Ruby Batiste, Executive Director of
Special Education Services and Special Programs
Behavior Program Mission Statement
The mission of the Behavior Program is to provide a supportive, well-rounded educational program
that meets the social, emotional and academic needs of students with emotional and/or behavioral
disorders that leads to them being educated in an inclusive setting.
Overview
The Behavior Program is designed to serve students who have been identified as having serious
behavior problems that interfere with their ability to be successful in their current instructional
arrangement. The purpose of the program is to provide in-depth, intensive and individualized
instruction in the area of academics, behavior, social and emotional development.
Program Goal
Provide students the academic and social skills necessary for education in an inclusive setting.
Programming
In order to meet the varying needs of students with emotional disturbance and/or behavior disorders, the
Behavior Adjustment Class (BAC) is designed to serve students with behavioral difficulties that
interfere with their ability to learn. These classes are structured to meet the various behavioral needs of
these students and focus on assisting students with academic growth and social development.
Service Support Team
The Behavior Program is supported by the following team members:
 Special Education Coordinator of Special Educational Instructional Programs: Crystal Cromer
 Behavior Program Specialist: Dr. Kanesha Waites
 Licensed Specialist in School Psychology: Steve Brown, Gina Shaw, Mary Carter
 Educational Diagnostician
 Parent/Teacher Support Team
 Other Professionals as appropriate
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LANCASTER INDEPENDENT SCHOOL DISTRICT
SPECIAL EDUCATION DEPARTMENT
BEHAVIOR ADJUSTMENT CLASSROOM MANAGEMENT
LEVEL SYSTEM
I.
CLASSROOM RULES
1. Sit quietly during work time.
2. Raise hand and wait quietly for permission to talk or when you have a question.
3. Keep hands, feet, etc. to yourself.
4. Speak politely to others and respect others’ possessions.
II.
CHECKSHEET
A summary sheet will be sent home daily which will notify the parent of the student’s daily
performance and progression in the level system. Actual checksheets will remain in the teacher’s
possession and will not be sent home with the student. Summary sheets must be signed by the
parent or guardian and returned on the next school day. If checksheets are not returned on a
consistent basis, your child may lose four points on the checksheet for not having a signed summary
sheet at the beginning of the first marking period of the day. If chronic failures to return summary
sheet exist, additional consequences will be given.
Points are earned for the student’s preparation, work habits, and appropriate behaviors for each
subject. Points are needed to maintain and/or advance through the level system.
III.
LEVEL SYSTEM
The level system consists of a series of five levels through which each student must progress by
meeting the requirements of each level and by accumulating check sheet points within a designated
time. As the student progresses to a higher level, they are given additional responsibilities and
privileges. After a student meets the requirements on Level V, the student will be mainstreamed into
a regular classroom. Additional mainstreaming continues as the student maintains Level V
requirements.
Levels may also be effected by Automatic Down behaviors, which are either a violation of privileges
or rules, or crisis behavior. An Automatic Down (AD) causes the student to lose all points on their
current level and drop to the previous level or begin that same level over again.
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IV.
BASIC AD BEHAIVORS
Basic Automatic Downs
1. Abusing the water/restroom breaks. Students may not disturb other classes or roam the halls.
2. Engaging in physical fights anywhere on the school grounds.
3. Verbally abusing teachers or students (includes profanity in any form).
4. Inappropriate behaviors during lunch.
5. Smoking or possession of smoking materials on school grounds.
6. Inappropriate sexual conduct.
7. Skipping school, class, or lunch.
8. Isolation more than two times per week for Levels I – IV
9. Stealing
10. Any suspendable offense
V.
REINFORCERS
Depending on the student’s level and behavior, both positive reinforcement and negative
consequences will be used. Due to differences in each individual student, the reinforcers used will
vary between students.
Positive reinforcers are any methods that encourage a student to repeat the behavior that it followed.
Examples of possible positive reinforcers are:
Verbal praise
Tokens (often used to earn desired reinforcers)
Level privileges
Errands for teachers
Check sheets
Extra computer time
Mainstreaming into regular classes (Level V only)
Reinforcement Time (RT)
RT is ten minutes of social interaction and reinforcement given at the end of every academic period
to every student who has not gone to Time-Out (TO) or Isolation (I). Development of RT activities
assigned to the five levels of the system is intended to motivate students to maintain appropriate
behavior, reinforce previous work period appropriate behavior, motivate students to move through
the level system, and meet the student’s need for short term reinforcement. The assignment of the
activities reflects the stages of socialization/play that is to be developed in the students.
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Friday Reinforcement Time (FRT)
Friday Reinforcement Time is a motivational time scheduled to encourage students to maintain a
limit on confrontational and crisis behaviors (i.e., use of time-out and isolation). Friday RT is a 3060 minute block of time (i.e., one designated work period, usually during the Social Skills scheduled
time) that all students can earn if they have the level stated limit or less of time-outs and/or
isolations. The reinforcement activities are designated according to level attainment of the student.
Negative Consequences are any methods that discourage a student from repeating the behavior that it
followed. Examples of Negative Consequences are:
Warnings
Time-Out/Isolation
Isolated Instruction
Loss of privileges
Non-Violent Crisis Intervention (NVCI)
Office Referral and Contingency Plan
Non-Violent Crisis Intervention is a continuum of intervention. As a last resort, a method of
restricting a student’s mobility in order to prevent the student from harming others, him/herself, or
the environment may be used. This is only used in extreme circumstances. It is never used as a
punishment.
VI.
WARNING SYSTEM
The warning system is a structured way of managing behavior in which the students are aware of the
consequences of their behavior. It consists of an Impulse Control Sequence within each academic
period. Each consequence results in an inability to earn the corresponding behavior points and will
be noted on the student’s checksheet. The Impulse Control Sequence is as follows:
1st warning – 2nd warning – Time Out – Isolation – Isolation Instruction – Office
A warning consists of verbal redirection and a loss of the corresponding points during that marking
period. Each student is allowed two warnings per academic or work period. Each work period is
broken down into four marking periods, with feedback on behavior given at the end of each marking
period. If the student continues to misbehave within this same academic period, the student will be
sent to Time-Out.
Time-Out (TO) is the actual removal of the student to a designated area of the classroom for five
minutes. The purpose of Time-Out is to stop the escalation of inappropriate behavior. In Time-Out,
the student must sit and be silent. Any violation of the Time-Out or continued misbehavior once
returned to their seat during the same academic or work period will result in an Isolation.
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Isolation (I) is the removal of the student to an even more segregated portion of the classroom for
ten minutes. Isolation allows for a longer calming down time and a slower entrance back into the
class. Once a student has served their Isolation, they must then serve a Time-Out before returning to
their seat in the classroom.
Certain aggressive behaviors may be treated as Automatic Time-Out or Isolation. This is for both the
maintenance of a learning environment and the safety of other students.
Isolated Instruction is an alternative to In-School Suspension and must be a Contingency Plan (CP)
discipline option in the IEP. Students can earn time off for “good behavior” for every successful
work period/marking period completed. That is, for each successful work period/working period, the
student can have one period taken off the originally assigned time period. This “trade-off” often
motivates the student to earn his/her way out of Isolated Instruction quicker and stabilizes the
student’s inappropriate behavior.
Office Referral is for administrative intervention and is the final step of the Impulse Control
Sequence. Administrators assign consequences based upon the Contingency Plan for the student.
VII.
PARENT/TEACHER CONTACT
If you would like to either schedule a conference or speak with me on the phone, you may leave a
message for me to contact you at my earliest convenience. Due to the importance of my continuous
presence with your children, please do not ask to have me paged. Any urgent messages can be
relayed by the office.
Please sign and return the Parent Consent on page 7 of this plan. If you have any questions or
comments, please call and schedule a conference.
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BEHAVIOR ADJUSTMENT LEVEL SYSTEM
Review360 Behavior Management System
Review360 is a behavior tracking system designed to assist classroom teachers in managing and
tracking disruptive behaviors.
The Lancaster Independent School District, Special Education Department version of this model is
divided into three areas: school rules, target behaviors and negative behaviors. Students receive 1-point
for each school rule category, 2-points for target behaviors and a minus 1-point for negative behaviors.
 Students receive 1-point for each school rule category.
 Students receive 2-points for target behaviors.
 Students receive Minus 1- point for negative behaviors.
There are three levels the students must advance through to earn privileges and additional
mainstreaming opportunities. Points are automatically added and subtracted by the system
(Review360).
The following is a breakdown of the Level System
 Students can earn a maximum of 70-points per day.
 Students must maintain their goal area of 56-points per day.
 Office referral results in a negative 100-points, a system reduction.
 Physical restraint results in a negative 35-points.
 Time out results in a negative 35-points.
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LEVEL I
GUIDELINES:
1. Follow class rules.
2. Sit in assigned seat.
3. Reinforcement Time (RT) is to be enjoyed in seat alone.
4. Supervised water and restroom breaks.
5. Supervised movement to and from the bus.
6. Lunch eaten in a seat in the classroom with the teacher.
PRIVILEGES:
1. Ten (10) minutes RT each period if no Time-Outs.
2. Friday RT if no more than two (2) Isolations per week.
All students begin on this level unless otherwise specified. Students on Level I:
 Can earn a maximum of 70- points per day
 Must meet goal area of 56-points a day
 Must earn 1,100- points to advance to Level II
 Are eligible for Level I privileges only
 Are escorted during transition times, e.g. (passing periods, restroom breaks, etc.)
 Are eligible for Inclusive opportunity as specified by ARD/IEP requirements
LEVEL I AUTOMATIC DOWNS:
1. All basic ADs
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LEVEL II
GUIDELINES:
1. Follow Class rules.
2. Sit in assigned seat.
3. Reinforcement Time (RT) is to be enjoyed in seat alone.
4. Supervised water and restroom breaks.
5. Supervised movement to and from the bus.
PRIVILEGES:
1. RT each academic period if no Time-Outs.
2. Friday RT if no more than four (4) Time-Outs.
3. One supervised water/restroom break during RT.
4. Designation of the following responsibility:
Chalkboard monitor
Students advance to Level II once they have met the requirements of Level I. While on
Level II students:
 Can earn a maximum of 70- points per day
 Must meet goal area of 56-points a day
 Must earn 2,750- points to advance to Level III
 Are eligible for Level I-II privileges only
 Are unescorted during transition times, e.g. (passing periods, restroom breaks, etc.)
 Are eligible for Inclusive opportunity as specified by ARD/IEP requirements
LEVEL II AUTOMATIC DOWNS:
1. All basic ADs
2. Time-Outs no more than four times per week
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LEVEL III
GUIDELINES:
Follow Class rules
PRIVILEGES:
1. RT each academic period if no Time-Outs.
2. Friday RT if no more than three (3) Time-Outs per week.
3. One supervised water/restroom break during RT.
4. Lunch will be eaten in the cafeteria.
5. Seating near other students in the classroom.
6. Participation on field trips.
5. Designation of the following responsibility:
Documentation monitor
AV technician
Clean-up area supervisor
Peer tutor within classroom
Students advance to Level III once they have met the requirements of Level II. While
on Level III students:
 Are eligible for full Inclusion as specified by ARD/IEP requirements
 Can earn a maximum of 70- points per day
 Must meet goal area of 56-points a day
 Must earn 4,400- points to advance to Level IV
 Are eligible for both high and low-level privileges, i.e., can choose from any level
LEVEL III AUTOMATIC DOWNS:
1. All basic ADs
2. Time-Outs no more than three times per week
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LEVEL IV
GUIDELINES:
Follow Class rules
PRIVILEGES:
1. RT each academic period if no Time-Outs.
2. Friday RT if no more than two (2) Time-Outs per week.
3. Lunch will be eaten in the cafeteria.
4. Seating near other students in the classroom.
5. Participation on field trips.
6. Eligible to be peer tutor in another class.
7. Special privileges: (Unsupervised)
Restroom break/water break
Errands for teacher
Visit to office
Visit to counselor
Visit to library
Students advance to Level IV once they have met the requirements of Level III. While
on Level IV students:
 Are eligible for full Inclusion as specified by ARD/IEP requirements
 Can earn a maximum of 70- points per day
 Must meet goal area of 56-points a day
 Must earn 5,500- points to advance to Level V
 Are eligible for both high and low-level privileges, i.e., can choose from any level
LEVEL IV AUTOMATIC DOWNS:
1. All basic Ads
2. Time-Outs no more than two times per week
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LEVEL V
GUIDELINES:
Follow Class rules
PRIVILEGES:
1. RT each academic period if no Time-Outs.
2. Friday RT if no more than three (1) Time-Outs per week.
3. One supervised water/restroom break during RT.
4. Lunch will be eaten in the cafeteria.
5. Seating near other students in the classroom.
6. Participation on field trips.
7. Designation of the following responsibility:
Documentation monitor
AV technician
Clean-up area supervisor
Peer tutor within classroom
Students advance to Level V once they have met the requirements of Level IV. While
on Level V students:
 Are eligible for full Inclusion as specified by ARD/IEP requirements
 Can earn a maximum of 70- points per day
 Must meet goal area of 56-points a day
 Must earn 5,500- points to remain on Level V
 Are eligible for both high and low-level privileges, i.e., can choose from any level
LEVEL IV AUTOMATIC DOWNS:
3. All basic ADs
4. Time-Outs no more than once per week
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Class Freeze
Students who do not maintain or earn their required points will receive a reduction in level. They will
need to earn the required points to return to their previous level. Level I students who do not meet their
daily goal of 56-points per day, for four consecutive days will be placed on Class Freeze.
Students can earn Class Freeze for major behavioral incidents or failing to maintain the required Daily
Goal of 56- points. Once a student has earned Class Freeze, she/he is:
 Returned to the Behavior Adjustment Class for a period of 1-5 days
 Placed on a 1-3 day behavioral contract (optional)
 Escorted during transition time
 Required to eat lunch in classroom
 Unable to engage in special privileges
 Unable to purchase rewards
 Eligible to earn points toward level
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ATHLETE
ELIGIBILITY
ATHLETE
ATHLETE
ELIGIBILITY
ELIGIBILITY
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