Behavior Management Policy - Revision history

PastorLance at 14:50, 27 November 2021

2021-11-27T14:50:44Z

← Older revision		Revision as of 14:50, 27 November 2021
Line 5:		Line 5:
	Children are guided to treat each other and adults with self-control and kindness. Each student at Brookline Sprouts has a right to:		Children are guided to treat each other and adults with self-control and kindness. Each student at Brookline Sprouts has a right to:

	• Learn in a safe and friendly place		* Learn in a safe and friendly place
	• Be treated with respect		* Be treated with respect
	• Receive the help and support of caring adults		* Receive the help and support of caring adults
	• Preventative strategies		* Preventative strategies
	• Positive nurturing and caring relationships		* Positive nurturing and caring relationships
	• Safe and secure environment		* Safe and secure environment
	• Developmentally appropriate classroom rules		* Developmentally appropriate classroom rules
	• Be provided thorough classroom routine and structure		* Be provided thorough classroom routine and structure
	• Be given verbal positive encouragement		* Be given verbal positive encouragement
	• Model & encourage appropriate behavior		* Model & encourage appropriate behavior
	• Promote cooperative learning		* Promote cooperative learning

	Responsive strategies:		Responsive strategies:
Line 21:		Line 21:
	We encourage children to use their words when having a disagreement. Teachers will help facilitate their attempts to settle their own disputes by:		We encourage children to use their words when having a disagreement. Teachers will help facilitate their attempts to settle their own disputes by:

	• Redirecting behavior		* Redirecting behavior
	• Viewing the behavior deficit as a missing skill		* Viewing the behavior deficit as a missing skill
	• Identify the underdeveloped executive skill to provide strategies for specific interventions~~. These interventions will teach the student how to change the problem behavior and recognize how to regulate the emotions related to this deficit~~.		* Identify the underdeveloped executive skill to provide strategies for specific interventions.

	Natural consequences:		These interventions will teach the student how to change the problem behavior and recognize how to regulate the emotions related to this deficit.

			'''Natural consequences:'''

	Natural consequences are outcomes that happen as a result of behavior that are not planned or controlled. For example, if a student cuts in front of another student in line, the natural consequence may be that the other child won’t play with the “cutter” at recess. A teacher did not plan or control this consequence, but he or she may discuss and help students predict natural consequences to encourage them to see the connection between their choices and what happens to them.		Natural consequences are outcomes that happen as a result of behavior that are not planned or controlled. For example, if a student cuts in front of another student in line, the natural consequence may be that the other child won’t play with the “cutter” at recess. A teacher did not plan or control this consequence, but he or she may discuss and help students predict natural consequences to encourage them to see the connection between their choices and what happens to them.

	Logical consequences:		'''Logical consequences:'''

	Logical consequences do not naturally occur as a result of behavior but are intentionally planned by teachers and administrators. Logical consequences are like what would happen to an adult in a similar situation, therefore teaching students skills that they will need to be successful later in life. Logical consequences need to be related, respectful, and reasonable.		Logical consequences do not naturally occur as a result of behavior but are intentionally planned by teachers and administrators. Logical consequences are like what would happen to an adult in a similar situation, therefore teaching students skills that they will need to be successful later in life. Logical consequences need to be related, respectful, and reasonable.
Line 35:		Line 37:
	Teachers at Brookline Sprouts Preschool and Daycare will inform parents of behavior concerns, as well as the Director/Administration.		Teachers at Brookline Sprouts Preschool and Daycare will inform parents of behavior concerns, as well as the Director/Administration.

	Challenging Behaviors:		'''Challenging Behaviors:'''
	When a child becomes verbally or physically aggressive, we intervene
	immediately to protect all of the children. Our usual approach to helping		When a child becomes verbally or physically aggressive, we intervene immediately to protect all of the children. Our usual approach to helping children with challenging behaviors is to show them how to solve problems using appropriate interactions. When discipline is necessary, it is clear, consistent, and understandable to the child. We maintain a zero tolerance to bullying. The following are behaviors are considered inappropriate:
	children with challenging behaviors is to show them how to solve problems
	using appropriate interactions. When discipline is necessary, it is clear,		* Consistently disobeys the rules of the classroom.
	consistent, and understandable to the child. We maintain a zero tolerance		* Prolonged tantrums (considering age and/or IEP/IFSP).
	to bullying. The following are behaviors are considered inappropriate:		* Verbally and/or physically aggressive.
	• Consistently disobeys the rules of the classroom.		* Inappropriate use of language.
	• Prolonged tantrums (considering age and/or IEP/IFSP).		* A physical danger to oneself and/or others.
	• Verbally and/or physically aggressive.		* Requires constant one on one attention from staff.
	• Inappropriate use of language.		* Physical Restraint.
	• A physical danger to oneself and/or others.		* Threats or attempting intimidation.
	• Requires constant one on one attention from staff.
	• Physical Restraint.
	• Threats or attempting intimidation.
	Notification of Behavioral Issues to Families:		Notification of Behavioral Issues to Families:
	1. An incident report, free text note, and/or a Student Behavior Log will be completed. The Director or Administration will be notified immediately to determine how the parent will be notified and how that communication will be documented.
	2. After three incidents of same behavior within a month, Administration will attempt to schedule a parent/teacher conference to discuss the concerns and future strategies to address behavior will be developed.		# An incident report, free text note, and/or a Student Behavior Log will be completed. The Director or Administration will be notified immediately to determine how the parent will be notified and how that communication will be documented.
	4. A parent/guardian may be called to remove the child if his/her behavior prevents us from being able to properly care for the other children.		# After three incidents of same behavior within a month, Administration will attempt to schedule a parent/teacher conference to discuss the concerns and future strategies to address behavior will be developed.
	5. If all attempts are exhausted, permission must be granted for Brookline Sprouts to seek the support and advice from local specialists and/or agencies to assist with the behavior.		# A parent/guardian may be called to remove the child if his/her behavior prevents us from being able to properly care for the other children.
	6. On rare occasions, a child’s behavior may warrant the need to find a more		# If all attempts are exhausted, permission must be granted for Brookline Sprouts to seek the support and advice from local specialists and/or agencies to assist with the behavior.
	suitable setting for care. These occasions include:		# On rare occasions, a child’s behavior may warrant the need to find a more suitable setting for care. These occasions include:
	a. A child appears to be a danger to others or himself/herself.		## A child appears to be a danger to others or himself/herself.
	b. Continued care could be harmful to, or not in the best interest of the child as determined by a medical, psychological, or social service personnel.		## Continued care could be harmful to, or not in the best interest of the child as determined by a medical, psychological, or social service personnel.
	c. Undue burden on our resources and finances for the child’s accommodations for success and participation.		## Undue burden on our resources and finances for the child’s accommodations for success and participation.
	Suspension & Expulsion:
	Brookline Sprouts Preschool and Daycare considers suspension or expulsion		'''Suspension & Expulsion:'''
	only as a last resort in extraordinary circumstances. Dependent upon the level of behavior disruption and/or violence, a student may be asked to leave the care of Brookline Sprouts for the day. If behaviors are more severe, they may be asked to leave the care of Brookline Sprouts until a medical professional has evaluated the student and determined whether a formal IEP is necessary. Extraordinary circumstances are when there is a determination of a serious safety threat that cannot otherwise be reduced or eliminated by the collaboration with local agencies and specialists incorporating reasonable modifications. A student who is deemed unsafe to staff, self, or others will be placed on an internal action plan. This action plan will include conversations with parents to discuss the behaviors, possible causes or triggers, and maintain a continuity of correction from home to preschool. Additional resources for professional help beyond Brookline Sprouts may be given to the parents, as the situation requires. A student may be asked to leave the care of Brookline Sprouts indefinitely if we are unable to provide the level of care the student requires or the parent is unwilling to work within the parameters of the action plan.
			Brookline Sprouts Preschool and Daycare considers suspension or expulsion only as a last resort in extraordinary circumstances. Dependent upon the level of behavior disruption and/or violence, a student may be asked to leave the care of Brookline Sprouts for the day. If behaviors are more severe, they may be asked to leave the care of Brookline Sprouts until a medical professional has evaluated the student and determined whether a formal IEP is necessary. Extraordinary circumstances are when there is a determination of a serious safety threat that cannot otherwise be reduced or eliminated by the collaboration with local agencies and specialists incorporating reasonable modifications. A student who is deemed unsafe to staff, self, or others will be placed on an internal action plan. This action plan will include conversations with parents to discuss the behaviors, possible causes or triggers, and maintain a continuity of correction from home to preschool. Additional resources for professional help beyond Brookline Sprouts may be given to the parents, as the situation requires. A student may be asked to leave the care of Brookline Sprouts indefinitely if we are unable to provide the level of care the student requires or the parent is unwilling to work within the parameters of the action plan.

	Even in such extraordinary cases, Brookline Sprouts will assist the child and family in accessing services and an alternative placement through, for example, community-based child care resource and referral agencies. If a family, staff or Director has a child with unique needs/challenging behavior, they can contact the CONNECT helpline for Referral: 1-800-692-7288.		Even in such extraordinary cases, Brookline Sprouts will assist the child and family in accessing services and an alternative placement through, for example, community-based child care resource and referral agencies. If a family, staff or Director has a child with unique needs/challenging behavior, they can contact the CONNECT helpline for Referral: 1-800-692-7288.

	With any of the above challenging behaviors, it is crucial that staff are documenting the behaviors, our attempts to help the child, and communication with families. This ensures that, if outside consultation is initiated, we can give them a clear assessment of the child, family reactions, and the scope of their deficit.		With any of the above challenging behaviors, it is crucial that staff are documenting the behaviors, our attempts to help the child, and communication with families. This ensures that, if outside consultation is initiated, we can give them a clear assessment of the child, family reactions, and the scope of their deficit.

	Conscious Discipline:		'''Conscious Discipline:'''

	Our curriculum includes a social/emotional component called conscious discipline. Conscious discipline utilizes everyday events to cultivate emotional intelligence through a self regulation program that integrates social-emotional learning and discipline. If a child has an IEP (Individualized Educational Plan / IFSP (Individualized Family Service Plan), it is important to the child’s development, and for continuity of services, that it is shared it with us. All Information will be kept confidential. We request that parents/guardians give a copy to the Director upon enrollment or establishment of the document.		Our curriculum includes a social/emotional component called conscious discipline. Conscious discipline utilizes everyday events to cultivate emotional intelligence through a self regulation program that integrates social-emotional learning and discipline. If a child has an IEP (Individualized Educational Plan / IFSP (Individualized Family Service Plan), it is important to the child’s development, and for continuity of services, that it is shared it with us. All Information will be kept confidential. We request that parents/guardians give a copy to the Director upon enrollment or establishment of the document.

PastorLance at 14:45, 27 November 2021

2021-11-27T14:45:06Z

PastorLance at 14:44, 27 November 2021

2021-11-27T14:44:11Z

← Older revision		Revision as of 14:44, 27 November 2021
Line 2:		Line 2:

	As a part of our inclusive educational curriculum, we believe in Conscious Discipline’s evidence-based approach to supporting problem behaviors in classroom. We have created a behavior policy that reflects our philosophy of positive guidance with children.		As a part of our inclusive educational curriculum, we believe in Conscious Discipline’s evidence-based approach to supporting problem behaviors in classroom. We have created a behavior policy that reflects our philosophy of positive guidance with children.

	Children are guided to treat each other and adults with self-control and kindness. Each student at Brookline Sprouts has a right to:		Children are guided to treat each other and adults with self-control and kindness. Each student at Brookline Sprouts has a right to:

	• Learn in a safe and friendly place		• Learn in a safe and friendly place

	• Be treated with respect		• Be treated with respect

	• Receive the help and support of caring adults		• Receive the help and support of caring adults

	• Preventative strategies		• Preventative strategies

	• Positive nurturing and caring relationships		• Positive nurturing and caring relationships

	• Safe and secure environment		• Safe and secure environment

	• Developmentally appropriate classroom rules		• Developmentally appropriate classroom rules

	• Be provided thorough classroom routine and structure		• Be provided thorough classroom routine and structure

	• Be given verbal positive encouragement		• Be given verbal positive encouragement

	• Model & encourage appropriate behavior		• Model & encourage appropriate behavior

	• Promote cooperative learning		• Promote cooperative learning

	Responsive strategies:		Responsive strategies:

	We encourage children to use their words when having a disagreement. Teachers will help facilitate their attempts to settle their own disputes by:		We encourage children to use their words when having a disagreement. Teachers will help facilitate their attempts to settle their own disputes by:

	• Redirecting behavior		• Redirecting behavior

	• Viewing the behavior deficit as a missing skill		• Viewing the behavior deficit as a missing skill
	• Identify the underdeveloped executive skill to provide strategies for specific
	interventions. These interventions will teach the student how to change the		• Identify the underdeveloped executive skill to provide strategies for specific interventions. These interventions will teach the student how to change the problem behavior and recognize how to regulate the emotions related to this deficit.
	problem behavior and recognize how to regulate the emotions related to
	this deficit.
	Natural consequences:		Natural consequences:
	Natural consequences are outcomes that happen as a result of behavior that are
	not planned or controlled. For example, if a student cuts in front of another student in line, the natural consequence may be that the other child won’t play with the “cutter” at recess. A teacher did not plan or control this consequence, but he or she may discuss and help students predict natural consequences to encourage them to see the connection between their choices and what happens to them.		Natural consequences are outcomes that happen as a result of behavior that are not planned or controlled. For example, if a student cuts in front of another student in line, the natural consequence may be that the other child won’t play with the “cutter” at recess. A teacher did not plan or control this consequence, but he or she may discuss and help students predict natural consequences to encourage them to see the connection between their choices and what happens to them.

	Logical consequences:		Logical consequences:
	Logical consequences do not naturally occur as a result of behavior but are
	intentionally planned by teachers and administrators. Logical consequences		Logical consequences do not naturally occur as a result of behavior but are intentionally planned by teachers and administrators. Logical consequences are like what would happen to an adult in a similar situation, therefore teaching students skills that they will need to be successful later in life. Logical consequences need to be related, respectful, and reasonable.
	are like what would happen to an adult in a similar situation, therefore
	teaching students skills that they will need to be successful later in life.		Teachers at Brookline Sprouts Preschool and Daycare will inform parents of behavior concerns, as well as the Director/Administration.
	Logical consequences need to be related, respectful, and reasonable.
	Teachers at Brookline Sprouts Preschool and Daycare will inform parents
	of behavior concerns, as well as the Director/Administration.
	Challenging Behaviors:		Challenging Behaviors:
	When a child becomes verbally or physically aggressive, we intervene		When a child becomes verbally or physically aggressive, we intervene

PastorLance: Created page with "Category: Sprouts As a part of our inclusive educational curriculum, we believe in Conscious Discipline’s evidence-based approach to supporting problem behaviors in classroom. We have created a behavior policy that reflects our philosophy of positive guidance with children. Children are guided to treat each other and adults with self-control and kindness. Each student at Brookline Sprouts has a right to: • Learn in a safe and friendly place • Be treated with..."

2021-11-26T00:36:01Z

Created page with "Category: Sprouts As a part of our inclusive educational curriculum, we believe in Conscious Discipline’s evidence-based approach to supporting problem behaviors in classroom. We have created a behavior policy that reflects our philosophy of positive guidance with children. Children are guided to treat each other and adults with self-control and kindness. Each student at Brookline Sprouts has a right to: • Learn in a safe and friendly place • Be treated with..."

New page

[[Category: Sprouts]]

As a part of our inclusive educational curriculum, we believe in Conscious Discipline’s evidence-based approach to supporting problem behaviors in classroom. We have created a behavior policy that reflects our philosophy of positive guidance with children.
Children are guided to treat each other and adults with self-control and kindness. Each student at Brookline Sprouts has a right to:
• Learn in a safe and friendly place
• Be treated with respect
• Receive the help and support of caring adults
• Preventative strategies
• Positive nurturing and caring relationships
• Safe and secure environment
• Developmentally appropriate classroom rules
• Be provided thorough classroom routine and structure
• Be given verbal positive encouragement
• Model & encourage appropriate behavior
• Promote cooperative learning
Responsive strategies:
We encourage children to use their words when having a disagreement. Teachers will help facilitate their attempts to settle their own disputes by:
• Redirecting behavior
• Viewing the behavior deficit as a missing skill
• Identify the underdeveloped executive skill to provide strategies for specific
interventions. These interventions will teach the student how to change the
problem behavior and recognize how to regulate the emotions related to
this deficit.
Natural consequences:
Natural consequences are outcomes that happen as a result of behavior that are
not planned or controlled. For example, if a student cuts in front of another student in line, the natural consequence may be that the other child won’t play with the “cutter” at recess. A teacher did not plan or control this consequence, but he or she may discuss and help students predict natural consequences to encourage them to see the connection between their choices and what happens to them.
Logical consequences:
Logical consequences do not naturally occur as a result of behavior but are
intentionally planned by teachers and administrators. Logical consequences
are like what would happen to an adult in a similar situation, therefore
teaching students skills that they will need to be successful later in life.
Logical consequences need to be related, respectful, and reasonable.
Teachers at Brookline Sprouts Preschool and Daycare will inform parents
of behavior concerns, as well as the Director/Administration.
Challenging Behaviors:
When a child becomes verbally or physically aggressive, we intervene
immediately to protect all of the children. Our usual approach to helping
children with challenging behaviors is to show them how to solve problems
using appropriate interactions. When discipline is necessary, it is clear,
consistent, and understandable to the child. We maintain a zero tolerance
to bullying. The following are behaviors are considered inappropriate:
• Consistently disobeys the rules of the classroom.
• Prolonged tantrums (considering age and/or IEP/IFSP).
• Verbally and/or physically aggressive.
• Inappropriate use of language.
• A physical danger to oneself and/or others.
• Requires constant one on one attention from staff.
• Physical Restraint.
• Threats or attempting intimidation.
Notification of Behavioral Issues to Families:
1. An incident report, free text note, and/or a Student Behavior Log will be completed. The Director or Administration will be notified immediately to determine how the parent will be notified and how that communication will be documented.
2. After three incidents of same behavior within a month, Administration will attempt to schedule a parent/teacher conference to discuss the concerns and future strategies to address behavior will be developed.
4. A parent/guardian may be called to remove the child if his/her behavior prevents us from being able to properly care for the other children.
5. If all attempts are exhausted, permission must be granted for Brookline Sprouts to seek the support and advice from local specialists and/or agencies to assist with the behavior.
6. On rare occasions, a child’s behavior may warrant the need to find a more
suitable setting for care. These occasions include:
a. A child appears to be a danger to others or himself/herself.
b. Continued care could be harmful to, or not in the best interest of the child as determined by a medical, psychological, or social service personnel.
c. Undue burden on our resources and finances for the child’s accommodations for success and participation.
Suspension & Expulsion:
Brookline Sprouts Preschool and Daycare considers suspension or expulsion
only as a last resort in extraordinary circumstances. Dependent upon the level of behavior disruption and/or violence, a student may be asked to leave the care of Brookline Sprouts for the day. If behaviors are more severe, they may be asked to leave the care of Brookline Sprouts until a medical professional has evaluated the student and determined whether a formal IEP is necessary. Extraordinary circumstances are when there is a determination of a serious safety threat that cannot otherwise be reduced or eliminated by the collaboration with local agencies and specialists incorporating reasonable modifications. A student who is deemed unsafe to staff, self, or others will be placed on an internal action plan. This action plan will include conversations with parents to discuss the behaviors, possible causes or triggers, and maintain a continuity of correction from home to preschool. Additional resources for professional help beyond Brookline Sprouts may be given to the parents, as the situation requires. A student may be asked to leave the care of Brookline Sprouts indefinitely if we are unable to provide the level of care the student requires or the parent is unwilling to work within the parameters of the action plan.
Even in such extraordinary cases, Brookline Sprouts will assist the child and family in accessing services and an alternative placement through, for example, community-based child care resource and referral agencies. If a family, staff or Director has a child with unique needs/challenging behavior, they can contact the CONNECT helpline for Referral: 1-800-692-7288.
With any of the above challenging behaviors, it is crucial that staff are documenting the behaviors, our attempts to help the child, and communication with families. This ensures that, if outside consultation is initiated, we can give them a clear assessment of the child, family reactions, and the scope of their deficit.

Conscious Discipline:
Our curriculum includes a social/emotional component called conscious discipline. Conscious discipline utilizes everyday events to cultivate emotional intelligence through a self regulation program that integrates social-emotional learning and discipline. If a child has an IEP (Individualized Educational Plan / IFSP (Individualized Family Service Plan), it is important to the child’s development, and for continuity of services, that it is shared it with us. All Information will be kept confidential. We request that parents/guardians give a copy to the Director upon enrollment or establishment of the document.

← Older revision		Revision as of 14:45, 27 November 2021
Line 6:		Line 6:

	• Learn in a safe and friendly place		• Learn in a safe and friendly place

	• Be treated with respect		• Be treated with respect

	• Receive the help and support of caring adults		• Receive the help and support of caring adults

	• Preventative strategies		• Preventative strategies

	• Positive nurturing and caring relationships		• Positive nurturing and caring relationships

	• Safe and secure environment		• Safe and secure environment

	• Developmentally appropriate classroom rules		• Developmentally appropriate classroom rules

	• Be provided thorough classroom routine and structure		• Be provided thorough classroom routine and structure

	• Be given verbal positive encouragement		• Be given verbal positive encouragement

	• Model & encourage appropriate behavior		• Model & encourage appropriate behavior

	• Promote cooperative learning		• Promote cooperative learning

Line 32:		Line 22:

	• Redirecting behavior		• Redirecting behavior

	• Viewing the behavior deficit as a missing skill		• Viewing the behavior deficit as a missing skill

	• Identify the underdeveloped executive skill to provide strategies for specific interventions. These interventions will teach the student how to change the problem behavior and recognize how to regulate the emotions related to this deficit.		• Identify the underdeveloped executive skill to provide strategies for specific interventions. These interventions will teach the student how to change the problem behavior and recognize how to regulate the emotions related to this deficit.

Line 48:		Line 36:

	Challenging Behaviors:		Challenging Behaviors:
	When a child becomes verbally or physically aggressive, we intervene		When a child becomes verbally or physically aggressive, we intervene
	immediately to protect all of the children. Our usual approach to helping		immediately to protect all of the children. Our usual approach to helping
	children with challenging behaviors is to show them how to solve problems		children with challenging behaviors is to show them how to solve problems
Line 62:		Line 50:
	• Physical Restraint.		• Physical Restraint.
	• Threats or attempting intimidation.		• Threats or attempting intimidation.
	Notification of Behavioral Issues to Families:		Notification of Behavioral Issues to Families:
	1. An incident report, free text note, and/or a Student Behavior Log will be completed. The Director or Administration will be notified immediately to determine how the parent will be notified and how that communication will be documented.		1. An incident report, free text note, and/or a Student Behavior Log will be completed. The Director or Administration will be notified immediately to determine how the parent will be notified and how that communication will be documented.
	2. After three incidents of same behavior within a month, Administration will attempt to schedule a parent/teacher conference to discuss the concerns and future strategies to address behavior will be developed.		2. After three incidents of same behavior within a month, Administration will attempt to schedule a parent/teacher conference to discuss the concerns and future strategies to address behavior will be developed.