Main Goals
The goal of this program is to assist students to successfully and
actively engage in the academic process in the least restrictive
environment. A level system will be implemented to monitor student
progress and to outline specific privileges and consequences. The
students will be very aware of the level system and involved in
self-monitoring their own behavior over the course of the year.
Another goal is to teach the students the skills necessary to regulate
and self monitor their own behavior consistent with social norms.
We use an inclusion model where all students have the opportunity
to attend their classes in the general education classrooms when
their behaviors allow.
Level System The level system is a positive motivational system
for behavioral improvement based on a series of 4 levels. At each
level, student responsibilities increase, as do the privileges available.
The final level is meant to prepare the student for successful transition
into a general education classroom. Essential elements of the level
system are outlined below:
Classroom Rules/Responsibilities (In the form of
rights and responsibilities as students)
The three main rules and responsibilities are the foundations of
the level system. The rules are as follows:
1. We have the right to learn.
We have the responsibility to follow teacher directions, listen,
and work quietly.
2. We have the right to be safe.
We have the responsibility to talk over problems calmly and non-violently.
3. We have the right to be a part of this room.
We have the responsibility to treat each other kindly and take care
of the classroom.
The rules are meant to provide a clear, concise statement of expectations
while being broad enough to encompass a wide variety of behaviors.
The rules follow three main philosophies of learning, safety, and
belonging. These ideas are consistent throughout the program, providing
for a common vocabulary for staff in communicating with students.
The level system will be tied into a daily point sheet the students
will bring home. The point sheet is updated throughout the day during
transitions and provides for both a student self report and a teacher
report. If there is a difference, the teams have a discussion over
the discrepancy to resolve the difference. The end of the day, the
point sheets are reviewed with the student and sent home to be signed
by parents/guardians and returned the following day. There are prize
points that are given for each returned daily point sheet with higher
daily point totals earning students more points. The point sheets
are color-coded by level, level one is pink, level 2 is green, level
3 is yellow, and level 4 is orange.
Behavioral Anchors (related to point sheet)
Appropriate Personal Space
3 The student stayed in the proper area under all
circumstances. This includes sitting appropriately in seat, keeping
hands off other people's belongings, or gaining permission to move
if required. The student was never in areas deemed off limits by
teachers. The amount of movement in desk was appropriate/normal
for age level. The student kept hands and feet to self at all times.
No incidence of hitting, tripping, slapping, biting etc. There were
no incidents of throwing objects or destruction of property
2 Leaving area was a major problem for the student
during the time measured. The problem may have been in the number
of times the child was where s/he was not supposed to be or what
happened when s/he left. There were interactions with hostile intensity
or intent. Could include verbal or nonverbal threats to staff or
students, or minor property destruction.
1 Any assault or restraint. Major property destruction.Note:
A certain amount of physical interaction is normal for all age levels.
It is important for the staff to judge student behaviors by comparing
to the general population.
Verbal and Nonverbal
Communication
3 Verbal and nonverbal communication was appropriate
and positive. Students seemed to know when it was okay to talk out
and when it was not. Verbal responses were appropriate when talked
to by peers and/or staff, and voice was not too loud. (Some arguing,
whining, or complaining is normal for age, but quickly ends when
told to do so). Facial expressions are acceptable (some sulking
is normal for age if not overtly offensive). Voice tone was appropriate
for the situation at hand. Topics of conversation were appropriate
for school setting. Under no circumstances did student swear, make
rude or vulgar remarks or gestures.
2 The students communication was a major problem
for the staff, other students, or the class as a whole. For example,
the student frequently disrupted the class by talking out of turn,
swearing, using inappropriate gestures etc. The student sulked for
long periods of time.
1 Major communication problems all day.
Assignment Completion
3 All Assignments were completed on time and met
criteria the first time. Student asked for help appropriately by
first reading the directions or trying at least one problem and
proofread work before turning it in.
2 The students' assignments were incomplete or
did not meet criteria after corrections. Student refused to correct
the assignments.
1 Student refused to complete any work at all.
Follow Directions
3 Student cooperatively followed directions of
the staff in a timely fashion and without arguing or complaining.
2 Student was very reluctant to follow directions
and had several prompts and reminders. Student argued about the
directions, this might include poor facial expressions, saying things
like, "This is dumb" or "Why are you treating me
like a baby?" or moving in a slow manor to show defiance.
1 Direction following was unacceptable. May include
(but not restricted to) the following: Total refusal to follow one
or more directions, following directions, but totally disrupting
the group while doing so. |
