Essential Requirements for Participations
- With supervision and supplementary aids and services, the student must be able to attend without presenting a direct threat of harm to self or others.
- With supervision and supplementary aids and services, the student must be able to remain in one of the designated spaces where programming is occurring a majority of the time each day.
- With supervision and supplementary aids and services, the student must be able to follow the behavior safety guidelines as outlined below.
Multi-Tiered Systems of Support (MTSS) Framework
All students deserve to develop and practice the skills that are necessary to be successful in life. MTSS provides students with systems that encourage and recognize expected behaviors and teach social-emotional learning skills in the same ways we teach math and reading.
During Summer Adventure Camp programming time, we follow a Behavior Expectations Matrix that establishes and teaches students' expected and unexpected behaviors.
Classifications of behavior allow us to provide the best support to all of our students and to address behaviors as an opportunity for learning. Supports through MTSS include the following: time spent reviewing and modeling expectations, PBISsite-wide rewards system, social-emotional instruction and activities, tracking of all major/minor behaviors, data review of behaviors to implement supports and a constant focus on building relationships. (Matrix on Following Page).
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Warning/Reteach
No Documentation
Plan to teach a new skill.
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Minor
Documentation decided by staf.
Plan to "Fix-It" or teach skills.
3 or more minors will become a major behavior.
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Major
Documentation
Parent Notification
Plan to "Fix-it" or teach skills
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Expected Behavior
What are the expectations?
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| Inappropriate Language |
Unkind, impolite, inappropriate language
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Repeated pattern of unkind, impolite or inappropriate language.
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Threatening language or language that specifically targets an individual.
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Kind, respectful and school appropriate words.
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Defiance
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Directive requested was not a safety concern.
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Directive requested was a single instance safety concern.
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Repeated pattern of not following safety directives.
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Follow staff safety direction.
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| Disruption |
Noise making, outside voice level when indoors, attention-seeking jokes or acts, bugging others, etc. |
Repeated pattern of disruptive behaviors that are not developmentally appropriate.
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Behavior that stops the flow of programming, repetition of behavior following teaching. Exposure or touching of body parts normally covered by a swimsuit.
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Be respectful of others' activities and time.
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| Property Misuse |
Not returning items to appropriate places, accidentally damaging property.
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Single instance of intentionally damaging property.
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Repeated pattern of intentionally damaging property after strategies to teach have been put in place.
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Use toys and equipment respectfully and safely.
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| Leaving the Space |
Going right outside the space to calm body, remains in staff sight.
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Singular instance of hiding out of sight.
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Repeated instances of leaving space without staff knowledge and goes out of sight.
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Stay in programming space. Ask a staff person before leaving.
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Fighting/Physical
Aggression |
Rough play, Spitting on the ground
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Isolated acts of physical aggression. Spitting at a person once.
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Multiple acts of physical aggression. Staff or student accident report is required for incident. Spitting at a person more than once.
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Keep body to self. Take a break to calm body.
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| Leaving School Building |
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Leaves school building. |
Remain in the school building unless outside on the playground.
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Leaving School Grounds
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Leaves school grounds.
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Remain on school grounds. |
| Possession of weapons or illegal substances |
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Makes a weapon out of play materials or engages in a game that is violet while on the Chromebook.
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Threatening a person or animal with a weapon, any item that could be used as a weapon. Possessing an illegal substance.
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Engage in kind behavior and do not threaten others with weapons or bring illegal substances to school.
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Serious Behavior Concerns
When conflicts over the rights of other people and property arise, we work with students to actively listen to each account and aid in the resolution of the conflict to develop social skills for the future. Behavior having a high frequency duration or intensity may result in immediate parent/guardian pick-up and/or pause from the program. These behaviors include, but are not limited to:
- Leaving a program space without permission for an area in the building that is not part of the programming schedule or has been closed by an adult.
- Remaining in a closed programming space and refusing to transition to an open space when all other students have dispersed to another space that is opened by staff.
- Act of physical or emotional aggression that present a direct physical or emotional harm to self or others.
- Acts that violate the rights of others including those outlined in district policies 413 “Harassment and Violence” and “Responding to Racial and Bias Harm” as well as 514 “Bullying Prevention Policy”.
- Remaining in building spaces that are closed or not part of programming for a majority of the daily program time.
- Significant damage to personal or school property that totals or exceeds the site's supply budget for the program season.
- Leaving the school building, if outside is not an open programming space, or exiting through a building door other than the door staff and students use to access the playground.
- Bringing, possessing or threatening another person with a weapon or illegal substance.
- Leaving school grounds.
- If your child leaves school grounds during programming, staff will call 911 for assistance.
- Having four behavior reporting forms with major behaviors as defined by the Multi-Tiered Systems of Support Behavior Matrix above. The student behavior support process below indicates the system for creating reasonable supplemental aids and service for students.
Student Behavior Support Process*
Orientation Meeting & Proactive Plan
Prior to starting Summer Adventure Camp, parents/guardians have the ability to request a meeting with staff (in person, by phone, in email, or virtual) to review expectations of the program, discuss any supplementary aids or services requested for the child, and share the parent/guardians preferred methods of communication. In this meeting, staff can also answer any questions parents/guardians may have. After the Child Care Coordinator has gathered the information on how to best support the child in programming, staff will email the parents/guardians to share the proactive supplementary aids and service that will be provided to their child during their time attending Summer Adventure Camp.
1st/2nd Minor Behavior Communication
Staff will provide behavior redirection and time for the student to reflect on expected ways to handle unexpected situations. Opportunities to “Fix-It” and social skill building will be used.
1st Major Behavior Communication
A pause in care for one day will be implemented. Staff will document the behavior on the program’s behavior reporting form and inform parents/guardians at pick-up, drop-off or by phone. The Program Assistant will also send a follow up email with details of the incident. Staff will then review data and implement supplemental aids and service to correct the behavior. These will be shared with parents/guardians prior to re-entering the program for feedback and input.
2nd Major Behavior Incident
A pause in care for two days will be implemented. The Child Care Coordinator will reach out to the parents/guardians at pick-up, drop-off or by phone to communicate the behavior. The Program Assistant will send parents/guardians a follow-up email with information about the incident. A meeting to solicit feedback from the child’s parents/guardians will be required before the child is able to return to programming. If a parent/guardian is unable to schedule a meeting within the two day pause, attendance will be on hold until after the parent/guardian is able to meet. After the supplemental aids and service have been agreed upon by parents/guardians and the Child Care Coordinator, they will be implemented.
3rd Major Behavior Incident
A pause in care for three days will be implemented. The Child Care Coordinator will reach out to the parents/guardians to communicate the behavior by providing a behavior reporting form or email documenting the incident. Kids Club will require a meeting with the parent/guardian to solicit feedback before the child is able to return to programming. This meeting will include the Program Assistant. If a parent/guardian is unable to meet within the three day hold, the contract will be on hold until after the parent/guardian is able to meet. After the accommodations have been agreed upon by parents/guardians and Kids Club staff, the supplemental aids and services will be implemented. Parents/guardians will be notified at the meeting that should another major behavior occur, the child will be dismissed for the school year.
4th Major Behavior Incident
The child will be dismissed for the current school year. In the event that significant changes occur, parents/guardians may request a re-entry meeting to talk through the changes and how they will contribute to correcting the major behavior/serious behavior concern.
*Any serious behavior concern listed at the top of this accordion may result in jumping directly to step 3 or 4 in the student behavior support process outlined above.
Daily fees will not be refunded for pauses in care caused by unexpected major/minor behaviors or serious behavior concerns.