Behavior Management

PolicyNo. 321

ESD 105, and its Head Start Cotractor, EPIC, is committed to serving all children who enter our programs, including those with Disablities and/or challenging behaviors. ESD 105, and its Head Start Contractor, EPIC, will use developmentally appropriate behavior management skills and techniques, that are evidance based. This includes, but is not limited to: re-directing, modling, selective ignore, and praising the possitive behaviors, behaviors we would like to continue. In cases were a child needs a specific behavioral plan, an individualized interventing plan will be created to aid them in being succeful in the classroom environment. Physical or verbal punishment will not be used, nor tollerated.

ESD 105, and it’s Head Start Contractor, EPIC’s goal is to use positive behavior management techniques to teach children self- regulation skills to gain knowledge of themselves as well as be able to us skills learned to aid in problem-solving, in different classroom/life situations that may arise. The Special Services/Mental Health Content Specialist will provide guidance and work with the team (Teachers and classroom staff/FA) as well as parents to create an intervention plan for the classroom. The first intervention plan created is specifically desinged to be used by the teachers/staff in the classroom. Parent involvement is encouraged and parents will be made aware that their child is receiving addition support in the classroom to help the child maximize the learning experience. In the first intervention plan parent input is encouraged as well as parents being a supportive party to the classroom. Parents do not have to be part of the plan nor support the plan, as this is a plan to support the classroom and for the child to be successful in the classroom with modifications/interventions in place.

Behavior management services include parent involvement, behavior management, Interention Planning, referral to additional services, and crisis response. In the event that a child and family need more individualized support, a meeting with the Team, Parent/Gaurdiane, Center Maniger, and the Special Services/Mental Health Content Specialist will be held to plan for addition and further services. Documentation and monitoring notes collected will also be discused at this time. Families will be supported and provided with information on recommended next step programs in our program areas. If the family wants help to engage in these additional services, a team member will help the families navigate the system of the services in which the family feels would be best for them.

For any child displaying behaviors that risk the safety of them-selves, peers, and/or staff, there will be documentation to support that all interventions have been exhausted in the scope of the program. In unique situations such documentation along with a team staffing may decide to limit the amount of hours a child can attend the program, untill the behavior is more manageble and/or the decision can be made to temporarily recess a child from the classroom. In such events ESD105, and it’s Head Start Contractor, EPIC will be able to provide comparable preschool services to the family and/or find an appropriate placement for the child.

The following procedure outlines very clearly the steps that staff is responsible to follow in order to ensure the safety, fairness, and equality for all chilren.

Behavior Management

PolicyNo. 321

RATIONALE

Understanding children means appreciating their unique ways of interacting with others and the world around them. Taking the time to learn about children’s strengths, interests, challenges, likes, dislikes, and ways to be comforted can allow you the opportunity to gain ways to respond to each child’s individual needs in a purposeful and meaningful way.

This behavior management policy has been developed and approved as a guide for teachers, staff and volunteers to follow while they are engaged with children at ESD 105, and it’s Head Start Contractor, EPIC programs.

The purpose of this policy is to ensure that the social-emotional growth and development of all children is enhanced, classrooms are safe learning environments for all children and adults, and all children and families are offered support in a timely manner.

PROCEDURE 320-P

  1. Universal Guidance Techniques – Environments, routines and teaching strategies are the main approaches utilized at the Universal Intervention Level. Some techniques include but are not limited to:
  1. EPIC will use a positive approach in guiding children’s behavior.
  2. Plan a consistent and predicable daily schedule that allows for predictability as well as opportunity for children to exercise their large motor muscle and burn off their extra energy.
  3. Establish clear and consistent classroom rules and expectations.
  4. Complete social/emotional screenings for all children enrolled within 45 days of the child’s first attendance day.
  5. For preschool classrooms: curricula such as Second Steps-Anti Violence and Talk about Touch will be utilized to enhance children’s social emotional skills.
  1. Targeted Approach – The targeted level of intervention involves interpreting individual screening and assessments, results, utilizing staff support, resources, and developing Individualized Plans.
  1. Child(s) parent(s) will be notified when there is an incident of harmful behavior towards their child or by their child. Parent(s) maybe asked to come in to aid in creating a classroom intervention plan and/or be asked to share techniques/strategies they are using to help their child learn self-regulation skills. (If parents have additional concerns and request a referral, a referral packet will be started at this time and possibly a direct call to out-side service will be made to set up a family’s first appointment.)
  2. If Child’s behavior continues to escalate and a child receives a 3-5 incident reports, an intervention plan will be created with the Team, Parent/Guardian, Center Manager, and Special Services/Mental Health Content Specialist. Other relevant staff and consultants may also be involved depending on the child’s needs. An intervention plan is primarily put in place to help the child be successful in the classroom and for the staff to have more tools to work with the child’s unique needs.
  3. As intervention plans are put in place and possible additional concerns are identified, the child’s individual intervention plan will be up-dated. In addition during this time or before any supportive screening tool information will be discussed and added to plan, a referral packet will be completed and the family being supported and encouraged to follow through with additional services. As one of our program goals is to help all children develop socially and emotionally.
  4. As a last resort, physical restraining (a therapeutic hold) may be used only when a child is physically and emotionally so out of control that they are endangering them-selves and other children's safety. It will only be used to help calm a child down, not to punish. Every effort will be made to defuse or

deflect the child from getting out of control through awareness of cues and signals that the child is becoming anxious or agitated. (A staff person who is agitated should not attempt this.) The method to be used is:

  • Wrap arms gently but firmly around the child's chest from behind while sliding to a sitting position on the floor.

Behavior Management

Policy No. 321

  • Cross their arms in front of them and place your legs gently over theirs if they are kicking.
  • Using a calm, quiet and gentle voice, say: It's ok; I'm going to keep you safe until you can keep yourself safe (or until you can relax or other terminology the child understands). Release one limb at a time and as the child demonstrates signs that their agitation is decreasing (losing of muscles and/or relaxing limbs).
  • When they are completely calm, redirect them to the classroom activity or compliance with classroom rule originally expected of them.
  • An incident report must be filed with the center manager, the parent and put in the child's file each time this is used.
  • All staff will be trained annually in the proper method and appropriate use of limited physical restraining. Staff must not attempt this without receiving this training. Training will be documented in the Center file.
  1. Expanded Approach – To be followed by Birth to Five Years – The expanded level of intervention may be reached in events where severely impulsive/aggressive behaviors continue to be present and developed plan(s) have not been effective or in crisis response situations. It is at this level we will work with the family to seek best placement in the least restrictive environment for the child.
  1. In the event of a crisis, a debriefing meeting will be conducted that day with classroom staff (transportation staff if appropriate), and site management team. This debriefing meeting will summarize the event, gather information and start a Behavior Plan to best serve the child, family and staff. This time will allow staff an opportunity to debrief and discuss issues that may have arose in the crisis. The team may make recommendation for addition classroom support or other placement with a detailed behavior plan to ensure safety of all children and adults in the classroom. Further evaluation from a mental health professional or school district personnel may also be recommended.
  2. The family will be notified of the child's behavior that day by the center manager and a meeting will be scheduled to discuss with the family any additional support or services they may need.

Referrals to outside agencies such as mental health consultants or local school districts may be

offered (if not completed previously) at this time. If needed, an emergency staffing will occur to

ensure home services continue and all involved are informed. Documentation will be filed in

child’s chart.

  1. If the parents/guardians do not engage or refuses to participate in a meeting with the team to discuss the behavior or situation a plan with be created by the team to meet the needs of the child and the classroom. Continued family engagement will be attempted and parents will be notified of the plan that has been created and put in place to support their child and staff in the classroom. If it comes to a point that the strategies have proved ineffective, the parent will be notified by the Center Manager. At this time if the parent continues to refuse involvement, the parent will be notified that a plan must be made with the family for the child to continue in the program. The team will collect all documentation to show that all areas of the program have been exasperated, including:
  1. Incident reports, indicating the types of behavior the child is displaying, frequency or the behaviors and dates/time the incidents have occurred.
  2. Attempts made to engage the parents in developing a plan (phone calls, notes sent home, attempted home visits scheduled, etc.) must be documented in the child's file.
  3. Plans created that have not been effective in ensuring the safety of the child and/or other children and adults in the classroom.
  4. Any other supporting documentation from medical providers, school districts, Part C agencies and/or other community partnerships.

Behavior Management

Policy No. 321

  1. If the intervention chosen is a plan to continue service to the child at home, the plan will include:
  • Parent/child home activities
  • Home visits by the FA and/or teacher
  • Help in arranging child care as appropriate
  • Appointments for professional evaluations if recommended

The goal is to have child back in classroom within 72 hours.

  1. A long-term pattern of impulsive behaviors leading to safety concerns in the classroom that is not improved with the Behavior Plan, may lead to a discussion of appropriate placement for the child. The team will work with the family to find an environment that can better meet the child's needs. The family will continue to be supported and receive services from the FA and/or teacher weekly during this time. Documentation will continue to be collected and placed in the child’s file.

CJ/HR Dept. 5/8/15

Approvedby PolicyCouncil:5/12/16

Approvedby BoardofDirector: 8/16/16

ECEAPPerformanceStandards:A-1,A-3,A-7,A-8,A-9

HeadStartAct:642

HeadStartPerformanceStandards:1305.3,1304.51

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