Behavior Management Tracking

Each site binder has a section dedicated to behavior management. This includes a behavior tracking sheet and all tools and forms relating to behavior management. You must communicate all serious behaviors and situations with Kalyn. Please do this immediately so you can be provided with direction.

Cool Down Spot

It may be beneficial to create a spot designated in your program where students can go if they need alone time or space to themselves. This will not be a play or hang out area, it is intended for a safe space students can go to cool down then rejoin their group.

Extreme Behaviors

For extreme behaviors, contact Kalyn for Chico Unified enrolled students or a CARD Recreation Coordinator for CARD enrolled students for guidance about using the following options: 

• Suspensions

• Behavior Contract

  • If a child receives multiple Behavior Notification Forms, staff may choose to suspend the child from the program and schedule a behavior contract meeting. Staff may also choose to put a child on a behavior contract for extreme situations including but not limited to running away from the program or reoccurring bathroom accidents. At this meeting, a contract will be created detailing behavior expectations for the child to remain in the program. If the behavior contract is broken, the child will be expelled from the program.

• Expulsion Policy

  • The After School Programs are committed to being safe and enjoyable places for all. Our programs maintain set ratios and are not designed for one-on-one care. Staff may choose to suspend or expel a child from the program for reoccurring behavioral concerns or for extreme situations. We will not tolerate participants compromising the safety of themselves or others, causing or threatening physical injury to another person, bringing weapons or illegal contraband to the program, or vandalizing the program equipment or space. Any of these actions or other actions deemed dangerous, illegal, or harmful will result in immediate expulsion from the program.

As the Site Coordinator, you will be the one to communicate behaviors with the parents. Make sure to have these conversations in private. Sometimes it is beneficial to contact the parents before they pick up. Calling them to discuss the behavior will prevent surprising them with a negative conversation at pick up.

Show confidence when delivering the news and make sure you have all of the information prior to speaking with them. Remember that it can be difficult as a parent to receive this news- be kind and compassionate. Never make a parent or child feel like they are a "bad kid", they just made a bad choice and now we need to address it so it doesn't happen again.

When a child is struggling to meet your expectations or to rejoin the group, you can call the parent for support. The parent might have some helpful advice for you or might decide to pick up. 

When speaking to parents about negative behaviors

1. Always discuss negative behaviors in private. If there are other people around ask the parent if you can speak to them and their child outside, in the hallway, another room, or at a table away from the rest of the program. This will allow everyone to feel more comfortable and avoid any embarrassment.  

2. Be concise. Don’t add extra details and stay away from any judgements or opinions. Just quickly state the facts and allow the child to explain themselves.

   • “Tommy earned a Redirection today for pushing another child” instead of “Tommy was upset, and he decided to get back at Billy he would push him down.”

3. No labels. Describe what happened, don’t label the behavior with a word that could mean different things to each family.

   • Tantrum, meltdown, and “threw a fit” are good examples of what to avoid. Words like these can lead to “we wouldn’t call that a ‘tantrum’ in my house,” and will derail your conversation.

Positive reinforcement is essential to our after school programs. Positive reinforcement highlights our program rules and expectations, and decreases the need for discipline. Children want attention and we choose how we give it to them- choose positively! 

It feels good to look for and focus on the positive as opposed to focusing and giving attention to negative behaviors and choices. Communicating our appreciation and approval of positive behaviors and choices indicates what is okay and not okay. 

Thoughtful, caring, enthusiastic comments make everyone feel good. When staff reinforce positive behaviors, their bond is strengthened with the children and they are more likely to follow your lead. 

Group Positive Reinforcement

1. Identify your system

   • Something visual that the children can see their progress. IDEAS: A clear jar with a line marked and using pom poms to indicate progress; group star chart

2. Identify your goal

   • What is the group working towards by you noticing and praising their positive choices and behavior? 

   • Is there a behavior or action you are trying to improve? For example- entering the classroom quietly, taking turns during play, using kind words, using an inside voice. 

3. Identify your part in setting the children up for success

   • If you are trying to improve/reinforce a behavior, what does it look/sound/feel like for the children to be displaying the positive choices? If they are not making a positive choice, are you having them stop and try again? Are you facilitating a conversation about what can be done differently when in a similar situation?  

4. Ensure that the children can reach their goal in a timely manner. Each goal can vary on the amount of time. 

5. Identify the reward

   • One goal and reward per month is a good timeframe. Consider special/fun/unique experiences for the children. 

No & low cost reward ideas

1. 1. Equipment check out items from CARD

   2. Snow cones

   3. Popcorn party 

   4. Sensory play day- make playdough, gak, slime

   5. Cardboard creation party