@ m TIME OUT AREA What: The “time out area” should be located in a quiet area in the classroom. At the area there should be a list of school rules (“Keep it Real") and one of the time out sheets to complete. Also, it is recommended that the feelings chart be located in that area. How: When a student gets to time out it is important that you do not disturb them. This is their break from everyone, and your break from the student. Try not to engage in any dialogue with them. They should be asked to complete the time out sheet. If they choose not to complete the time out form, please remind them that they will need to do it during their recess time. The student may return to their area after they have completed the time out form. However, make sure that at some point in the day you discuss this with them privately to help develop rapport and to discuss other consequences. If a student gets a time out this should be noted in their agenda, or they should receive aphone call home. This should count as an N in their @ Passport for Success. Why: The staff at Hurlock Elementary School believe that following the school rules will lead to academic excellence and make HES a fun and safe place to learn. Where: This should be used in every classroom in the school.THINK SHEET NAME Date WHAT WERE YoU FEELING? ustated womres 6 | & 6 WHAT HAPPENED? (can oe oicrarse ro aputr) WHAT DID You WANT? © ATTENTION [o TocausEA [6 GonTROL To cet our PROBLEM. OF WORK, © GHALLENGEA |© TO GETEVEN |0 TOTALKTOA |O OTHER: TEACHER, orRevence | TEACHER How bID YoUR BEHAVIOR MAKE OTHER PEOPLE FEEL? © SAD 0 CONFUSED [0 ANGRY 0 UNSAFE © WORRIED [0 FRUSTRATED DID You USE A COPING STRATEGY? YES OR No IF YES, WHICH ONE? IF NO, WHICH ONE COULD YOU HAVE TRIED? TAKE 3 DEEP ‘© IGNORE ‘© COUNT BACKWARDS BREATHS, MOVE SOMEWHERE [0 SELF-TALK © Do SOMETHING ELSE ELSE. THINK CALM © TALK TO TEACHER 0 CHILL-TAKEA THOUGHTS BREAK WHAT Do You NEED To DO NOW To CORRECT THE PROBLEM? © APOLOGIZE (SAY [0 CLEAN UP (0 COMPLETE WORK SORRY) MAKE A PLAN ‘© PROBLEM SOLVE [0 DO SOMETHING NICE, punt SIGNATURE Dare____ Timea Tim ourJean think about my choices and how they affeet ME and What I chose to a aod A not work Next time I can choose to: have SAFE feet -haveSAFE — use kind words use a SAFE ‘mouth Se SOs say“Ineed ask someone to follow directions stayin my work say, “I don’t space.” “Please stop.” area a @ pan When I make a positive choice like that: others will want others will feel want to people will know — I will feel proud] to be with me good around me Fa that J am kind ofmysely OO cy GndDear. I'm sorry for. Next time I will make better choices byINTERVENTIONS ‘DATA COLLECTION Environmental Accommodations ca So day rvs ol whe ® ® ba aly ope 2 Penden trig heron ® Past damn ube ce ere es nd dnt cae ® oro or bigest tome la ® hank ln pes at pce epee ‘© Check desk, table, and chair For sppropriate height (© Use private office/study carol for alternate work space (© Allow student to stand when working ‘© Provide more than one working area/space (© Allow for mobility and personal space: some students need more space © For listening activities, sear in fant of teacher or on the cuter periphery of seating area (© Provide carpet square For designated sitting area ‘© Consider appropriateness of small group desk arrangement vs. individual ‘Materials Organization Use a desk map ~ draw a pcture or take photo of haw an organized desk should look Use bine, baskets, or stackable tray near desk Help student organizer materials in a 3-rng binder or expandeble Folder @ Label al folders and notebooks 7 Use color coding system for organization Lit extra supplies end do not alow foys in desk “Teacher Reductive Techniques ~ @ reductive technique isa technique that will temporarily stop or suppres 4 behavior Use proximity contrat Glreulate throughout classroom en a regular basis Make eye contact with the student Use a quiet, but Firm voice Give student time to process question or direction Do not give multiple requests Reinforce or recognize postive behavior being displayed by other students Redirect students attention to ask with verbal or nonverbal c Time one task observations Observational logs Daily homework checks Weekly desk clean out Weekly binder check and clean out day Daily Benavior or work completion chart fementer snaps tc bene detect they et wat fo capers ant mea rob i eeu ‘S018 Aatute Woe@ 90DF i RG My Feelings From A-Z RAD) s 3 3 & Re: aFrom A-Z My Feelings BOW!)leacher Log “Cool Down" Log Student. Date, Time In______ Time Out Reason for Cool Down: Student. Date, Time In______ Time Out. Reason for Cool Downs a es Student te Time In__ Time Out. Reason for Cool Down: So —_ Student Time In______ Time Out. Reason for Cool Down, ee -jie ‘a Solve: $$ ______ Dante hhink it Through i 2» @ hy??? I I I I I I Fun ihmName. Date: SR mink it Through irc: @ @ ‘What did you do that got you in trouble? or = = = Why was it wrong what you did? ————e—e——e—eeeaes=saa_esSsS a ee = =] Ee ‘What can you do differently in the future? rs = = BM What can the TEACHER do to help you stay out of trouble and help you succeed in class? = oO ee TTEEEETE