The Ellen Ochoa STEM Academy at Ben Milam Elementary School
Behavioral Management Plan
The Ellen Ochoa STEM Academy at Ben Milam Elementary School is known for its reputation of
having effective teachers and well-disciplined students. Our goal is to provide our students with an
environment conducive to learning; therefore, it is expected for our students to display appropriate
behavior on a daily basis. The following behavior management plan will be implemented in an effort
to maintain an orderly learning environment and to redirect students’ inappropriate behavior. We will
continue to have high expectations for our students’ academic progress and behavior.
Parental involvement in this process will play an integral part in our students’ overall success. Please
take the time to discuss the components of this plan with your child. Teachers will keep parents
abreast of students’ inappropriate behaviors. Parents may be required to meet with teachers and
administrators to develop a plan for a child’s behavioral success.
I. Goal
At The Ellen Ochoa STEM Academy at Ben Milam Elementary School, we strive to maximize
learning by providing an atmosphere that is safe and positive for all students. It is our goal for
students to take the responsibility in creating a climate that is conducive to academic excellence and
civic awareness.
II. School Rules
Expectations of Students – The Ellen Ochoa STEM Academy at Ben Milam Elementary School
students will be their B.E.S.T. !
Behave appropriately at all times
Excel in all that you do
Show respect and act responsibly
Treat others with kindness
III. Instructional behavior supports-To reinforce behavior expectations must be explicitly
taught and discussed.
The first two weeks of school, all staff members will explain and demonstrate The Ellen
Ochoa STEM Academy at Ben Milam Elementary School’s procedures. Teachers and staff
members will continue to remind students of proper procedures throughout the year.
Teachers will discuss the expectations of students throughout the day.
The counselor will conduct character education sessions which focus on character traits,
behaving appropriately, and acting responsibly.
Administrators will continuously stress the importance of behaving appropriately via the
intercom, classroom discussions, and by being visible throughout the school.
Teachers and staff will utilize the Behavior Matrix (B.E.S.T.) to teach the students the
expectations in the cafeteria, classroom, during break, restroom, hallways, and during
dismissal.
The B.E.S.T. behavior matrix, with the expectations, will be placed all around the school to
serve as visual reminders to the students.
B.E.S.T. will become a part of the school’s daily language to reinforce appropriate behavior.
IV. Positive Behavior Reinforcement
The Ellen Ochoa STEM Academy at Ben Milam Elementary School’s faculty and staff will
implement the following incentive as its positive behavior reinforcement. The goal is to promote
positive behavior that fosters an environment conducive to learning.
1. When a student has met the B.E.S.T. criteria, he or she will have an opportunity to participate in
the incentive activity:
Students must meet the following criteria to participate in the incentive activity
2. Recognition will be done after each nine weeks.
3. Some behavior incentives may include the following: a movie, pizza, popcorn, ice cream,
homework passes, social time, etc.
V. Behavioral Corrections – The school has developed the following consequences to assist in
consistency.
Teacher Consequences
Offenses
Academic dishonesty
Disposition
Zero given; Parent contacted
Bullying
Counseling intervention; Parent conference
Minor classroom disturbances
Teacher consequence; Parent Contact
Violation of technology policy
Minor disrespect
Forging parent’s signature or
altering a school document
Horseplay
Loss of computer privilege Parent conference
Parent Contact, Teacher consequence
Parent contact
Teacher consequence; Parent contact
Administrative Consequences
If a student’s behavior warrants being sent to the office, the following consequences will be given.
Offenses
Disposition
General Misconduct
1st Offense
2nd Offense
3rd Offense
4th Offense
Conference w/student
Parent contact/Time Out
Silent Lunch
Recess in the Office
Horse Play (Chronic or Dangerous)
1st Offense
2nd Offense
3rd Offense
4th Offense
Conference w/student
Parent contact/Time Out
Silent Lunch
Recess in the Office
Inappropriate Language
1st Offense
2nd Offense
3rd Offense
4th Offense
Conference w/student
Parent contact/Time Out
Silent Lunch
Recess in the Office
Class Disruption
1st Offense
2nd Offense
3rd Offense
4th Offense
Conference w/student
Parent contact/Time Out
Silent Lunch
Recess in the Office
Major disrespect toward staff
1st Offense
Conference w/student; written
assignment; parent contact
2nd Offense
Parent contact/Time Out
3rd Offense
Silent Lunch
th
4 Offense
Recess in the Office
Bullying
1st Offense
Conference w/student; written
assignment; parent contact
2nd Offense
Parent contact/Time Out
3rd Offense
Silent Lunch
4th Offense
Recess in the Office
Fighting
1st Offense
Conference w/student; time
out and/or 1 day ISS; parent contact
2nd Offense
Parent conference/1 day ISS
3rd Offense
Parent conference/2day ISS
th
4 Offense
Conference with parent;
behavior plan implement and/or modified
All discipline offenses and consequences are left to the discretion of the administration and
may be modified upon their decision.
Students Identified as Having Chronic Behavioral Issues
A. A student who has been to the office more than three times in one month or have
accumulated 5 total office referrals will be monitored through the Response to Interventions
Process, a mechanism for identifying and addressing those behaviors and environmental
influences that promote the positive emotional, mental, social, and physical health needs of
students.
1. A team will begin developing individual plans to address behavioral issues.
2. The team will meet bi-weekly to discuss the effectiveness of changes in the program for
each child.
B. A student who has over five office referrals will be considered to have chronic behavioral
issues.
1. The student, parents and teachers will meet to complete a contract for behavioral
improvement.
A disciplinary and behavioral correction plan should include the following:
1. An assessment of the student’s competencies and needs,
2. Interventions to promote positive school behaviors,
3. Contingencies for dealing with student misbehavior; and
4. An approach for periodic monitoring of the effectiveness of the plan.
Please sign the next page acknowledging you have read, understand, and are willing to abide by the
Ellen Ochoa STEM Academy at Ben Milam Elementary School behavior management plan.
Print Student’s Name: ______________________________________
I have read and discussed B.E.S.T. with my parents and teachers. I understand the plan, and I will
adhere to the guidelines.
Student’s Signature_____________________________________________
I have read and discussed B.E.S.T. with my child. I understand the plan, and I will support the
guidelines.
Parent’s Signature______________________________________________
I have read and discussed B.E.S.T. with my students. I support the plan, and will adhere to the
guidelines.
Teacher’s Signature____________________________________________
Please return this page to your child’s Teacher.