Microsoft Word - SCEP Program Manual.docx

• We believe the Shelter Care Educational Program is strengthened through collaboration and continuous growth
Teaching and Learning Vision
The Shelter Care Educational Program will strive to understand our student’s academic needs, work to remediate and advance skills, and ensure learning of the Iowa Core’s Essential Concepts utilizing the Characteristics of Effective Instruction to support progress toward graduation and transition to a productive future.
Action Steps:
We will strive to understand our student’s academic needs by:
• Carefully reviewing results of intake assessments
• Contacting the sending school to acquire their academic schedule and learn
about their academic needs
• Conducting formative assessments in the classroom to determine the
student’s needs
We will work to remediate and advance skills by:
• Helping students gain skills to become independent learners
• Supporting learning at an appropriate level for each student
We will ensure learning of the Iowa Core’s Essential Concepts utilizing the Characteristics of Effective Instruction to support progress toward graduation and transition to a productive future by:
• Providing challenging instruction
• Teaching key skills and concepts from the Iowa Core
• Ensuring students are earning credit
• Assisting students in making successful transitions in their lives
Implementing Iowa Core... We need to...
Familiarize ourselves with the Essential Concepts in our content areas
• Identify most common and most important skills/concepts in each subject area
• Be able to explain why those are important for our students
• Ensure that students know the purpose of the lesson or activity prior to beginning
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Develop lessons or units that:
• Teach to important Essential Concepts of the subject area (6th grade or higher).
• Teach across curriculum (e.g. Using literacy skills in SS)
• Integrate 21st Century skills in lessons
• Require students to use higher order thinking (e.g. Bloom’s Revised
Taxonomy levels related to Applying, Analyzing, Evaluating, and Creating)
• Have “Product Expectations”
• Use intake assessments to drive instruction and ensure their are formative
assessments for lessons
• Implement Characteristics of Effective Instruction into the classroom through
thoughtful application of innovation configurations
• Use SCEP’s lesson plan rubric to assess the completeness and quality of
teacher directed instructional activities.
• Use content supports from SCEP (Doors, Curriki, Gizmos, IXL etc.)
Polk County Detention Center
Polk County Juvenile Detention Center will provide temporary detention care for adolescents who require secure custody pending disposition and placement. Our purpose is to maintain a safe and secure environment-emphasizing responsibility, accountability and respect for self and others.
PROCEDURES TO CORRECT STUDENT MISBEHAVIOR
SCEP staff members recognize that when dealing with disciplinary issues and behaviors it is best to intervene early to prevent a situation from becoming a crisis.
It is critical that SCEP staff members inform the SCEP consultant, administrator, and facility staff of ongoing or severe disciplinary problems with students, so appropriate interventions can be developed.
Utilization of Resources for Problem Solving
As SCEP staff members implement the basic classroom management procedures, it is expected that the majority of students will meet expectations for responsibility and self-discipline. However, no single set of procedures will work to help every student develop the behavioral skills and attitudes needed to be successful in school. SCEP staff will collaborate with the SCEP consultant to design individual intervention plans for any student not motivated by standard procedures.
Facility and other AEA staff members will be included in the problem-solving process, as needed.
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If an AEA teacher determines that a student is unable to complete assigned work within the classroom setting, the SCEP administrator must be contacted and an intervention plan developed.
Consequences
Students are taught and encouraged to engage in acceptable behaviors. SCEP and facility staff work together to reinforce appropriate behaviors and classroom expectations.
When students engage in unacceptable behaviors, logical and reasonable consequences are used. Negative consequences will be used to assist the student with learning appropriate alternative behaviors.
Rationale for Corrective Procedures
SCEP staff members recognize that students will attempt to meet classroom expectations. SCEP teachers will employ a variety of strategies and techniques to assist each student in developing the behavior and attitudes needed for school success.
When student misbehavior does occur, the least intrusive procedures will be utilized to encourage the student to meet classroom expectations. Teaching staff will use professional judgment to determine a "best practice" response to misbehavior.
SCEP staff members must be positive, calm, and consistent when correcting student misbehavior.
Before removing a student from the classroom, SCEP staff will use strategies and procedures to de-escalate behavior and attempt to keep the student in class. These procedures may include any of the following interventions:
Prior Interventions:
• Signaling
• Proximity
• Ask the student if he/she has any questions
• Note to the student
• Mild reprimand
• Planned ignoring
• Discussion with student
• Loss of privilege
• Remind student how his/her behavior is related to expectations
• Loss of school points
• Time-out from reinforcing activity
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PROCEDURES TO REINFORCE RESPONSIBLE STUDENT BEHAVIOR
Building Positive Teacher/Student Relationships
All SCEP staff members contribute to making the classroom an encouraging, safe and productive environment. The actions and attitudes of the SCEP staff set the tone for the classroom. Continuous support and encouragement of students will be demonstrated through these procedures:
• Students will be taught to be responsible, give their best effort, cooperate with others, and treat everyone wit dignity and respect.
• Students will be given positive feedback on an ongoing basis when they meet expectations or take steps towa meeting expectations.
• When minor misbehavior occurs, staff will view the misbehavior as a teaching opportunity, responding with calm, consistent correction and/or consequences.
Positive Interactions and Positive Feedback
Shelter Care Educational Program staff members strive to interact with students in a positive, supportive manner at all times. SCEP staff attempts to interact with each student more frequently when the student is engaged in responsible behavior than when the student is not being responsible.
Positive interactions may include greeting students, talking to students, making eye contact, smiling, and using praise and encouragement. When reinforcing students, staff will attempt to provide specific information about behaviors that are contributing to success.
Responsible student behavior will be reinforced as teaching staff focuses on interacting frequently with each student when he/she is behaving acceptably. Teacher discretion is used to determine what is reinforcing for each individual student. Not all students respond in the same way to the exact same procedures. A menu of procedures gives teaching staff options for the most effective response to a student's needs. The following is a menu of procedures used to reinforce responsible behavior:
Positive (Individual)
h rd
• Signaling
• Proximity
• Ask the student if he/she has any questions
• Note to the student
• Positive verbal or written feedback on effort or progress made
• Appropriate online resources
• Smile
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• Certificates
• Charting of progress
• Healthy food reward
• Classroom helper
• Coupons/tickets
• Verbal recognition
Positive (Group)
Students who have met all goals during the previous five school days will be awarded privileges and given recognition, as determined by the teachers. A group reinforcement activity is awarded to all students on Friday.
ROLES AND RESPONSIBILITIES
Classroom Teachers and Associates
All SCEP staff members contribute to the teaching of responsibility and discipline in the Shelter Care Educational Program. Through positive interactions with students, teachers and associates encourage students to be responsible, do their best, cooperate with others, and treat everyone with dignity and respect. Each staff member must be knowledgeable of the rules and guidelines in this plan and implement the procedures as specified.
The following principles of management and discipline will be implemented in all SCEP classrooms:
• Visual reinforcement: charts, posters, presentations, speech, skits
• Choice of writing activity
• SCEP teachers or their designees will initiate personal, individual contact with each student prior to entering the AEA classroom. The purpose of this action is to establish a positive classroom atmosphere for all students.
• Students will be oriented to classroom rules and expectations when they are enrolled in class. Throughout the student's stay, he/she will be instructed how to behave responsibly in each type of classroom activity.
• SCEP staff will calmly and consistently implement classroom consequences.
• SCEP staff will maintain a high ratio of positive to negative feedback to reinforce appropriate behaviors or expectations.
Teachers will use professional judgment to select the specific procedures that fit students' needs, the situation, and the principles described.
When chronic misbehavior occurs, teachers will work collaboratively with other SCEP staff and/or facility staff to assist the student in learning to behave responsibly.
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Each building level team (BLT), in collaboration with SCEP administration, will develop a "Building Level Team Management Plan" consistent with the philosophy and beliefs of the Shelter Care Educational Program. Each BLT plan will include expectations, classroom rules, and a menu of positive and negative consequences, classroom procedures, student orientation, class schedules, and social skills.
SCEP Administrator
The role of the administrator is to guide staff and students in their effort to achieve the Shelter Care Educational Program's mission.
• The administrator will be responsible for ensuring that the SCEP Motivation & Management Teams meet as needed. The director and the Motivation and Management Teams will continually evaluate the efficacy of current practices.
• The administrator will maintain a "Building Level Management Plan" on file from each SCEP location and assist staff with implementation, as needed.
• The administrator must have a thorough knowledge of this plan and provide assistance to staff in implementing the classroom management procedures.
• The administrator will make training and continued support available to SCEP staff, as needed.
• The administrator will assist SCEP staff with resolving issues regarding severe student misbehavior; e.g., physically threatening situations, illegal acts, chronic or recurring problems. If the adminstrator is not available to assist with a crisis situation, another AEA director or the SCEP consultant will be asked to provide assistance.
SCEP Consultant
The responsibilities of the consultant include curriculum and instruction, technology, staff development, and student concerns.
• The consultant must have a thorough knowledge of this plan and provide assistance to staff in implementing the classroom management procedures.
• The consultant will assist with staff training and continued support to SCEP staff.
• The consultant will collaborate with staff when students exhibit chronic and severe misbehavior
problems in the classroom.
• The consultant will assist staff in identifying resources to address special education, Section 504, and other student concerns.
SCEP Administrative Assistant
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The administrative assistant assists SCEP staff in their work with students by locating instructional materials and supplies needed for maximum classroom efficiency. The administrative assistant also assists SCEP staff by reporting incidents needing administrative intervention to the SCEP administrator or other AEA directors.
Facility Staff
Facility staff members directly supervise residents of shelter and detention settings during non-school hours. They are also available to teaching staff during school hours to provide assistance when misbehavior occurs in the classroom.
If a student exhibits a severe or recurring behavioral problem in the classroom, SCEP staff may ask for assistance from facility staff to resolve the problem. By working together, the school and facility programs can help the student learn behaviors that will increase opportunities for success in both settings.
Students with Disabilities
All students are encouraged and expected to develop responsibility in SCEP classrooms. Students with disabilities will be assisted by SCEP staff to meet the goals of their Individualized Educational Plan (IEP)) or Accommodation Plan (Section 504).
Individualized Education Plans (IEPs)
When a student enters the SCEP classroom, the resident school district will be contacted to determine if the student is in need of special education services. IEPs of students receiving special education services will be addressed and monitored in accordance with the procedures identified. Student progress will be recorded and reported to the resident district at the end of each semester and upon discharge.
504 Accommodation Plans
If a student has a 504 Accommodation Plan, the accommodations in the plan will be addressed in the SCEP classroom. Documentation of progress will be done in accordance to the procedures and schedules identified in the plan.
SCEP CLASSROOM PROCEDURES
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Student Advocacy
All SCEP staff members will serve as advocates for students within the educational system; e.g., transition to subsequent school placements, credit toward graduation, and contacts with resident school, etc.
Intake Procedures
It is a goal of the SCEP to provide every opportunity for students to receive the benefits of an educational program as soon as possible after they enter the facility.
After a youth has been admitted to the Polk County Juvenile Detention Center, the intake coordinator at the facility completes a facility Face Sheet (see appendix) that contains pertinent information regarding the youth's admittance date, date of birth, parents' or guardian's names and addresses, juvenile court data and school background. This sheet is forwarded to the SCEP Intake room and indicates to the teachers that a new student has been admitted and is eligible for placement in the school program.
Each student will enter the AEA school program as soon as the facility intake procedures are completed and the school receives an intake form. The students will first go to the Intake room (Team A) for their orientation and assessment of skills.
Each student, upon entering the school program, will be greeted, welcomed, and given an orientation to school. The student will complete the orientation on the computer, with frequent feedback and assistance provided by SCEP staff. The purpose of the orientation is to prepare the student for success and to alleviate any anxieties the student may have about entering the school. The orientation explains the SCEP classroom expectations, rules, the social and academic procedures, the benefits of responsible decisions, and the consequences of misbehavior. It is considered the first step in the process of teaching the student to be successful in school. SCEP staff will monitor and assist students as they proceed through the computer orientation.
AEA staff will contact the appropriate Local Education Agency/school district to determine the curriculum needed to meet the student's individual educational needs. If the school cannot be contacted immediately, the student will be placed in common core subjects areas until the verification of school subjects can be made.
A brief assessment of basic skills will be completed to determine appropriate placement in instructional content materials. A brief academic screening will be administered to determine a basic reading level, math level, and written language level of the student. An interest survey may also be administered to help design classroom work. Classroom placement is based on chronological age. Team B serves primarily students ages 11-16 and Team C ages 16-17
Classroom Schedule
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9:00 – 10:15
10:15 – 10:30
10:30 – 11:45
11:45 – 12:45
12:45 – 1:10
1:10 – 2:00
2:00 – 2:15
2:15 – 2:40
2:40 – 3:30
Math / Language
Break
Math / Language
Lunch / Class preparation Math / Language
Science / Social Studies Break
Math / Language Science / Social Studies
Entering and Leaving the Classroom
Facility staff members escort the students to the classrooms. Upon entering school, students must quietly proceed to their assigned classrooms (hands behind back, no talking) and take their seats.
When leaving class, students will follow facility staff directions. Students should remain in their seats until facility staff call them to line up. Students will line up appropriately (hands behind back, no talking) and go to the library, where they will wait in line to leave and go back to their wings. Students are to leave without talking and in an orderly manner.
COMMUNICATION AND COLLABORATION WITH FACILITY STAFF
Ongoing communication and collaboration between SCEP and facility staff is essential. Since facility staff members are acting as guardians for the student, it is in the best interest of the youth that positive working relationships exist between the two agencies.
SCEP staff members are expected to communicate, on a regular basis, with facility staff to discuss student issues and other concerns. This will occur at a time of mutual convenience.
Facility staff informs AEA staff of student illnesses, appointments, and when students will be entering the classrooms or leaving the facility. SCEP staff will keep facility staff informed of student progress each day in the classroom.
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MONITORING/REPORTING OF STUDENT PROGRESS
While a student is enrolled in an AEA classroom, daily reports of classroom behavior will be made available to the facility and the student.
Grade reports will be distributed to the home school district; parent/legal guardian; subsequent educational placement; and the student, when possible.
Description of Point/Level/Other System
Youth advance on a five level system based on daily evaluations completed by the Youth Service Workers. The youth's advocate, who evaluates the youth's personal goals and current behavior, determines movement within the level system. PCJDC facility staff members meet weekly to review the youth's "care plan." Teachers may be asked for input on student's goals as they progress through the levels. Teachers complete a daily rating of student behavior on the "School Sheet." Student progress toward their goals is also assessed.
STUDENT REQUEST FOR CONFERENCE
A student may request a conference with the teacher if he/she has questions regarding the school program. Such a conference will provide the student the opportunity to receive answers to his/her questions in a confidential setting and to learn appropriate problem-solving skills.
The teacher determines location and time for the conference. The teacher may limit the length of the conference and the number of conferences with individual students. Efforts will be made to complete the conference the same day it is requested.
The teacher may ask the teacher associate, the SCEP administrator, facility staff member, and/or SCEP consultants to be present at the conference. If the teacher believes the presence of one or more of these persons is needed at the conference, he/she may delay the meeting until arrangements can be made for their attendance. The student may also request the presence of one or more of these persons at the conference.
The conference should be viewed as a learning experience for the student. It may provide an opportunity for the student to learn social skills, such as "how to disagree appropriately" and "how to accept criticism or a consequence."
SEVERE OR CHRONIC MISBEHAVIOR – DUE PROCESS PROCEDURES
In the event of severe misbehavior, procedures identified by the Heartland AEA 11 Board Policy for suspension and expulsion will be followed.
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Student Personnel, Series 300, Code No. 503.5 (Excerpt)
The Shelter Care Educational Program administrator may invoke a suspension when a student commits a physical act that causes or has the potential to cause pain or injury to staff, other students, or himself/herself. The SCEP administrator may invoke a suspension when the student uses or is in possession of a weapon, tobacco, alcoholic liquor or beer, or any controlled substance while under the supervision of Heartland employees. Other student behaviors that cause interference with the maintenance of the educational environment shall be managed in accordance with the prepared behavior management plan or referred to the SCEP administrator.
Student Suspension
AEA board policy states that suspension may be imposed by the SCEP administrator if a student is physically aggressive or threatening to others. The primary purpose of suspension is not punishment, but to teach appropriate behaviors.
The SCEP administrator will schedule a suspension meeting with the teacher, facility staff member, and student to develop an intervention plan. The meeting must be held within a reasonable time period.
Students will re-enter the classroom after successfully completing the suspension conference. (Student School Suspension form)
Corrective Procedures (Chronic Misbehavior)
When a student engages in chronic misbehaviors or there is a pattern of out of instructional behavior control, the following menu of procedures can be used:
• Discuss the problem with the student
• Develop a behavioral contract
• Discuss the problem with the youth service workers
• Have the student self monitor behavior
• Determine whether the student has the skills to complete the academic work required
• Change the schedule of reinforcement
• Complete a reinforcement inventory
• Teach the student anger control strategies
• Use mediation essay
• Time-out for targeted behavior
Any time a student misbehaves, mild procedures will be used to maintain the student in the classroom and to help the student maintain self control. When students misbehave and a mild corrective procedure needs to be used, SCEP staff will strive to maintain a 3-to-1 praise to criticism ratio with that student in order to maintain a positive climate and relationship with the student.
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If the problem persists, SCEP staff must contact the SCEP consultant in order to engage in problem-solving interventions and/or consideration for referral for additional assistance to special education staff.
Incident Report
In the event of any serious incidents involving students, AEA staff, or facility staff, a SCEP Incident Report must be completed immediately. Information on the report needs to be specific and detailed. A call must be made to the SCEP director immediately, and a copy of the report needs to be e-mailed to the SCEP director and the SCEP administrative assistant that day. Copies also must be forwarded immediately to facility administration and placed in the student's SCEP file.
In case of an emergency, when the SCEP administrator or consultant are unavailable, Sheila King, Executive Director Services, Instructional Services should be notified (270-0405 or 1-800-362-2720 – ext. 14386).
Examples of incidents that would require an Incident Report:
• Removal of student from classroom by facility staff
• Any threats to escape from the facility
• Student threatens others with objects
• Any threat by a student to do self-harm
• Throwing objects
• Any injury to staff or students
• Any physical assault or attempted physical assault
• Any time the classroom needs to be evacuated
• Any type of sexual harassment (verbal or physical)
• Any threats toward staff or students
• Destruction of property by students
STUDENT TIME-OUT PROCEDURES
Time-out from Class:
Time-out from class is available for students who need a neutral environment to assist them in managing their own behavior. When the teacher removes a student from the classroom to time-out, facility staff will monitor the student. The time-out lengths shall be specified in the prepared behavior management plan, with the primary objective to return the student to class as soon as possible. An extension of time-out beyond this time period should be documented on the Behavior Improvement Time-Out form , and the SCEP director must be contacted upon extension.
The behavior management plan shall include definitions of:
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• Behaviors that result in time-out
• Time-out length
• Conditions for re-admission to the classroom
• Consequences
• Documentation and monitoring of behavior which results from time-out
• Cumulative total of class time missed as a result of time-out
• An intervention plan when behavior which results in time-out persists
Time-out is defined as the withdrawal of the opportunity to earn positive reinforcement or the loss of access to positive reinforcement for a specified period of time, contingent upon the occurrence of a behavior, with the effect of reducing the future probability of that behavior. When a student is out of instructional control, he/she will be asked to leave the classroom and will be escorted by facility or SCEP staff to a time-out area.
Before removing a student from the classroom, SCEP staff will use strategies and procedures to de-escalate the behavior and attempt to keep the student in class. These procedures may include mild reprimands, reminders, requests, and consequences. If the student maintains self-control and responds to interventions, SCEP staff will reinforce him/her for the effort.
The use of time-out must be reasonable and serve a legitimate educational function. The frequency and duration of time-out will be proportional to the misbehavior. When a student has been sent to time-out, the SCEP staff will determine when the student is under instructional control; and the student will be given the opportunity to return to class, as soon as possible.
Time-out from Class (Procedural Safeguards:)
Procedural safeguards will be included to ensure that the use of time-out procedures comply with ethical and legal standards. All students have the right to due process procedures in order to protect their right to an appropriate educational program.
Use of out of instructional area time-out will be documented, and records will be maintained in the SCEP office and in the student file. Information from records on out of instructional area time-out will be used to evaluate the effectiveness of the procedure. When chronic misbehavior persists, the concern will be referred to the SCEP consultant.
Severe misbehavior must be reported immediately by phone to the SCEP administrator or AEA director. The incident must be documented on the SCEP Incident Report form and faxed or e-mailed to the SCEP director that day.
Rationale for Time-out
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Time-out from positive reinforcement can reduce inappropriate behaviors when used effectively. Time-out as a behavior reduction procedure is successful when student misbehaviors decrease as a result.
Types of Time-out
There are several variations of time-out, mapped out on a continuum of restrictiveness, depending on the degree to which the individual is "removed" from the environment of reinforcement.
Instructional Area Time-out:
This type of time-out occurs when a student remains in the regular instructional environment. The regular instructional environment is defined as an area over which the teacher has direct control. In this type of time-out, the student is to sit quietly in a chair, and there is no interaction with the student. SCEP staff directly monitors the student.
The use of Instructional Area Time-out should be documented on daily student behavior reports and should not exceed 10-15 minutes in length. A SCEP Behavior Improvement form (time-out) is not used for Instructional Area Time-out.
If a student is unable to sit quietly during Instructional Area time-out, an Out of Area Instructional Time-out is needed and facility staff will be notified. A Behavior Improvement form is used to document this event.
Types of Time-out
Instructional Area Time-out Variations:
Planned Ignoring: Adults withhold social attention for a specified period of time. The student is informed that he/she will be ignored when a certain misbehavior occurs; i.e., "I'll be back to help you when I see you working quietly."
Removal of Materials: The opportunity to gain reinforcement from stimuli for a specified period of time is suspended. The stimuli are the materials. Planned ignoring would be part of this type of time-out. The student would not receive any type of attention while student is sitting at his/her desk without instructional materials. The period for this type of time-out is five or ten minutes. Meeting behavioral criteria, such as sitting quietly for a certain amount of time, could also be used.
Contingent Observation: The student is removed from the environment of reinforcement for a specified period of time to a place where the student can see/hear/observe, but not participate. The student should not receive any type of attention during this period of time. The period of time should be short; ten or fifteen minutes. Meeting behavioral criteria, such as sitting quietly for a certain amount of time, could also be used.
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Out of Instructional Area Time-out:
This type of time-out occurs when a student is removed to an area outside the regular instructional environment. The regular instructional environment is defined as an area over which the teacher has direct control, uses for instruction, and is able to monitor the student. If facility staff monitors the student in an area, a Behavior Improvement form (time-out) should be completed, since the teaching staff is no longer supervising the student.
Examples of Out of Instructional Area Time-out include: A student is sent back to the wing, a student is sent back to his/her room, or a student is sent to another room that is not supervised by teaching staff.
A student is determined to be out of instructional control and in need of an Out of Instructional Area Time-out when:
• He/she engages in a physically dangerous act, or
• Blatantly refuses to comply with teacher directions or requests
Time-out is not appropriate for refusal to work on assignments. Other strategies should be used to address refusal to complete work. If the student becomes disruptive or refuses to follow directions after repeated cues, the student may then be sent to an Out of Instructional Area Time-out for not following teacher directions.
Out of Instructional Area Time-out Procedures
When a student is out of instructional control, and not able to function successfully in the classroom setting, the following procedures will be followed:
Leaving the Classroom:
A youth service worker is informed that a student is being sent to time-out. The youth service worker or SCEP staff member escorts the student to the time-out area.
In the event that the student refuses to leave the classroom, the teacher will ask the student if he/she can leave on his/her own or if he/she needs assistance. If the student continues to refuse to leave or poses a serious threat, a youth service worker will be contacted, and the classroom cleared. The duty of removing the student from the classroom will then be turned over to the facility youth service workers.
A SCEP Incident Report Form must be completed any time a classroom is evacuated, and the SCEP administrator must be contacted as soon as possible.
Student Request to Leave Class:
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Students are expected to remain in the classroom during school hours. Students may be given permission to leave the classroom if they are ill. If a student leaves class without permission, this is considered a time-out for failure to follow directions.
Student "self time-out" may only be used when it is part of the IEP or when it is part of an individual Behavior Intervention Plan.
During Time-out:
The time-out area should be devoid of reinforcing stimuli. No interactions should take place with the student while he/she appears to be agitated or out of control. The student should be ignored until he/she appears calm.
While in time-out, the student will be monitored by facility staff to ensure his/her safety.
At times it may also be appropriate for a student to complete a relevant activity during time-out; such as journaling, drawing a picture, or completing a mediation essay. The use of these strategies will require the professional judgment of the teacher.
Time-out should not be used to complete classroom assignments.
Return to Class:
The SCEP staff that sent the student to time-out determines when the student is under instructional control. Once the student is under instructional control, he/she will be given the opportunity to return to the classroom. The student's readiness to return to class will be assessed in any manner that is appropriate for the situation and the student. Methods of determining readiness to return to the classroom include:
No matter which of the above methods are used, it is always SCEP staff that makes the final determination of a student's readiness to return to class.
Length of Out of Instructional Area Time-out
• Asking the student if he/she is ready to return to the classroom and meet teacher expectations
• Asking the student to tell the youth service worker when he/she is ready to return to the
classroom
• The student successfully completing an interview with the SCEP staff member
• Observation of the student in time-out
• Other methods, as determined by the SCEP staff
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The length of Out of Instructional Area Time-out must be reasonable and serve a legitimate educational function. SCEP staff, in collaboration with facility staff, will determine when the student is under instructional control and what time the student will return to class.
One of the primary concerns in educational research regarding the use of time-out is the length of the time-out period. Initial periods of 10-15 minutes are most effective and are the standard length of time-out in SCEP classrooms. Time-out may be extended in 15-minute increments until the student is under instructional control.
Out of Instructional Area Time-out periods longer than fifty-five minutes may violate civil rights protection from cruel and unusual punishment. Extended time-out periods have been shown to be ineffective and may increase inappropriate behavior.
In cases where SCEP staff and/or facility staff determine that a student continues to be out of instructional control and time-out must be extended beyond fifty-five minutes, the reason for the extension must be documented on the SCEP time-out form. SCEP staff must e-mail the SCEP administrator and copy the SCEP administrative assistant that day to report the extended time. If the student continues to be unable to return to class, the teaching staff, in collaboration with the SCEP consultant, will develop a written plan for re-entry to the classroom.
Documentation and Monitoring of Progress
Use of Out of Instructional Area Time-out will be documented on the SCEP Behavior Improvement Documentation form. Copies of the record will be distributed to the facility, the student (when appropriate), the SCEP student file, and the SCEP office. The form will include:
• Behaviors which resulted in time-out
• Date and time when student went to time-out
• Date and time when student returned to class
• Total amount of time in time-out
• Documentation of prior interventions
• Documentation of efforts to return the student to class which were unsuccessful
• Success of the time-out procedure will be monitored in order to determine effectiveness.
Information from records of Out of Instructional Area Time-out (seclusionary) will be used to
evaluate the effectiveness of the procedure.
• When chronic misbehavior persists and does not decrease with the use of corrective procedures or
positive reinforcement, the concern must be referred to the SCEP consultant in order to engage in problem-solving interventions and/or referral for additional assistance. Involvement of other resources such as the AEA, family, facility, LEA, and the legal system may be appropriate.
Time-out Due Process Procedures
Procedural safeguards will be implemented to ensure that SCEP time-out procedures comply with ethical, "best practice," and legal standards. Procedures will include
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monitoring student misbehaviors as appropriate for time-out; ensuring that prior interventions are utilized and documented; and seeing that the type and length of time-out are appropriate.
All students are entitled to due process procedures in order to protect their right to an appropriate educational program. Provisions will be made by SCEP staff to inform students of time-out procedures. SCEP staff and facility staff will work together to ensure student safety.
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