Behavior Management Plan
The goal of Pine Ridge’s Lifeline Behavior Management Program is to provide a caring, consistent, and structured environment that will allow individual students the opportunity to learn and develop more appropriate social skills, thus enabling the student to make a successful return to their regular school environment.
The success of achieving this goal is directly related to the consistency and stability of implementing the behavior management system. The foundation of this is the level system. The level system developed and implemented at PRC is designed to provide students with a structure of support to assist them in developing self-management and independent coping skills. Many students enter the school with very limited self-monitoring skills and consequently do not understand that consequences that happened to them are a direct result of their own actions. The hierarchical level system allows students additional opportunities to acquire the skills necessary in identifying, evaluating, and accepting responsibility for their own actions.
The level system provides a framework to interact with students in a consistent manner and the implementations of the system must be flexible in addressing the needs of individual students and their relationships with staff. Treating students as individuals means understanding their behavior in terms of what has happening and is currently happening in their lives.
When student behavior is not changed through a behavior management system, it is the SYSTEM and STAFF that have to adapt to reach the student. Even as such, flexibility and individuality must be implemented consistently, fairly, and with the knowledge and participation of all staff who will interact with the students.
Behavior disordered students are students who are disruptive, who do not conform to school rules, who display patterns of academic failure, defiance, and non-compliance. Regular classroom intervention and school consequences do not seem to affect their behavior. Due to their severe and frequent behavior patterns, not only is their learning being impaired, but also that of their classmates.
This program is designed for students in kindergarten through twelfth grade who exhibit these behaviors along with secondary problems such as truancy, academic failure, problems with the law, and disruption of school functioning. The characteristics of the students are those of an under socialized, at-risk youngster who has never learned appropriate social skills and must be directly taught the appropriate behavior. A behavior change program offers an alternative to the student by helping them learn the skills and behaviors necessary for academic success in the regular classroom setting.
Students are considered for placement in the program after their home school completes and submits a behavior packet documenting that the student has severe and continuous behavioral problems and that the school has exhausted its resources and interventions in assisting the student. The home school must understand that this is a temporary placement and that the student will eventually be returning, hopefully but not always with improved social skills. The goal of the behavior change program is to exit the student in a minimum of ninety instructional days. In some cases, based on an evaluation by the behavior change staff, a student may need to remain longer but 100 days should be the maximum in most cases. This recognizes that some students have special needs that can only be met in a long-term treatment type of program.
Students in a behavior change program need to follow the Sunshine State Curriculum Standards. Initially, emphasis will be placed on changing behavior, since learning can only occur when behavior is under control. Academic frustration is a common cause of disruptive behavior. Disruptive students often experience repeated failures in academics which leads to further avoidance and acting out. A modified curriculum is developed individually for each student to eliminate frustration and build motivation for on-task behavior.