Ms. Whitted’s Classroom Interventions
Ms. Whitted employs Positive Behavior Support as a part of her daily behavior intervention regimen. The following is ahierarchy of interventions used to ensure that the learning environment in room 104 maintains the highest level of instructional integrity.
One-Minute Conference: If a student is asked to step out into the hall, he/she must do so immediately. If Ms. Whitted asks a student to step out, it doesn’t necessarily mean he/she is in trouble. Ms. Whitted will redirect the class to perform a self-directed activity and address the student in the hall (near her door). When the one-minute conference is complete, if the student understands the reason for the conference and the issue is resolved, he/she may return to the classroom. If the reason for the conference is to redirect a student's behavior and he/she is unwilling to resolve the matter,the studentwill have an additional One-Minute Reflection Time (a behavior-related consequence).
One-Minute Reflection Time: If, after three re-directs, a student is unwilling to correct his/her behavior in the classroom, Ms. Whitted will ask the student to reflect on his/her behavior in the hall next to her classroom, but away from her classroom window (behind her door). Students must not use One-Minute Reflection Time to walk the halls, stand in the hall, migrate to other classes…etc. When Ms. Whitted returns to the students, he/she must explain the results of his/her reflection as well as a solution to his/her behavior and return to the classroom.
Behavior Reflection Sheet: If a student repeats the same negative behavior three times in a class period or numerous times in a week, he/she must fill out a Behavior Reflection Sheet. The Behavior Reflection Sheet is a part of the Therapeutic Bounce Procedure where the student is asked to reflect on his/her behavior in another classroom for up to five minutes while filling out the BRS. After the allotted time, Ms. Whitted will retrieve the student and speak with him/her concerning the contents of his/her reflection. All BRS are considered binding contracts between student/teacher and areconfidentially storedin the student's folder.
Parental Contact: When thehierarchyof interventions fails to extinguish the negative behavior, Ms. Whitted will contact the offending student’s parent and explain both the behavioral pattern as well as all interventions employed. While talking to the parent, the main goal is for Ms. Whitted and the parent to meet either in person or telephonically to assist the student in either reducing the frequency or eradiating the reoccurrence of said negative behavior. If there is no parent available or the parent does not cooperate, Ms. Whitted will write an administrative referral.
Administrative Referral: If, after interventions are employed, a student refuses to respect the learning environment, students with habitual behavioral issueswill be referred to an administrator. Documentation of dates of interventions, parental contact information, as well as the BRS will accompany the Administrative Referral