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Belgrade Central School, Belgrade

I would recommend reading the book, Flooded. It’s a quick, super informative read regarding brain science and is hugely helpful in understanding our students.

 East Grand School, Danforth

 We just hire our own one on ones as CDS has not been helpful. We also reduce days if needed.

Southern Aroostook Elementary School, Dyer Brook

We use Responsive Classroom and have for over 20 years.  We have a behavior consultant (Chrisine Manley), and with her we have created a behavior classroom with Christine’s help.  The behavior classroom is very proactive with using Zones of Regulation and Flex Brain lessons.  Each day ends with “Power Hour” outside to practice social skills.  This program has been very successful for us.

Gwen Smith, Dunn (Helen S.) Elementary School, Greenbush

This would prompt a referral with CDS. We’re seeing more and more of this.

Lubec Elementary School, Lubec

Depending on the situation we may empty the classroom and keep one adult in the room until the child settles…not the best solution.

Sometimes we call parents to come in.

We have had a behavior specialist come to observe and create a behavior plan.

We have hired one-on-ones..three to be exact with 100 students total.

We are looking at training in “Restorative Practices”.

We try to watch for an escalation and take the individual for a walk before it starts.

 Nobleboro Central School, Nobleboro

 We have a “classroom” called the SSC (student support center).  The details of which can be found here.  I’d be happy to speak with anyone who is interested.  It is a model that I believe every school needs.  Regardless, as a prerequisite you need staff and space to manage these behaviors.

 Dirigo Elementary School, Peru

 So we have wrestled through this with a couple of different cases over the past couple of years.  This is how we have and currently are trying to attack this problem:

 

  1. Meet with parents and move to a referral through CDS (this takes a long time so this is NOT an immediate step) – we rarely get this completed before the end of the year and we never get help through CDS (because they have no providers or are short staffed).

 

  1. We create individual plans that involve reward systems that try to address the root of the behavior.  If we are able to identify the cause of the behavior we have better luck creating a plan that better supports the student.

 

  1. Our Pre-K is a full day so we have in a couple of situations placed a student on a modified school day (3 hours instead of 6).

 

  1. We have involved our life-skills and behavioral programs for guidance and direction and we have them meet with the classroom teacher to go over strategies etc.

 

  1. We have brought in a behavior specialist to do an observation and provide some ideas.

 

  1. Sometimes we have had conversations with parents about whether a child is ready maturity wise for school – we try not to go this route because we want to provide support and help to get them ready for K.

 Saco Pre-K, Saco

 Most of our Pre-K staff are Safety Care trained which enables the staff to help de-escalate children and safely hold/escort them when they are highly escalated and are displaying unsafe behaviors. We also use the Maine Early Childhood Consultation Partnership which offers both child specific and classroom specific support services. We do also work with CDS and while psychological assessments and potential SDI services are helpful, we often find that the child needs much more support than CDS can offer to us. Occasionally, when we’ve had students who’ve escalated and we’ve been unable to help them become regulated and safe, we’ve had to send them home which counts as an out of school suspension so this is only done as a last resort.

Wayne Elementary School, Wayne

I would recommend the book Brain-Body Parenting and Beyond Behaviors by Mona Delahooke. These books offer a holistic perspective on how to support all children through a neuro-sequential model. As for specific interventions, I would suggest some form of mediated play to model and support skill development on a regular basis.

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