CROSSROADS

Behavior Management System

Program Procedure Manual

Bay-Arenac ISD Emotional Impairment Programs

Table of Contents
1. About Crossroads How it works Crossroads Level System Definition of S.T.A.M.P.S. BONUS S.T.A.M.P.S. S.T.A.M.P.S. Daily Behavior Sheet Fun Friday Class Store 2. Behavior Interventions Behavior Intervention Stoplight 5-minute Break 10-minute Cool Down Recovery Room Life Space Crisis Intervention (LSCI) CPI 3. Consequences Owed Time Owed Money Restarting Crossroads Level Crossroads DETOUR Suspensions 4. Procedures Classroom procedures Restroom Free Time vs. Choice Time Completing Assignments Make-up work & homework Sleeping 5. Policies Attendance Excused/Unexcused Absences BAISD Truancy Guidelines

HOW CROSSROADS WORKS

This system was designed to document and promote positive changes in students behaviors. It operates like most typical behavior modification systems in that it has a continuum of behavior expectations, privileges, and consequences. Crossroads requires student/staff discussions to be about behaviors and not just about points or percentages. The benefits of this system have been the elimination of argument with students over points, unearned days, and percentages. Our discussions with students really focus on behavior, both acceptable and unacceptable, and help the student more easily distinguish between the two with an understanding that all behaviors are a choice.

THE LEVEL SYSTEM

LEVEL 1
Elementary
No shoes worn inside classroom No belts, necklaces, bracelets, rings Escort at all times Escort at all times Escort at all times

Middle School
No belts, necklaces, bracelets, rings

High School

Escort & monitor of restroom

Escort & monitor of restroom

Escort & monitor of restroom

Silent meals at desk White milk only

Silent meals at desk Only milk and water

No use of scissors

No use of scissors

No use of scissors

Indoor earned activities only

Indoor earned activities only

Indoor earned activities only

May check out 1 library book, approved by staff Level 1 Activities: Read, Write, Color, Draw, Puzzles, LEGOs

May check out 1 library book, approved by staff Level 1 Activities: Read, Write, Color, Draw, Puzzles, LEGOs

Jobs only within the classroom Level 1 Activities: Read, Write, Color, Draw, Puzzles, Computer

Puzzles can also be word searches, picture finds, crosswords, etc. Students may bring in magazines from home, which must be submitted to staff at morning pocket check. Staff must look through EVERY page to determine if material is school appropriate.

LEVEL 2
Elementary
No escort to restroom

Middle School
No escort restroom

High School
Escort to restroom May have coffee in the morning (parent permission) and sit at the counter to complete morning work

Meals at group table May choose drink

Meals at group table May choose drink

Meals at group table May choose drink

Water bottle at desk

Water bottle at desk

Water bottle at desk

May use scissors with supervision

May use scissors with supervision

May use scissors with supervision

May earn outdoor activities

May earn outdoor activities

May earn outdoor activities

May check out 2 library books, one approved by staff

May check out 2 library book, one approved by staff

Jobs within the classroom

Job within the classroom

Job within the classroom

Job within the school

STAMPS money is doubled Level 2 Activities: Read, Write, Color, Draw, Puzzles, LEGOs, Computers, Toys

STAMPS money is doubled Level 2 Activities: Read, Write, Color, Draw, Puzzles, LEGOs, KNex, Computers

STAMPS money is doubled Level 2 Activities: Read, Write, Color, Draw, Puzzles, Computers, iPods

LEVEL 3
Elementary
All LEVEL 2 privileges

Middle School
All LEVEL 2 privileges

High School
All LEVEL 2 privileges

Unescorted trips allowed

Unescorted trips allowed

Unescorted trips allowed

Consideration of participation in general education classes

Consideration of participation in general education classes

Consideration of participation in general education classes and community vocational experiences

May eat lunch in cafeteria

May eat lunch in cafeteria

Consideration of participation in vocational training/jobs within the community.

Jobs within the school

Jobs within the school

Vocational Training consideration Special projects, approved by teacher

Special projects, approved by teacher

Special projects, approved by teacher

STAMPS money is tripled Level 3 Activities: Read, Write, Color, Draw, Puzzles, LEGOs, Computers, Gaming Systems

STAMPS money is tripled Level 3 Activities: Read, Write, Color, Draw, Puzzles, LEGOs, KNex Computers, Erector Set Gaming Systems

STAMPS money is tripled Level 3 Activities: Read, Write, Color, Draw, Puzzles, LEGOs, Computers, Gaming Systems

NOTE: Students at this level are displaying self-control, and independently utilizing de-escalation and self-management strategies. Level 3 students are showing the ability to be responsible and trustworthy.

LEVEL 4
Elementary
All LEVEL 3 privileges

Middle School
All LEVEL 3 privileges

High School
All LEVEL 3 privileges

Request off level system considered

Request off level system considered

Request off level system considered

Consideration of participation in general education classes

Consideration of participation in general education classes

Consideration of participation in general education classes, vocational training, Career Center

Transfer back to students Transfer back to students Transfer back to students home district may be home district may be home district may be considered considered considered

May work at appropriate locations within the classroom, approved by teacher

May work at appropriate locations within the classroom, approved by teacher

May work at appropriate locations within the classroom, approved by teacher

Special privileges, approved by teacher Level 4 Activities: All Level privileges, including additional appropriate actives, approved by staff

Special privileges, approved by teacher Level 4 Activities: All Level privileges, including additional appropriate actives, approved by staff

Special privileges, approved by teacher Level 4 Activities: All Level privileges, including additional appropriate actives, approved by staff

S.T.A.M.P.S
Students are evaluated on meeting 10 target behavior areas, called S.T.A.M.P.S. (Steps Toward Achieving More Personal Success). S.T.A.M.P.S. are documented on each students daily behavior sheet. Staff has an individual discussion with each student on his/her behaviors at the end of each class period. This is when it is determined with the student, which S.T.A.M.P.S. have been earned. Staffs Role: to facilitate a realistic discussion about actual student behaviors in a matter- of-fact demeanor Students Role: to be honest about personal behavior choices and interactions during the class period

Students receive 1 point for each of the STAMPS that have been earned. Students can earn a total of 100 STAMPS (points) per day. A student must earn 80 S.T.A.M.P.S. (80%) on the behavior sheet to have a POSITIVE DAY.

Note: If staff was working individually or in small group with the student(s), then that staff member should be the one to go over the STAMPS with the student(s) who she/he worked with for that class period.

S.T.A.M.P.S
Steps Toward Achieving More Personal Success
Descriptions of S.T.A.M.P.S. earned each class period:

T = Staying on Task
The student will: participate positively in discussions or activities. Student is focused on task throughout the entire period and pays attention to instruction (i.e. lectures, movies, hands-on activities). Student remains seated when necessary, and starts task on time.

FD = Following Directions
The student will: follow all rules, privileges and consequences of the Crossroads system, and follow all directions without question or argument.

RS = Respect Staff (responding appropriately to staff)

The student will: respond appropriately to staff directions (no arguing), use appropriate language and tone of voice, use appropriate mannerisms (gesturing, making faces, etc.), and show respect to staff.

PI = Positive Peer Interactions

The student will: interact in age appropriate manner, physically and verbally, ignore others inappropriate behavior, keep hands to self, mind his or her own business.

AL = Appropriate Language
The student will: use appropriate tone of voice, use appropriate language at all times, use appropriate volume level when speaking, and avoid unnecessary noises.

PA = Positive Attitude
The student will: display a positive attitude while participating in academic and social activities.

MB = Minding your own Business

The student will: show responsibility for his/her own behaviors by ignoring the inappropriate behaviors of others.

C = Complete Class Work

The student will: complete all class assignments for the class period and all homework (as needed/required)

P1 & P2 = Personal goal 1 & Personal goal 2

Personal goals are specific to each individual students needs. Goals are to be determined by staff and/or student to improve appropriate behaviors and achieve IEP goals.

BONUS S.T.A.M.P.S.
10 BONUS STAMPS are required on each Crossroads Level, in addition to the required points, in order to move up to the next level and privileges.

Level 1 is completed when a student has earned 200 STAMPS in each behavior area + 10 BONUS STAMPS Level 2 is completed when a student earns 400 more STAMPS (600 STAMPS total) in each behavior area + 20 BONUS STAMPS total Level 3 is completed when a student earns 600 more STAMPS (1200 STAMPS total) in each behavior area + 30 BONUS STAMPS total Level 4 is completed when a student earns 800 more STAMPS (2000 STAMPS total) in each behavior area + 40 BONUS STAMPS total.

Ways for students to earn BONUS S.T.A.M.P.S.

Elementary
Make positive choices when others are not, as determined by staff Earn 5 positive weeks 3 out of 5 days at 80% or higher = positive week 100% on 5 Spelling tests 5 out of 5 positive days

Middle School
Make positive choices when others are not, as determined by staff Earn 10 positive weeks 3 out of 5 days at 80% or higher = positive week 100% on 5 Spelling tests

High School
Make positive choices when others are not, as determined by staff Earn 10 positive weeks 3 out of 5 days at 80% or higher = positive week 100% on 5 Spelling tests Job attendance and participation/performance Complete all assignments in the Reading Folder Complete unit in Compass Learning Complete assigned academic or vocational task, designated by teacher

Character Club (12 Character Traits = 12 clubs) Complete all assignments in Complete all assignments in the Reading Folder the Reading Folder 80% or higher on Raz Kids on a total of 5 tests at the appropriate reading level, approved by teacher

EARNED Fun Friday Activity

A student must have 3 positive days (80% or higher) in a 5 day week. 5 day week = Friday, Monday, Tuesday, Wednesday, Thursday

Who earns Fun Friday & how?

1. At least 3 out of 5 POSITIVE days - In case of a shortened weeks, 3 out of 4 or 2 out of 3 2. 3 or less Recovery Room visits (Friday-Thursday) 3. All work must be completed & turned in by the due date for the week - If the student has met all other Fun Friday requirements, then they may participate in Fun Friday activity after work is completed. 4. All Owed Time must be completed before students can participate in Fun Friday.

Students who earn Fun Friday:

1. May have a special snack & drink 2. May watch movie 3. May participate in an earned cooking activity 4. May participate in an earned special group activity

Students who DO NOT earn Fun Friday:

1. May have a normal snack with water (not special snack/drink). 2. Must complete 5 assignments during each earned activity. 3. Must complete all unfinished work 4. Must serve all Owed Time (if student has Owed Time)

Class Store
On every Fun Friday, there is a class period called Class Store. This is the time when students may shop for items with the money they have earned in class for positive choices. Students have class checking accounts, that are managed in actual check books for class money earned by each student. Students practice money calculation and budgeting when balancing their checkbooks each week.

Ways Students Earn Money STAMPS

STAMPS also apply to the class store. Each STAMPS equals one penny in class store money. STAMPS are totaled at the end of each week to spend in our class store. The number of STAMPS earned is multiplied by the Crossroads Level they are on. The higher the level, the more money is earned. Maximum money earned a day from STAMPS on Level 1 = $1.00 Maximum money earned a day from STAMPS on Level 2 = $2.00 Maximum money earned a day from STAMPS on Level 3 = $3.00 Maximum money earned a day from STAMPS on Level 4 = $4.00

Jobs
Students earn money for completing assigned jobs within the classroom, depending upon the level that the student is on in the Crossroads program.

Decision Dollars
Students may earn decision dollars, as determined by teacher, when a student or group of students makes a positive choice or achieves a task/goal. Bills range in value from $1-$20. When a student earns decision dollars, he/she places it in a zipper case in his/her supply box.

Raffle Tickets
Tickets are given out more frequently in class than decision dollars. Students may earn raffle tickets, as determined by teacher, when a student or group of students makes a positive choice or achieves a task/goal. When a student earns decision dollars, he/she places it in a zipper case in his/her supply box. Elementary: tickets are traded in daily for small snacks, and have no monetary value. Middle and high school: 1 raffle ticket = $0.25

Merchandise in the Class Store:

Students give input in what items would be desired for the class store. Students help create lists for food, beverage, toys, school supplies and clothing items, to ensure that they are working toward what they want. Class store merchandise is funded through classroom budget and donations collected from local businesses.

Examples of pricing: $0.25 Jolly Rancher Starburst pencil Hershey Kiss Tootsie Rolls Crystal Light indiv. package marker fun-size candy bar Granola bar trading cards small cars beef jerky stick $0.50 bite-size candy bar $1.00 highlighter pen $2.00 juice box Squeeze-It cookie can of pop $3.00 Little Debbie treats $5.00 individual bags of chips

$10.00 20 oz. bottle of pop Gatorade

$15.00 large bag of Chips/Cheetos T-shirts 2-liter hoodies

$20.00 to $30.00 polo shirts shoes sweatshirts video games

$50.00 $5-10 dollar gift card to local store, restaurant

Shopping in the Class Store:

Students on a Crossroads DETOUR DO NOT shop at the class store. The store is an earned activity, so if a student doesnt earn the store, their money continues to accumulate, since they are unable to spend it that week. Students who visit the Recovery Room on Fun Friday DO NOT shop at the class store. Only students who are displaying compliance are called upon to shop at the class store, as determined by teacher and staff.

Behavior Stoplight

5 minute

BREAK

GREEN

Student asks to take a break. Timer is set for 5 minutes, and the student takes a break from the activity. Student uses time to relax or get calm.

showing self-control

10 minute

COOL DOWN

YELLOW WOOW

Staff directs student to a designated area when there are designated area when there are signs of frustration, defiance or inappropriate behavior. Student returns to activity after 10 minutes.

needs to gain more self-control

RECOVERY
ROOM
When a student displays aggressive, dangerous behavior and/or prevents, peers from learning, then staff directs the student to go to the Recovery Room to calm down and recover from his/her escalated emotions. The student returns to class once he/she is calm/compliant and completes LSCI with staff.

RED

NO self-control

5-minute Break
Procedure for a 5-minute break: Student asks for a break Student identifies an appropriate area where he/she would like to take the break Staff grants permission Student goes to area Staff sets timer for 5 minutes Student SILENTLY engages in the chosen break activity When time sounds off, the student must return back to the assigned task for that class period

During a break the student may: Use a sensory furniture item at the break area Use a sensory object from the basket Rest & relax Hold a pillow or stuffed animal Read a book/magazine Color/draw Student may choose to just put head down at seat

If more than one student needs/requests a break, the breaks can be staggered on rocking chairs/bean bags can be relocated near students desks, so that there are not multiple students in the break area at the same time. Breaks are POSITIVE! It is important that students are able to identify when they need a break, and use that break appropriately.

NOTE: If staff determines that a break is being used inappropriately, then the student will receive a warning. If the student does not comply with the warning, then that break will be terminated. If breaks are taken advantage of by being used excessively, unproductively or consistently defiant of Break procedures, then staff may do one or more of the following: Loss of S.T.A.M.P.S. Conference with the student Develop a behavior contract with the student for using breaks appropriately Limit options when using breaks Limit amount of breaks Not allow that student to take breaks until that students ability to display behavior expectations is observed by staff

10-minute COOL DOWN

A student will be asked to take a COOL DOWN when: Showing physical signs of frustration/agitation/anger Challenging staff or peers Not getting along with others in a group activity Using verbal aggression Displaying any other inappropriate behavior that is bothering others or disrupting the learning of peers

Physical aggression of classroom object that does not endanger the safety of anyone in the classroom: (i.e. breaking pencil, kicking chair/desk, tipping over chair/desk, throwing book or any object on floor

This is a time for the student to be away from the group and activity in order to re-gain the self-control necessary to come back to activity and show the appropriate behaviors that meet the classroom expectations.

Procedure: Staff directs COOL DOWN and designates area for student to go Student foes to a designated area and staff sets timer When timer rings, student is to calmly return to the class period activity

A COOL DOWN can lead to a RECOVERY ROOM visit in 2 ways:

1. If the student refuses the staff-directed COOL DOWN, and continues to refuse after the 2-minute timer ends to make a choice. 2. If COOL DOWN is not used appropriately, and the student does not comply after one staff warning, then that students COOL DOWN turns into a need for the Recovery Room. The student will be asked to move into the Recovery Room (if not taking Cool DoIn both cases, the student will have the opportunity to walk independently into the Recovery Room. A 2-minute timer will be set for that student to make a choice if he/she will walk independently or be escorted by BAISD staff trained in CPI techniques to the R.R. After the 2-minute timer, if the student still refuses, or does not make a choice, then staff will immediately escort student to the R.R. using CPI techniques.

Recovery Room
Staff will direct a student to go into the Recovery Room for any of the following behavior choices when staff determines that the student is showing little or no self-control: 1. 2. 3. 4. 5. Any defiant behavior that disrupts the learning of others Any verbally aggressive behavior that threatens the safety of others Any physically aggressive behavior Any destructive behavior Any dangerous behavior to self and/or others

Any behavior that a student would be removed from a general education classroom or be suspended from school.

To EXIT Recovery Room, the student must: 1. 2. 3. 4. Sit in the square on the middle of the floor in the R.R. Ask to start 10 minutes of calm in an appropriate manner Sit in the square and display silent, calm behavior for 10 consecutive minutes Life Space Crisis Intervention (LSCI)* A responsibility conversation MUST be completed with staff in order to exit R.R. 5. Compliance Task = cleaning the Recovery Room

If a student refuses to participate in LSCI conversation with staff OR If a student does not appropriately participate (example: sarcastic, stating I dont know repeatedly): 1. Staff states, Let me know when you are ready. 2. Staff shuts the R.R. door and student is considered back into Recovery 3. The Exit Recovery Room procedures 1-4 are then repeated

Life Space Crisis Intervention

What is LSCI?
LSCI is an advanced, interactive therapeutic strategy for turning crisis situations into learning opportunities for children and youth with chronic patterns of self-defeating behaviors. LSCI views problems or stressful incidents as opportunities for learning, growth, insight, and change. This non-physical intervention program uses a multitheoretical approach to behavior management and problem solving. LSCI provides staff a roadmap through conflict to desired outcomes using crisis as an opportunity to teach and create positive relationships with youth.
http://www.lsci.org

Nonviolent Crisis Intervention

What is CPI?
Nonviolent Crisis Intervention training, provides early intervention and nonphysical methods for preventing or managing disruptive behavior. CPI's Personal Safety TechniquesSM teaches staff to safely remove themselves and others from a dangerous situation. Staff are trained to do the following:

How to identify behaviors that could lead to a crisis. How to most effectively respond to each behavior to prevent the situation from escalating. How to use verbal and nonverbal techniques to defuse hostile behavior and resolve a crisis before it becomes violent. How to cope with your own fear and anxiety. How to use CPI's Principles of Personal Safety to avoid injury if behavior becomes physical.

Crisis intervention methods also Nonviolent Physical Crisis InterventionSM. These techniques are used as a last resort when an individual becomes an immediate danger to self or others. Staff are trained to do the following:

When its appropriate to physically intervene. How to develop team intervention strategies and techniques. How to assess the physical and psychological well-being of those involved in a crisis. How to safely and effectively control and transport an individual. How to maintain rapport with the acting-out individual. Key steps for debriefing after a crisis. How to properly document an incident.
www.crisisprevention.com

Owed Time
Owed Time is like in-class detention at the students seat.

Owed Time is earned in the following ways:

Elementary
Recovery Room Time = length of the visit Length of Cool Down time = 10 minutes

Middle & High School

Recovery Room Time = length of the visit Length Cool Down time = 10 minutes Talking during Quiet Lunch = 10 min Does not apply to high school students Does not apply to high school students Does not apply to high school students

Talking during Quiet Lunch = 10 min

Inappropriate Language= 10 min/word

Using restroom during a class period = 10 min (even when its an emergency) Inappropriate Language= 10 min/word Name-calling a peer = 30 min/word Sexual Vulgarity = 30 min/statement Threat to do bodily harm = 60 min/statement Crossing the Red Tape Boundary Line = 30 min

Bringing toys to school = 30 min Transportation Report = at least 30 min or total time for the length of the trip

Bringing items from home (cell phone, iPod, toy, etc) into classroom without permission = 30 min Transportation Report = at least 30 min or total time for the length of the trip

Procedure for a student working off the earned Owed Time: 1. 2. 3. 4. 5. 6. 7. Owed Time strip with total time is taped to students desk Student serves Owed Time during Free Time & Choice Time Student must have desk cleared Student must ask to owe back time by raising their hand and asking staff to owe time Student must sit quietly at seat with no activities, facing forward with head up while working off time If the student falls asleep, then the time is stopped (no longer working off time) Staff subtracts the amount of time served from the total on the Owed Time all time strip, with date/initials 8. When all time is worked off, then the Owed Time strip is removed and the student may participate in Free and Choice Time again

9. Documentation of the behavior incident and the amount of time earned will be recorded on the programs Owed Time report

Owed Money Elementary

$5.00 Ripped/Destroyed STAMPS sheet $5.00 (minimum) Destruction of school property $1.00 Ripped/Destroyed paper $0.50 New pencil

Middle School
$5.00 Ripped/Destroyed STAMPS sheet $5.00 (minimum) Destruction of school property $1.00 Ripped/Destroyed paper $0.50 New pencil $25.00 CLEAN-UP Fee: when staff has to pick up after a student who refuses to clean up their mess, no matter what the size of the mess

Recovery Room Pricelist for Cleaning Supplies

$1.00 Spray Bottle & Paper Towels Must be done EVERY TIME, EVERY STUDENT, EVERY VISIT $5.00 Destruction of Recovery Room Example: picking off wall trim, pegs, etc $10.00 Bodily Fluids Cleaner Spit, urine, feces Students are expected to clean the Recovery Room. If the student refuses to clean the Recovery Room after the LSCI talk with staff, then that student is displaying noncompliant behavior, therefore showing that he/she is not ready to rejoin the classroom environment in a positive manner. The timer will be reset for 10 minutes of calm, when the student is ready. When the timer goes off, the student again has the opportunity to comply with cleaning procedures.

CROSSROADS
Consequence Report

Restarting the Crossroads Level System

Serious behavior issues have more serious repercussions. If a student exhibits any of the behaviors listed below, they must restart the Crossroads Level on which they are currently earning privileges. This means that the student loses ALL points that had been previously earned on that level.

Student: ______________________________
Student Behavior: ___ assaultive behavior ___ behavior that endangered self ___ behavior that endangered others ___ malicious destruction of property ___ indecent behavior ___ possession of a weapon ___ possession of illegal substances/items ___ theft ___ left classroom without permission ___ poor bus behavior 2 times in 5 days
Date of Incident: _______________________________________ Time: _______________________

Description of Behavior Incident:

CROSSROADS
Consequence Report

Crossroads DETOUR
When a student is exhibiting patterns of consistent defiant, inappropriate behaviors that is preventing positive progress and success on the system, then it is required to go on a Crossroads Detour. The student must earn a pre-determined amount of S.T.A.M.P.S. and/or positive days and weeks. The S.T.A.M.P.S. will not go toward the students current Crossroads Level.

Student: ______________________________ Date Detour Begins:__________ Date Detour Ends: ___________

Student Behavior: ___ not complying with staff directions ___ challenging staff and/or negotiating rules ___ physical aggression ___ verbal aggression ___ rude/indecent behavior ___ other: ___________________________________________________________________________

Description of Specific Behavior Concerns: (attach incident reports & all relevant data)

Criteria to get off DETOUR: Amount of S.T.A.M.P.S student must earn: _______________________________ Amount of Positive Days/Weeks required: _______________________________

Crossroads DETOUR Behavior Contract

Student: ________________________________ Date: ______________________
When a student is exhibiting patterns of consistent defiant, inappropriate behaviors that is preventing positive progress and success on the system, then it is required to go on a Crossroads Detour. The student must earn a pre-determined amount of S.T.A.M.P.S and/or positive days and weeks. The S.T.A.M.P.S. will NOT go toward the Crossroads Level.

Dates of Incidents with brief descriptions:

Students Restrictions of Privileges while on DETOUR: 1. Free Time and CHOICE Time activities must be at desk and quiet. 2. No shopping in class store will occur until student is off DETOUR (money earned will continue to accumulate) 3. No talking academic questions only. 4. No Gym or Outside activities 5. Student will return to level one privileges: a. Must have 2 staff supervision at all times b. 2 staff escort to restroom c. Quiet Lunch (10 mins) at desk White Milk or Water Only d. No Scissors e. Level 1 CHOICE Time Activities ONLY (Read, Write, Color, Draw, Legos)

Students Plan for Earning Crossroads Level again (getting off DETOUR): 1. Must earn _________ S.T.A.M.P.S 2. Must earn 3 positive week in a row a. Positive Week = 3 out of 5 days of the week with 80% or higher of S.T.A.M.P.S. earned.
_____Staff Initials

Exclusionary Discipline: Suspensions

Our program utilizes many efforts to keep students in school, implementing consequences within the classroom for inappropriate behaviors.

Behaviors that a student would normally result in a student being sent out of a general education class to see the principal are dealt with by the BAISD teacher, and possibly the program supervisor, depending on the offense.

Students who engage in behaviors that are illegal (tobacco/alcohol/drugs/weapons) will receive a Crossroads classroom consequence and possible suspension, determined by the behavior team, that will be both guided by the rules of the local district that the classroom is located and that meets the needs of the individual student.

The behavior team evaluates the behavior patterns of students within the program. If it is identified that a student is consistently displaying a behavior pattern that results in self-defeating outcomes, then an additional behavior plan will be created to address the specific need of that student.

Classroom Procedures
Pocket Checks
In order to maintain a safe and positive learning environment, pocket checks are MANDATORY for entry to the classroom. When the student arrives, staff observes the student emptying ALL pockets inside out. If there is an item(s) in the students pocket, the student must put the item into their bag or to staff to keep until the end of the day.

When a student chooses to REFUSE the pocket check procedure: The student is not allowed to enter the classroom. 10-15 minute timer is set for the student to make a choice to comply with the pocket check. If the student continues to choose to refuse, the student will not earn STAMPS for all class periods that the student chooses to not comply. The student will earn Owed Time for the amount of time that that it takes to comply to a pocket check.

Restroom Procedures
Restroom breaks are at allotted times throughout the day. Students raise hand during the break, if restroom is needed. Students go one at a time. Students on Level 1 are always escorted by staff: Students must be alone in the restroom. Student/Staff must call into restroom to make sure no other student is in there. Staff stands in doorway or leans with back against door, so door is slightly open. Staff must pay attention to if the student has washed hands, give reminder if needed.

Students who have shown consistent behaviors of compliance/responsibility, on Levels2-4, are allowed to walk to the restroom on their own, with permission from staff. Middle School & High School: A student will earn 10 minutes of Owed Time when: Use restroom during instruction time (even when it is an emergency).

Free Time vs. CHOICE Time

Free Time
After a student is done with all tasks/assignments during an academic class period, the student may READ, WRITE, COLOR or DRAW at seat. This is a quiet, independent activity. Students MUST be doing a Free Time activity at their seats in order to earn STAMPD for Task & Following Directions during the class period. Even when a student completes all of their assignments, sitting and doing nothing for the remainder of the class period is not remaining on task, not following directions of our class procedure for Free Time. They must choose to read, write, color or draw until the timer ends the class period. When a student is done early, the student must raise hand, then state to staff what free time activity he/she has chosen to do. Level 1 students will have Free Time materials brought to them, if needed. All other levels need to gain staff permission if they need to leave seat to get materials.

CHOICE Time

(recess)

A student may choose any activity at his/her level. The Level System pages identify what activities are allowed at each level for each program.

Students may only talk to students during Choice Time. This is the students personal time to choose activities that they want to do and to interact with peers. To promote social skills and positive peer interactions, this not a time when students are to interact socially with staff. Staff only interacts with students during this time if there is a behavior issue that escalates to the need of adult intervention. We want students to able to interact and problem-solve small issues amongst themselves independently, and have staff intervene only when completely necessary, so that students can develop cooperative skills during unstructured activities.

Procedure for Completing Assignments

When a student is done with an academic task: Raise hand silently, remain in seat Staff reviews work Students makes any correction that staff identifies, if needed Staff needs to determine that the entire assignment is 100% correct on daily work o Staff works individually with student to explain concepts to improve students comprehension of content and help student reach proficiency When work is 100% complete, staff initials top corner of assignment that was corrected The student puts completed work into their box

When s student is NOT done with an academic task: When assignments are not completed by the student during the class period, the student does not receive a Completed Class Work STAMPS (Staying on Task may also be applicable, if that was the reason for the assignment not being completed) The student will not be able to participate in Free Time & Choice Time activities until the work is completed and submitted to teacher A student is not eligible to participate in Fun Friday activities until all work is completed and submitted. o If a student earned Fun Friday, then that student will spend time finishing their incomplete work during the Fun Friday activities, and may join when all work is submitted.

If a student refuses to work during a class period: WE DO NOT BEG STUDENTS TO WORK. Teacher/staff gives initial directions and assignment. If a student refuses to work, staff offers assistance and/or gives ONE prompt of encouragement. If the student still refuses to work, staff moves on to those who are compliant and that student loses all STAMPS for that class period. Assignments go into students make-up work folder. If the student eventually comes around to working on the assignment later in that class period, but does not complete the assignment due to the initial refusal, then that student loses the following STAMPS: Task, Following Directions, Completing Class Work (and any other additional STAMPS that may apply to students behavior during the refusal)

Make-Up Work
Make-up work accumulates in the students make-up work folder. Students work on make-up work during Free Time & Choice Time. Make-up work must be completed before the student may do any the following: Serve Owed Time Participate in Free Time activities Participate in Choice Time Participate in Fun Friday

Make-up work will NEVER become homework.

Students are given many opportunities throughout every school day to work on make-up work in the classroom, with staff available for appropriate assistance.

STUDY HALL
The teacher may choose to insert a Study Hall class period on Thursday, if it is determined that an opportunity is needed for students to finish incomplete work. Study Hall is POSITIVE. It is a designated time for an extra chance for students to get work done, giving an extra opportunity to earn Fun Friday. It is also a time for an extra reward to those who stayed on task and did all the work they were supposed to do that week. Those students will participate in a fun activity, such as group games, computer time or extra Choice Time. Study Hall is NOT scheduled every week.

Procedure for Sleeping

Choosing to sleep is choosing to work during Free Time, Choice Time and earned activities. Staff will attempt to wake up a student for meals. It is determined by the teacher if the staff will attempt to awake a student before each class period. This depends upon specific student needs.

Procedure for attempting to awake a student:

Light pat or rub on the shoulder/back, verbally offering a wake-up activity (walk/drink/sensory/break) If student awakes, student may join activity If student misses part of an activity, due to sleeping, then student loses Task and Following Directions If the student sleeps for half, majority or all of the class lesson/activity, then the student does not earn any STAMPS for the class period. The students assignments go into the make-up work folder

Attendance
It is important for our students to avoid missing school as much as possible. We know that many students have appointments throughout the school year. Please try to schedule appointments early in the morning or late in the afternoon, so your child does not miss a lot of academic class periods.

Once a student reaches 3 absences, the parent/guardian will be notified.

EXCUSED ABSENCES: doctors appointment, private therapy, illness Let the teacher know about your childs absence BEFORE the date of the absence. If you child is too ill to attend school, please call BOTH first thing in the morning: Transportation so the driver knows not to stop at your place Teacher so the teacher can mark student as EXCUSED absence.

NOTE: We want to keep the classroom a healthy, germ-free environment. If your child is displaying physical symptoms of illness, please keep your child home to rest. This will help your child get well sooner and keep the germs away from other students.

UNEXCUSED ABSENCE: When the teacher is not notified of absence by the parent/guardian. When a student refuses to go to school When your child refuses to go to school: LET THE TEACHER KNOW The teacher will document that the student is being noncompliant with school attendance. This helps parents, because if the students absences lead to truancy, then the teacher will be able to show that the parents have been reporting defiance at home and notifying teacher of all refusals.

The teacher can help develop a plan with the parents to assist in decreasing refusals for attendance

Bay-Arenac Intermediate School District

General Summary of Truancy Referral Procedures

Please note the following two points with regards to referral procedures this year:

(1)

All school attendance meetings with parents called by the Bay-Arenac ISD Truancy/Attendance Officer will continue to be held at the childs school instead of at BAISD. Please plan accordingly for your own schedule as well as that of the school counselor or school social worker if you feel it would be helpful for one of them to attend depending on the needs of the child. I schedule the meetings by certified mail to the parents two (2) weeks in advance. You will receive a copy of the letter at about the same time the parent receives notice.

(2)

For second and subsequent Truancy Referrals on the same student, copy and update the original referral by changing both the referral # and the date of the referral at the top of the page. Then write the additional absences on the calendar. Mail to: Pat Michalski, BAISD Truancy/Attendance Officer, 4228 Two Mile Rd., Bay City, MI 48706. (Please do not fax referrals, they can get misplaced or be of poor quality.

It is hoped that the above procedures will efficiently use staff time and continue to make it easier for parents to attend meetings regarding their child at their home school.

Summary of Truancy Referral Procedures

(1)

In the interest of due process and good will, a parent must know prior to the Bay-Arenac Intermediate School referral that his/her childs school attendance is not acceptable and that a truancy referra l to the Bay-Arenac Intermediate School District will have to be made if attendance does not improve according to Michigan State School Law. An administrator, whether by written notice or oral communication, must inform the parent in a timely manner that a truancy referral will be made if school attendance does not substantially improve. A blanket statement regarding attendance at the beginning of the school year does not let the parent know his/her childs school attendance is unacceptable. A warning the same day that the referral is sent to me does not give the parent the opportunity to improve. Truancy referrals will be returned to the school if parents have not been warned in a timely manner that school attendance must improve. To refer a student for truancy, please complete both pages of the Referral form and send it to: Pat Michalski Bay-Arenac ISD Truancy/Attendance Officer 4228 Two Mile Rd. Bay City, MI 48706.

(2)

Fill in "unknown if address and/or employment of a parent is not known. Fill out the form completely with the administrators signature.

(3)

It is assumed that even though the student has been referred to the Bay-Arenac Intermediate School District for truancy, the school is still working with the child and family to promote regular school attendance. Upon receipt of a referral, a letter will be sent by certified mail requesting that the parent(s) and student attend a conference at the students home school with the Bay-Arenac ISD Truancy/Attendance Officer, and/or the administrator of the school, and if helpful the school counselor or school social worker. THE SCHOOL WILL BE NOTIFIED OF THE CONFERENCE TIME BY A COPY OF THE CERTIFIED LETTER SPECIFYING THE DATE AND TIME THAT WENT TO THE PARENT(S). School personnel; please plan accordingly as to staff schedules and meeting room availability. Meetings are usually scheduled between 7:30 a.m. and 3:00 p.m. At the time of the conference, with input from the school, parent(s), and student, a determination will be made regarding what action would seem appropriate to pursue to improve school attendance.

(4)

The parent(s) will be informed at the conference that the parent is the one ultimately responsible for his/her childs school attendance, the consequences of failing to comply with the Compul sory School Attendance Law, and the possibility of District Court involvement by way of a warrant against him/her/them as the person(s) in parental relation to the child. Depending on the students age, he or she will be told that they may face referral to the Circuit Court Family division if they don't improve their attendance.

The family may be referred to a counseling agency, the Crisis Intervention Program at the Bay-Arenac County Circuit Court Family Division, or another agency.

(5)

If there is no significant change after the conference, please send another referral to the Bay-Arenac ISD Truancy/Attendance Officer to document the continued problem. The BAY-ARENAC ISD Truancy/Attendance Officer will then send another letter, along with a warning letter from the Bay or Arenac County Prosecutors Office, to the parent stating the childs attendance record must substantially improve. Please be aware that the Prosecutors Office wants the family to have an opportunity after receiving this letter of warning to see if they can improve the situation. Any additional absences must be reported to the Truancy/Attendance Officer immediately. If all else fails, the Bay-Arenac ISD Truancy/Attendance Officer, in conjunction with the local school district, may request that the Prosecutors Office issue a warrant against the parent(s) or student (depending on age of student) for failing to comply with the Compulsory School Attendance Law.

(6)

PLEASE NOTE: Absenteeism due to out of school suspension as a punishment for skipping school is usually not considered truancy by District Court. A warrant involves the parent having to appear in District Court regarding their childs truancy. The school administrator and the Bay -Arenac ISD Truancy/Attendance Officer also have to be present with the attendance record.

REFER: (1) When a pattern of absenteeism is noticed by school personnel AND parent(s) have already been notified by the school administrator that a referral will need to be made according to Michigan School Law if attendance does not improve. (Two or three days absenteeism a week for three weeks might be considered a pattern) When school personnel feel that the absence is excessive and/or interfering with the students achievement AND the parent has been contacted as above. (The parent may excuse the child; but if the parent does not present doctors statements, the school may feel that the excuses are not legitimate. Even if the parent presents doctors statements to the school, the statements may be so numerous that the school may feel some form of neglect is involved). When there is a special circumstance that a building administrator considers to be serious enough to warrant a truancy referral AND parent has previously been contacted by the local school administrator. When a student under 16 leaves the district and the school is unable through its own efforts and resources to locate the student. Prior to the student having lost credit.

(2)

(3)

(4)

(5)