Hinkle Creek
Elementary School
Joanna Covington
317-776-0840
Mission: To collaborate with families in order to create confident and independent learners with
the ability to regulate his/her emotions in order to improve social skills, coping skills, and academic
performance.
Purpose of Program:
 Increase academic and social independence
 Teach social/coping skills
 24-hour consistent behavior management
 Assist during student crisis periods
 Family education and training
Services Needed:
 Grade level curriculum
 24-hour Positive Behavior Intervention Planning
 Intensive counseling
 Functional Behavior Assessments (FBA)
 Behavior therapy
 Consistent/predictable/structured classroom setting
 Individualized transition planning for return to ED resource/mainstream
 Lower teacher to student ratio of support
 Student calming areas in room (Time out room available)
Description of Targeted Student (demonstrates most, if not all descriptors)
 Students that do not have documented response to interventions in ED Resource program
 Students that need social skills therapy throughout day
 Students that are demonstrating behavioral concerns in a variety of settings (specials,
classroom, bus, home, etc.)
 Students returning from MOSAICS to NS.
 Grades 1st – 3rd (case conference decision)
Communication Notebook
Every night a communication notebook will go home. This will give each child’s daily behavior
percentage and any behaviors that were documented during the day will be shared with parents.
Parents are encouraged to share information from the evening before as part of the student’s
behavior plan. Parents will know what level their child will be on the following day and what the
privileges and consequences are for each level.
Our Classroom Rules
“Do the right thing, treat people right”
Follow Directions
1. Active Listening
2. Ask questions
Raise Your Hand
Stay On Task
1. Ignore distractions
2. Quiet hands and feet
3. Doing work or listening to lesson
Show Respect for Property and Others
1. Use materials properly
2. Hands and feet to self
3. Respectful words
4. Walk in hallways and classroom
Follow your lifeskills and…
Do Your Personal Best.
Leveling System
The Behavior Strategy Classroom will work on a level system. There will be 3 levels
and each student earns a level daily. The level system will be based on a percentage
of a child’s behavior from the previous day. If a student has earned level 1 by reward
time, he/she will not get reward time.
Level #3 - A student will be on this level when he/she has a behavior percentage of
90% -100%
Privileges:
 Can sit anywhere for lunch
 Recess
 Reward time
 Treasure box
 Specials
Level #2- A student will be on this level when he/she has a behavior % of 70%-89%.
Privileges:
 Everything level 3 gets except for assigned seating for lunch.
Level #1- A student will be on this level when he/she has a behavior of below 70%.
This level usually occurs when a student is verbally or physically aggressive or has
excessive wasted time.
Consequences:
Lunch is time out area
Recess at own desk
No Specials
No treasure box
No reward time
Behavior Sheets
The behavior sheets will be used in 30 minutes increments. If a student
is on task then the behavior sheet will be left blank. A reminder will be
given when a student is not on task and this is documented on the
behavior sheet. When 3 reminders are given a student may be given a
time out. Each reminder is 1% off daily behavior. If a student’s behavior
is extreme then a certain % will be deducted for the behavior. All
behaviors will be documented! At the end of each week the weekly
behavior % will be calculated and all behaviors will be tracked. (This is
only for teacher records) This sheet will have to be created around the
time of day students will be in the program. I have samples of some.
Reward Time
At the end of the day reward time will be given. If a student is on level 2
or 3 then reward time is earned. Students will be able to play games,
read and listen to music. They can choose what they want to do. If a
student is on level 1 then that child will be expected to stay at his/her
desk and finish work. Reward time will be daily and last about 20
minutes. *** If a student is on level 1 and has used a positive coping
strategy then he/she can earn bonus points to get reward time.
Time Out and Chill Out Areas
The time out area is used when a child is in need of a safe environment.
If the student is a danger to himself/herself or others he/she will be put
in the time out area. The time out area will be held shut only when
necessary.
The chill out area is to be used when a child asks for a time out on
his/her own and he/she is not being physically aggressive. The student
can cool down and chill out or do work in this area.
Expectations During Discipline:
Follow directions
Accept consequences
No verbal or physical aggression
Consequences
Physical Aggression:
 includes violent/aggressive physical acts, physical intimidation,
destruction of documentation of property and vandalism
Level drop to level 1 and minus 35%
Verbal Aggression:
 includes verbal intimidation, swearing, name calling, threats,
bullying and intolerant behavior
Level drop to level 1 and minus 35%
Wasted Time:
 students are responsible for making positive choices to complete
assignment during the school day. When students choose not to
use time wisely they are expected to make up wasted time. One
percent is deducted after five consecutive minutes of wasted time.
 If wasted time continues, lunch and or recess detention may be
assigned to make up work
Automatic Percentage Reductions:
Inappropriate items brought to school:
* staff takes item and notifies parent. Minus 10%
Leaving Assigned Area:
* minus 35%
Fleeing:
*minus 50%