Behavior Management. The Grantee shall provide a child/youth -centered, evidence-based, and Trauma-Informed Care treatment approach. Behavior management treatment approaches shall be provided with a focus on reinforcement and prevention methods while using the least restrictive procedures likely to be effective. The Grantee shall use evidence-based practices to prevent, reduce or eliminate the use of punishment procedures, seclusion, and restraint.
Behavior Management. The principles of progressive discipline shall be applied except when the severity of the offense merits moving to a higher level of discipline. Prior to the imposition of a suspension or higher discipline, the affected teacher may have the right to an informal hearing before the Superintendent or his/her designee. The levels of discipline include: • Verbal Reprimand • Written Reprimand • Suspension without pay up to three (3) workdays Dismissal
Behavior Management student participation in the implementation of discipline policies. Accordingly, the parties agree to encourage that programs such as peer mediation, conflict resolution, and student courts be incor- porated into the discipline policy and into school practice.
Behavior Management. The County shall provide a facility-wide behavior management system that is implemented throughout the day, including during school time. The behavior management system shall encourage meaningful rewards for positive behavior. Discipline and sanctions shall not be arbitrary. The County shall continue to develop the behavior management program in consultation with the Monitoring Team.
Behavior Management. Within 18 months of the effective date, and annually thereafter, all security staff and teaching staff will receive competency-based training in non-physical, verbal interventions to de-escalate potential aggression from youth. This training will include conflict management, crisis intervention, and appropriate communication with youth.
Behavior Management. Establishes clear expectations and appropriate consequences for classroom behavior Encourages appropriate behavior through positive reinforcement Applies consequences for inappropriate behavior Encourages students to realize that the consequences are a result of their decisions Holds students accountable for the consequences of their decisions Maintains control Evaluator's Comments Evaluator Final Score Score
Behavior Management. It is the responsibility of the Employer, through its leadership team and appropriate personnel to design and implement a consistent, comprehensive plan for managing the support of student behavior. In creating inclusive, comprehensive approaches to student discipline and behavior management, the leadership team, in consultation with faculty and support professionals engaged in the day-to-day education of the students, will make decisions informed by effective, strategic decision-making practices. The scope of these decisions will include but are not limited to: school-wide and classroom positive behavior supports, mental wellness approaches, social skills development, multi-tiered systems of support, fostering positive school climate, restorative practices that target the needs of individual students, and collaboration between leadership team and student support professionals in designing school specific student discipline and behavior management plans. MSD bargaining unit employees will be offered professional development on the particulars of the plan and effective behavior and classroom management that fosters a positive student climate and learning. The plan will include the response levels and interventions as outlined in the Student Code of Conduct. The professional development will be offered on a yearly basis along with any updates. After receiving professional development, the unit members are expected to utilize appropriate positive behavior management skills. Unit members who are in need of additional support with implementing positive behavior management strategies shall receive assistance and support from appropriate personnel.
Behavior Management. Provides assistance to the teacher with planning, implementing, monitoring and evaluating complex individualized student behavior management programs. Assists with behavioral data collection, identifying problem behaviors and planned strategies to change behaviors according to students IEP's. May participate in social skills training activities through individual/group counseling sessions with students, role-playing activities, and structured behavioral programming assistance (proximity control, prompting, and contingencies, coaching, cuing and planned ignoring). Under supervision of certificated staff, and after completing appropriate training, may provide physical crisis intervention assistance to prevent students from hurting themselves, others, or destroying property.
Behavior Management. The behavior management provisions below are designed to encourage Youth compliance with facility rules by providing positive incentives, and to provide staff with a variety of disciplinary options in lieu of Isolation.
Behavior Management. To provide a safe, pleasant and effective learning environment, teachers will be responsible for supervision of students throughout the school day as assigned by the Employer. Behavior management programs are in effect during lunchtime, on field trips, at physical education, careers and during class time. In a crisis, when a student requires special attention and removal from the class, the Employer will take reasonable steps to provide the teacher with support to manage either the class or the student in crisis. section 8 Liaison Teachers will participate in the process of information transferal from and to the students, school clinicians and parents. They will identify concerns which affect the student's performance and facilitate the information flow between the education and clinical program.
