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Positive Behavioral Supports » Positive Behavioral Supports

Positive Behavioral Supports

 

At TCSD, we have set up a positive guidance policy that embodies mutual respect of the personal rights of the child and the adult.  Within that framework, children develop self-discipline within a safe environment, free from punishment, infliction of pain, humiliation, ridicule, coercion, threat, mental abuse, or other actions of punitive nature.


SOCIAL-EMOTIONAL OUTCOME OF POSITIVE CLASSROOM ENVIRONMENT:

Our goal is that students leave preschool having met the following outcomes:

  • Develop a strong sense of self-esteem
  • Develop a sense of responsibility for self and others
  • Develop internal controls of their own behavior
  • Learn how to recognize and express feelings/emotions appropriately
  • Become aware of behavior and consequences
  • Maintain respect for self and others
  • Become a problem solver

 

TEACHER/PARENT OUTCOMES & EXPECTATIONS:

The following are the teacher/parent expectations for working and interacting with students:

  • Model the expected behavior for children
  • Reinforce acceptable behavior with words or actions
  • Set limits and clear expectations & reinforce the need for consistency among adults in the area
  • Verbalize what is happening by describing the situation and helping students explore feelings
  • Acknowledge and validate the child’s feelings
  • Help children understand behavioral choices and natural consequences
  • When possible, ignore inappropriate behavior that can be tolerated

 

HANDLING BEHAVIOR THAT DOES NOT MEET CLASSROOM EXPECTATIONS:

The following are the teacher expectations for handling behavior that does not meet classroom expectations.

  • Briefly explain what and why the behavior does not meet classroom expectations
  • Explain acceptable alternatives as well as consequences
  • If the child’s behavior does not change, follow through with consequences
  • When a child intrudes on the “safe space” of another person, whether child or adult, he/ she may be required to sit quietly in an adult supervised area for a brief time (suggested time:  1 minute per child’s year of age)
  • In order to regain self-esteem, the child will be given the opportunity to make behavioral adjustments
  • If the child exhibits consistently abusive behavior, the classroom teacher, intervention specialist, or director will determine further actions as necessary:  parent conference/consultation, set up an informal behavioral plan, and/or refer child & parent for additional behavioral services

 

CORPORAL PUNISHMENT:

Corporal punishment is prohibited by state law and district policy.


UNIFORM COMPLAINT PROCEDURES NOTICE (UPC):

Individuals, agencies, organizations, students and interested third parties have the right to file a complaint regarding the TCSD Preschool Program alleged violation of the statute or regulation that the California Department of Education is authorized to enforce.  This includes allegations of unlawful discrimination.  Complaints must be signed and filed in writing with:


California Department of Education

Early Education and Support Division

Complaint Coordinator

1430 N Street, Suite 3410

Sacramento, CA 95814


If the complainant is not satisfied with the final written decision of the California Department of Education, remedies may be available in federal or state court.