- keep hands, feet, and objects to yourself
- use walking feet in classrooms, cafeteria, and hallways
- be kind by what you say and do
- be a good listener
You are Responsible for Your Actions
- take care of yourelf, your belongings, and classroom materials
- return items on time and to the right place (homework, library books, paperwork signed by parents)
- give your best effort every day
Our daily behavior tracking system has four zones. Each child will begin the day in the “Superstar Behavior Zone”. The children will move to “Warning Zone 1”, “Warning Zone 2” and the “Danger Zone” according to their behavior. You will find a mini version stapled/taped into your child’s agenda each week. Each day your child will be responsible for coloring in the zone they are in at the end of the day.
To help encourage good work habits and behavior, each child will be given a sticker chart. A child receives a sticker for staying on the green "Superstar Behavior Zone" for an entire day. When a child fills their sticker chart, they will receive a prize and start a new chart.
Superstar Behavior Zone = Green..........no warnings
Warning Zone 1 = Yellow..........verbal warning and redirection
Warning Zone 2 = Orange..........students will recieve a consequence in the classroom (write in Behavior Log, lose free time or other privilege)
Danger Zone = Red........parents will be contacted and student will write in the Behavior Log
If an inappropriate behavior becomes habitual, the child will be written up. As the write-ups increase, so will the consequences.
If a student breaks a major school rule, the child will be written up even if it is the first offense of the day (bad language, hitting, pushing, punching, etc.)
Individualized Behavior Plan
Should a student exhibit habitual behavior problems, an individualized behavior plan will be arranged to modify this behavior. These plans usually consist of rewarding the student for controlling the behavior for alloted time periods (hourly, a.m. and p.m., or entire day). This type of plan helps the child recognize the problem behavior and sets reachable goals so the child (and teacher) can see progress.