Mr. C. is an Intervention Specialist for students with social, emotional, and / or behavioral issues, and he has 26 years experience in the field.  Mr. C.'s class is a branch of special education, an SED unit, for students with Severe Emotional Disturbances.    His class has a very routine oriented program, which is highly organized with extranlly applied structure, to provide an atmosphere where students are pushed to achieve to their abilities.

The classroom therapeutic behavioral level system assigns privileges and responsibilities based on continued student progress.  It includes guidelines for participation in the regular education classrooms.

Our classroom money system is set up to closely resemble the real life situations of being paid for your work and responsibilities, and purchasing privileges, free time activites, and needs / necessities.

A weekly school counseling component is included in the program, with services provided by the school counselor, Ms. Franks.

The maximum number of students in class is 10.

The teacher, Mr. C., and the teaching assistant, Mrs. Cymbor (Mrs. C.) are the class staff.

Principal Vardon's Quarterly Star Student :
Quarter 1:  Jaiden
Quarter 2:  Corey
Quarter 3:  Mitchell
Quarter 4:  Adrian

Schrop's Grading Period Reward:
Each grading period there is a reward activity:
Grade Period I reward:  skating party at North Canton Skate Center, Friday, November 6:  Mitchell, Amber
Grade Period II reward:  movie and popcorn, Tuesday, January 19:  Mitchell, Amber, Logan, James
Grade Period III reward:  bowling, Tuesday, April 13:  Mitchell, Amber, Brandon, James
Grade Period IV reward: miniature golf, Friday, May 28:  Amber, Jaiden, Mitchell, Blake, James, Kim, Brandon, Corey, Kim, Adrian

For the QUICKEST response please write questions on your child's daily sheet.

We use Sitton spelling, a spelling learning-process which looks and feels much different from traditional spelling lessons.  The emphasis in spelling has moved from memorization of weekly lists to producing correct spelling in daily work tasks.  Ask your child what spelling lessons look like now (Stretch It, Fix, It, Sort It, Find It, Finish It, Word and Skill Tests, Achievement Tests, and group work lessons).

Take a look at Mr. C.'s weekly report, POINTS TO PONDER, issued on Fridays.  It has helpful hints about behavior management, tips to teach children social skills, an article or two to help you understand parenting theories and practices, as well as the good news about the kids in our class!

Pay System: we use a money system to closely represent the real world.  Students are paid classroom money for their work.  Each day there are ABOUT 20 academic tasks, or so.  Students are also paid for activities, kindnesses, jobs, and good deeds.  They must pay rent for their desk, chair, and location, and pay fines for rule-infractions and misdeeds, much like the courts of our justice system impose fines.  Additionally, students earn and lose money for meeting, or failing to meet, the 6 Pillars of Character.

Level 1 students earn $1.00 per
Level 2 students earn $2.00 per
Level 3 students earn $3.00 per
... and so on

Students need $1000.00 to move to level 1
Students need $2000.00 to move to level 2
Students need $3000.00 to move to level 3
... and so on

Each new level reached for the first time = privilege sheet.  Privilege sheets list choices from which to pick.
Examples:
extra pay
food treats
delete assignments (not tests)
and more.

Attitude-, effort-, behavioral-, and work-infractions cost money.
Small infractions cost small amounts of money.
Large infractions cost large amounts of money.

As in the real world, a person with NO money moves to a homeless shelter, or is incarcerated if they have broken too many rules.  Our room has a "homeless shelter" -- AKA isolation.
- a carpeted room, about 15' by 15'
- just off our main classroom
- remain there each day until level 1 is earned ($1000.00).

Automatic "homeless shelter":
- in-school and out-of-school suspension
- restraint
- runaway threat ( shoes confiscated)
- sleeping
- cursing / foul language

CONSEQUENCES:
(other than the money system)  Everyone in our classroom is a unique individual and each situation is a unique case.  So, I will think of something based on the situation.  I'll try to be fair.  In fact, if I come up with something that is not fair, I want students to tell me why it is not fair.  If a good case is presented I will change it to something fair.

CLASS RULES, VALUES, and RESPONSIBILITIES:
Class Rules:
    stay in your area
    use appropriate language
    follow directions the first time (oral and written)
    keep hands, feet, and belongings to self
    stay on task
    use time wisely
Group Values: traits students must show to be a successful member of the group
    be honest and trustworthy
    learn from experience
    accept responsibility
    respect each other and our things
    be helpful and kind
Group Responsibilities:  things students must do to experience the MOST success
    follow classroom rules
    complete work satisfactorily
    learn from experience
    earn money and privileges
    participate with the group
    stay on schedule

OTHER IMPORTANT DAY-TO-DAY INFORMATION:
- Students MAY be required to delay lunch until morning work is complete.
- Students MAY be required to stay after school until all work for the day is complete; call home at bus call.
- Refusing to work results in STERN consequences.
- Lending, borrowing, and/or giving among students is NOT permitted.
          It creates favors and favoritism -- a power structure detrimental to our program.
- "Special Programs" will be created for repeat problems.
          These are steps of increasing money-loss and consequences, like, but NOT limited to:
               writing assignments
               detention
               isolation
               and more.
- Location of lunch /recess detention will be determined by the teacher.
- Sleeping = automatic "homeless shelter".
- Runaway threat = automatic "homeless shelter"


6 PILLARS OF CHARACTER:
core ethical values from the foundation of  the CHARACTER COUNTS! youth-ethics intitative:
Trustworthiness:  blue, like "True Blue"
Respect:  yellow, like the "Golden Rule"
Responsibilty:  green, solid and reliable, like an oak tree
Fairness:  orange, like dividing an orange into equal segments to share fairly
Caring:  red, like a heart
Citizenship:  purple, as in the regal purple, representing the state

SENSORY INTEGRATION (S. I.) ROOM:
We have a room for students to gather their senses and "chill out" BEFORE they get so worked up they need to be held accountable for their behavior.  This room is for a specific process, not a punishment area.  It has the following characteristics:  soft- and natural-colored walls, curtains on the windows to diffuse light, soft and relaxing music, aromatherapy, sensory and nerve-calming seating, and a CD player with nature-scape music.

THERAPEUTIC CLASSROOM BEHAVIORAL LEVEL SYSTEM:
Each level assigns privileges and responsibilities for participating in our class and the regular education classes.  Students move up the levels by using their earned money to purchase the next level.  Students start the class on Level 1.

Level 0:  the "homeless shelter"
"I have no money!"
- separate area (isolation)
- separate lunch (isolation) with white milk, no treats
- escort
- NO:  treats, breaks, recess, free time, specials, passes, working out of area, and so on ... this is a NO PRIVILEGE level

Level 1:  students start the class on this level 
$1000.00  to move to level 1
- lunch in our room, white milk, no treats, short recess (as per behavior)
- escort
- specials with our class, dependent on your attitude, effort, and behavior
- quiet free time activities:  pay
- no working out of area

Level 2:
$2000.00  to move to level 2
- lunch in the cafeteria, our table, white milk, no treats, short recess
- escort
- specials with our class
- quiet free time activities:  pay
- no working our of area
- privilege sheet

Level 3:
$3000.00  to move to level 3
- lunch in the cafeteria, our table, recess
- no escort
- specials with our class
- quiet free time activities:  pay
- privilege sheet

Level 4
$4000.00  to move to level 4
- lunch in the cafeteria, any table, recess
- no escort
- specials with the regular class
- quiet free time activities:  pay
- no working out of area
- privilege sheet

Level 5 (and up; students may keep going):
The PINNACLE of our class!
$5000.00  to move to level 5; $6000.00 to move to level 6, and so on ...
- lunch in the cafeteria, recess
- no escort
- specials with the regular class
- quiet free time activities:  free
- work out of area
- privilege sheet
- conference to discuss academic class with regular class
     First, student attends one subject.
     When successful with the first subject, another subject will be added to the schedule.
     More subjects are added, one at a time, as each previous class is successful, until all classes are successful in the regular class.
- pay structure:  regular class receives pay per subject

SCHOOL SUPPLIES: 
Due to the restrictive nature of our classroom, the ONLY home-items students may have in school are:
1.  book bag
2.  outdoor weather clothing
3.  pencils
4.  wide ruled notebook paper
5.  plain, simple, 1-inch 3-ring notebook
EVERYTHING else will be provided for students.
ANYTHING else will be considered contraband, and so it will be confiscated.

RESTRAINT:
The teacher and aides have been trained in physical restraint techniques.  Students who present a danger to themselves or others will be restrained.  Physical restraint is NOT a FIRST response.  It is a last-resort effort to stop a crisis;  a crisis intervention strategy.

9-week Reward:  3 Strikes, You're Out!
Each grading period there is an activity:  bowling, movie theater trip, putt-putt golf, and skating are examples.
suspensions = 3 strikes
"homeless shelter" = 3 strikes
restraint = 3 strikes
detention = 1 strike
classwork and/or homework problems = 1 strike
bus problems = 1 strike
sheet problems = 1 strike