tantrums, etc.): _____________ _ Activity Level: ________________________________ _ Runaway: ____________________________________ _ Peer Interactions: _______________________________ _ Adult Interactions: ------------------------------- Disruptive in Home/Classroom: _________________________ _ 3 In-take Form Gets Along with Family Members: _________________________ _ Response to Discipline/Authority/Confrontation: ________________ _ Willingness to Accept Responsibility: _____________________ _ Depression (withdrawal, crying, fears): ____________________ _ Strengths, Special Interests, Abilities: ____________________ _ Any Criminal Charges: ___________________________ ~--- Alcohol/Drug Use: --------------------------------- Family History re: Drug/Alcohol, Emotional or Legal Problems): --------- 4 ,. 1' 2 c e : ____________________ D ct e cf Er, r o l I
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e r, t : _________ _ agree to ~~1 ~~~er5t~~d tta !ol!c~i~
ccntract ~1th tte !~L~ Alternit1ve Sc~ool: l. 2 . - i:, Le J e I Zero , .f I 2m placed 3:CO, enter tt2 ~~!!~1~g S~!Etly ~trc~
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c-~ ~1th the Altern2tive ~c~~=l st2!f. t ~-E ..... t. Ci for t::c ct~.Er ed, 1t :ouJ:l effEc: .. ,
::ir,E o t t e : 2 : e -~ p . l O . t: :-, C c r ~ t c r. j t t1 ~ t : :. r. c : t :, ~ J ~1 ,_. o l v c j J :-, i, : 1 y " c' i ....~ ..1 ..1 d r 'J s s dur1~: ~chcol to~rs ~~j t~~t ~ ~ot tc te o~ s,~c~! pr~~erty ' ~hile under the influence of 2ny drugs. 11. I underst2nd th2t the Altern~tive School, ~y p~rents, acd I ~ill ~erk tosether in teter~lning ~hen I eight return to the regular school, or if I stay with the Alternative School or gJ to a nether 12. l ~a~t to ~e enrolled in the Altrnative School fer the _______ schcol )"ear. ...:- ' .. '' Name: _______________ ,Date o! Enroll~ent: ________ _ PARENT'S CONTR~CT WITH THE NORTH LITTLE ROCK ALTERNATIVE SCHOOL I agree and understand the following contract with the North Little P.ock Alternative School: 1. I am the parent or legal guardian. I understand that my child aust live in ay hcae while attending the Alternative School. Should other 2rr2ngeaents be considered, I agree to work with the Alternative School before taking action. 2. ...: I utce~sar.d that the Alternative School has a level system to help st~cents deal with behavior problems. All students enter the Fre5ram en Level Cne. Level !we students are those who are work1~g en, ~Jt have not resolved, tteir own eaoticnal/tehav1oral ?ro~!Ecs, c~~ ttey tcve tte resuler
riv1lesEs o! t~e Alter~ct1~e Sc~cc!. :e~el !tree ttte~ts a:e t~~se ~~o t~ve re~clved =est c! t f. E : : C - :: ': ~ :. C \. ! : :- C l / t: r: ( t 1 C:: e l :
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:hoce ncc:ter and 2cdress, acd to ccntact the Alterc2tive School 1c1Led1itely ~hen a chin5e occurs. 7. l igree with and uncerst2nd my child's scheol schedule this year. l agree to seed ay child to school every day unless te/she is ser
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crt cy chi!d te1cg trcact. re~ce is re~u1red after truiccy and that my child must make up the time. If my child is not able to attend school for one of the reasons stated cbove, I agree to call the school (374-6942) at least one hour before my child is scheduled for class. 9. I underst.nd that my child is not tote involved in any way with drugs during school hours and that he/she cannot be on school property while under the influence of drugs. 10. If the Alternative School experiences problems with rry child, I 2gree to assist the staff in solving these problerrs in .ny wcy possible. 11. I cgree to foster the ~eveloprrent of rry child c:d our EJtu2l relationship with the hlternctive ~chool ~y 2ttend1cg the farent-~ teacher rreetl&gs and prograrrs wb1cj are ~es1~:ed to stre~gtheJ ccc~~n1c~t1on skills. ...: ~er re:trJ to :e5~:~:
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:~=- -C':. e- - - -.... ~... -=- , r ,. ... I ~ - ..,: I Secondary Alternative Program Name ______________ _ ~ ..c: Ci) CJ .j.J '"d '"d (!) 3 ..c: ..c: .c: .c: C/l C 1-1 1-1 .j.J .j.J .j.J .j.J .-I N ('<") ~ -::t lJ"'\ ' r--- Level One - 90% to earn break Date -------- ~ Ci) Q.) 1-1 ~ lpt - Avoiding Profanity lpt - Following directions of staff lpt - Showing respect for property lpt Showing courtesy and respect for others lpt - Arriving to class on time lpt Arriving to class in orderly manner lpt - Bringing necessary materials to class lpt - Beginning a task in a reasonable time lpt - Remaining in classroom and participating lpt- - Staying on task or completing task Total Bonus Level Two - 95% to earn automatic break/off point sheet Elementary Alternative Classroom and SPE Elementary Day Treatment Class LEVEL SYSTEM ELEMENTARY . The BA class is organized on a level system that utilizes earned points. This system defines the responsibilities and the privileges earned by each child every day and gives an indication of the child's progress. The goal of the level system is to provide a vehicle by which to measure improvement and to allow for students to move back into the regular classroom. The system is designed to give the child responsibility for recognizing his/her personal growth, and to allow him to track personal progress. Each day the student receives a point sheet to be used to record points earned for that school day. LEVEL ONE Elementary (2 options) Option 1 The school day can be divided into 30-minute periods with the earned points placed on the student's point sheet et the end of each 30-minute period. (See Sample A). Option 2 The school day can be divided into subject area periods with the earned points placed on the student's point sheet within 30 minute intervals. Total points should be consistent from day to day. (See Sample B). Remember: 1. Points must be given consistently on either of the two schedules listed above. If the teacher fails to be ~ consistent, he/she has broken the contract with the child. 2. Points ca.~ never be taken away from a student. This is not a fine system--the student has earned the points elreedy received. Points will be given to reward posi~ive, desired behavior. Point System 2 pts. - beginning assignment within appropriate time frame 3 pts. - remaining on task or completing it 5 pts. - positive behavior (personal affecting only self) behavior (optional) 5 pts. - positive social behavior (behavior toward others) Page 2 bonus pts. - going a bove and beyond i.e. , staying on task and ignoring an acting-out person Privileges Points are used to determine the privileges the student earns and as a barometer of readiness for mainstreaming. 90% of total points = 5 minutes free time 95% of total points = 10 minutes free time 98% of total points = 15 minutes free time The child with the highest number of points gets to choose activities first. Teacher Reports At the end of each day, the teacher sends home a note to the parents stating the number of points earned that day. This is useful in setting up a school-home report system where privileges at home are for points earned at school. The total points should also be retained in the teacher's journal to be used in monthly staffings. LEVEL T\'10 MOB Sauad (My Own Boss) After en consecutive days of perfect points, a student ca.n enter the MOB Squad. On this system, the student earns one point every 30 minutes to an hour and receives a reward when he gets 100 points. Example: Student gets a coke and is allowed to drink it in class as soon as he earns the 100th point. (See example C). Examples of privileges that might accompany being on the MOB Squad are: - freedom to leave the classroom on teacher errand - freedom to spend free time outside - access to special activities e.g., games, etc., reserved for MOB Squad The student may receive special recognition the first time he/she is placed on the MOB Squad. This might mean a class party with a cake, etc. At this point, mainstreaming should begin or be increased. Time Out Room (Elementary) Time-out is the removal of the opportunity to engage in reinforced behavior. Page 3 1. Time-out seclusion should be used only for behaviors that are so out of control or disruptive, or dangerous, the teacher cannot conduct class. General non-compliance, selfstimulation, academic refusal, etc., can be responded to with less stringent and restrictive techniques. Time-out is never to be used for routine disciplinary problems. 2. The time-out room should be used only as a last resort, if and when less restrictive means of controlling behavior have proven ineffective. The teacher should have documentation that milder forms of time-out or other reduction techniques 'have proven ineffective in suppressing the inappropriate behavior. 3. Only those students who are placed in the Behavior Adjustment Program can receive time-out. The use of time-out must be in the student's IEP, and written parent permission must have been secured. 4. Time-out must be paired with a plan to provide positive reinforcement for appropriate behaviors. This must also be included in the child's IEP. A cardinal rule in the use of time-out is that a corresponding effort should be made by the teachers to increase their level of positive interaction with the child when he/she is behaving appropriately. 5. Avoid lengthy verbal explanations as to why the student 1s being placed in the time-out room. Behavior? resulting in time-orjt should be clearly explained prior to implementing the time-out procedure. If an explanation is provided during use of time-out, it should be brief but adequately describe the misbehavior involved. A standard explanation format, such as "Because you you go to time-out for minutes, " is recommended. Other interaction should be avoided. 6. 7. Time out is never to be used as a threat. No warnings should be given
the point system is the warning. The child needs to monitor his/her own behavior as soon as the teacher knows he/she understands the rule. If the teacher says time out will be used, it must be used. To maximize opportunities to exercise self-control, students should be given the opportunity to take their own time-out after receiving the instruction from the teacher. If the students refuse to take their time-out or if they fail to respond to teacher's instructions within 5-10 seconds, the teacher should physically remove them to the time-out room. For high intensity behaviors like kicking and screaming, the student should be escorted to the time-out room. P~e4 8. When time-out is used, this sequence shall be followed: 1. Maximum 10 minutes - the door must be opened and the child offered the opportunity to join the class. 2. Ten more minutes if child is still out of control. 3. Call psychologist--if child is still out of control-because maximum time for time-out is 30 minutes. 9. Records must be kept of each occasion when time-out is used. The records should include: 1. student's name 2. behavior for which time-out is used (specified on IEP) 3. the time of day the student was placed in and removed from time-out These records will be continuously monitored and will be addressed formally in monthly staffings. DISCIPLINE Elementary Discipline should be handled within the classrocrn, unless the child becomes a danger to himself and/or others. There should be documentation of the incident, and the psychol~gist should be contac~ed. f-JOJN I i \ \ I \ 0 1--1 Cl) Cl) ..(1.j. , u Q) :> M . (I) 6 Q) . ~ ~ (1j . I ~ J\SSIGNMfo:NTS DATE Di\TE -1--------------- --- ------- - --- - -t--------------1--11------ - - - --- ,-- --\--------------- I MJ\111 I MJ\1'11 ~IJ\111 Li\NGUJ\GE Li\NGUAGE ~- ------------11___...,,,,,_----/--/-,--- _________ _ '=--r--_/.
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llEi\lJING 1-----------------1-------------1-I---------------- SPELLING Sample c Elementary Alternative Classroom t. 0@ (j)@ (iJ) ?f ,.. SJ S @<?:) ~~@ &) C!I 3 6)@ @)@ ! poirAs = poit\ts =i frtt 'yero"~, poir-.-\s- =~ -ha periods Elementary SPE day treatment classroom NAME: _______ DATE ______ DAYS LEFT: __ .. 8:30- 9:00 9:00- 9:30 9:30-10:00 10:00-10:30 I I I I I 10: 30-11: 00 11: 00-11: 30 I I 11:30-12:00 I I I I I I 12:00-12:30 I I I I I I I I I 12:30- 1:00 I I I ~ I I I I I 1:00- l:15 I I I I II I I I I I I I I I I I - I I I Rl'TC:: I _. I I I I I I I L, I I I' _we:: I Bonus I Sa.I:.ple 3 . ~ \ t [ ci ! ~ Elementary SPE Day Treatment. j j I -(_ t f ~ t3 ! .. i (r, ~ \~/ ' : r_-,-,__ I - ---. i l I I CrS: I ' I I I ~ l I I i
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i I I I l I j ' I Sample C @ (j)@ 7P. poirAs = po,\ '\t 5 --~8 fret 'j>er0l~ poil'.b =-~ -ha periods sECONDARspYe dAY tREATMENT Page 5 LEVEL SYSTEM SECONDARY The secondary Behavior Adjustment program is based on a fourlevel evaluative system. Each student enters on Level I and must progress through Level IV in order to exit the program. Each student earns points (maximum of 100) and privileges during the school day for appropriate academic and social behavior. A daily point sheet and a weekly work card will be received weekly by every student and will be used to record tQe points earned by the student during each school day (see example 4). These points are to be recorded in a teacher journal to ensure availability during staffings. Points are earned during ten 30-minute intervals or for each 'separate unit of activity or each subject area taught (see samples D, E) with the total number being 100 points. Appropriate student behavior during these activities will determine how many points are earned: 2 points for beginning work within an appropriate time frame 3 staying on task/completing a task 5 behavior (personal and social) The point~ are used to determine the studen~'s level. The level, in turn, -will determine what kind of activities will be included in the school day. Ascending the Levels Level I: Each student enters the program on Level I. points are earned and recorded on a daily point sheet weekly work card. Points needed to stay on Level I: 86 (See Level 0) ,Every day and the Privileges earned: 10 minutes of free time daily 5 extra minutes of free time on Friday physical education in classroom lunch in the cafeteria with teacher Level 0: This level is used only when the student is not making it on Level I for five consecutive days. There are no pr i vi leg es: escorted to restroom, lunch in classroom, no assemblies or activities outside the classroom. The student needs 78 points for ten (10) consecutive days to move to Level I. Level II: In order to move to Level II, a student must earn at least 86 points for 10 consecutive days. Page 6 Points needed to stay on Level II: 92 Privileges earned: 15 minutes of free time daily 10 extra minutes of free time on Friday physical education 1n the classroom and outside eat lunch when teacher eats, but at different table (corning and going with teacher) aide watches student walk to restroom one special activity every ten (10) days, usually during free time. For example: use of school gym, special interest project, specified Level II equipment and materials, use of bandroom. If a student fails to obtain the minimum number of points for five (5) consecutive days, he returns to Level I. Level III: To points for ten move (10) to Level III, a student must earn at least 92 consecu~ive days. Points needed to stay on Level III: 96 Privileges earned: Go to lunch at regular lunch periods 20 rninites of free time daily 15 extra rnir.utes oi free time.on Friday go to school assemblies 2 library visits weekly special activities outside classroom go to restroom unsupervised some special activity every 5 days, usually during free time If the student fails to obtain the minimum number of points for five (5) consecutive days, he returns to Level II. When the student reaches Level III, mainstreaming begins and the student is taken off the point system. Discipline (Secondary) On the secondary level, the discipline should be handled in the classroom. If a student becomes dangerous to others, remove the remainder of the class and call the district psychologist. Because of the uniqueness of the student placed in a BA classroom, confrontation should not take place in the hallway. Whenever possible, get the student back into the classroom before dealing with the behavior. STUDENT /\SSIGNMENT SHEET FOR TIIE WEEK OF . MONDAY TUESDAY WEDNESDl\Y Tl!URSDl\Y FRIDAY I PERIOD I I I, (/) (D () 0 8:05 - 9:05 ::i p. 11> 1-1 SCIENCE '<: en "'O (D p. 11> '<: H 1-1 (D 11> JERIOD II rt a (D ::i 9:05 - 10:05 rt ENGLISH/READING - PERDD III 10:20 - 11: 15 MATH ' -- -- -- - PEJIOD IV 12 :00 - 12 :55 WORLD PROBLEMS --- Secondary SPE Day Treatment . - NAME_~----------------- DATE ____________ _ SPE SECONDARY RATING SCALE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY COMING IN (5) BREAK.FAST (5) MATERIALS (5) PERIOD I (10) PERIOND II (10) BREAK EARNED --------- TOTAL POINTS ______ _ lONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY PERIOD III (10) LUNCH (5) SOCI.l\.LJATION (5) PERIOD IV (10) - ...: BR EAK EARNED --------- TOTAL POINTS ____ _ EXTRA POINTS MAY BE USED ON YOUR WEEKLY TOTAL MORNING BUS CONDUCT M T W TH F AFTERNOON BUS CONDUCT -- -- -- -- -- M T W TH F DAIIY CLEANUP OF ROOM AND AREA M T W TH F -- -- -- -- -- TOTAL EXTRA POINTS M T W TH F -- -- -- 0-P.RT FOR POINTS TO EARN BREAKS: MORNING: AFTERNOON: 32 - 35 15MINUTE BREAK 30 - 28 15 MINUTE BREAK 31 -28 10 MINUTE BREAK 27 - 25 10 MINUTE BREAK 2 7 - 24 5 MINUTE BREAK 24 - 22 5 MINUTE BREAK 2 3 - UNDER NO BREAK 22 - UNDER NO BREAK MON TOTAL TUES TOTAL WED TOTAL THUR TOTAL FRIDAY WEEKLY TOTAL FOR SPECIAL PRICILEGES ------ TOTAL Page 7 ELEMENTARAYN D SECONDARY WASTEDT IME When a student use inappropriate social behaviors directed toward others, i.e, profanity, aggressive acts, etc., interferes with the class, the student will be on wasted time until he/she writes an apology to all involved. He/She must also write an apology to his/her parents. The student will remain on wasted time until the parent's apology is returned to the teacher. When a student is on wasted time, he/she is unable to earn any points. INAPPROPRIATEP ERSONALB EHAVIOR When a student is engaging in minor inappropriate behaviors that do not affect others in the classroom (i.e., knocking books on floor, refusal to work, etc.), the behaviors should be ignored, but the student will not receive points until the behavior stops and is replaced by appropriate behavior. "DO'i'iNT IME" To eliminate "down time" while the teacher tends to the class rol 1, lunch r.ioney, etc. , each student needs to have some "order task" such as sharing time, copying a 1=,oer.1 from the board, working a word find, working review frcm previous day's wcrk, etc., as soon as he/she enters the classrco:n. This will allow the structured day and the point system to begin immediat.ely. FREE TIME Teachers must be prepared to end instruction for those students who have earned free time. Planning must also include additional activities that. can be given to students who have not earned free time. A.gain, consistency is the key, and for the point system to be successful, the teacher must live up to his/her end of t.he contract. VERBALI NTERVENTIONT IPS It is preferable to allow a child to vent verbally when his/her behavior is not harming e.nycnE< elEe. It allows him/her to let off steam, and the behavior will generally deescalate. When a child is engaged in verbal venting, he/she does not process information well at high point intervals of behavior. When a child breaks for air, etc., he/she will process better, so this is the time to set the limits. Listen. You can gather important information while a child is verbally venting. Page 8 Remove of the face." onlookers when possible. This will decrease the problem child's refusal to back down due to a fear of "losing Remain calm. The teacher's behavior can either calm the situation or add fuel to it. Be particularly aware of body language. The teacher needs to be attentive not only of the student's but also his/her own body language. Non-threatening body language would avoid encrouchment of personal space and utilize non-challenging, non-threatening body movements. Be aware of how you communicate. Tone, volume, and cadence of speech can work to defuse or to escalate behavior. Be prepared to enforce the limits you set. The teacher may wish to use some "we" statements because they are less threatening i.e. , "We need to complete tr.e work before recess. SETTING LIMITS Setting limits is a very effective tool in dealing with problem behaviors. The way the teacher states a directive is extremely important, so that negative behaviors are not encouraged. To maximize the effectiveness of the limits set, 1. state them positively, when pcssible, 2. ~ provide a choice, 3. give a time frame. "You can calm down, or you wi 11 be on wasted time. " "You may turn down the volume now, or use the earphones." "You need to finish your work before recess, or you will complete it during recess. Guidelines for effective limit setting 1. Be c 1 ear and understood. 2. Be simple and concise. 3. Be reasonable, fair, and enforceable. TENSION REDUCTION After a student loses control and acts out, verbally or physically, the teacher needs to re-establish rapport after the student calms down. This can be accomplished by communicating with the student. Everyone, student and teacher, needs an opportunity to "debrief" after an incident, and it presents an excellent learning opportunity. Behavior Adjustment Aides Because of the uniqueness of the Behavior Adjustment class and the population that is served by it, it is essential for the aide to be viewed as an extension of the teacher--providing instruction, as directed by the teacher, and exercising authority as an adult in the classroom. This is due in part to the necessity of having no "down time" in the class, structured learning taking place at all times. Another aspect involves the potential explosiveness of individ~al students within the classroom setting. The following list contains duties that might be assigned to the BA aide and is not to be considered all inclusive: Reading and telling stories Directing an "order task" to being instruction each day Providing small group and individual instruction, as directed by the teacher Assisting students in performing activities initiated by the teacher Assisting students in reviews, guided and independent practices Correc.-ting homework and workbook assignments Correcting and recording test scores, etc. Prepari~g instructional materials such as flash cards, charts, transparencies, etc. Assisting in checking student's seatwork Writing student's earned points on the point sheet at specified time intervals Accompanying students to individual classrooms when mainstreaming begins Monitoring classroom in teacher's absence Attending conferences and staffings for individual students Assisting substitute teachers Monitoring students in time-out Performing other duties, as assigned by the teacher. 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This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.