Special Education K-5 ELA and Supplemental Guide

Behavioral Instructional Priorities TIER 1 Implementation Guide

Link to Tier 2 - Instructional Guide document

STRUCTURED BREAKS Structured breaks are an alternative to escape maintained behaviors. They allow a safe alternative to elopement from the classroom or other unsafe or disruptive behaviors. Structured breaks give students the framework to escape more appropriately.

Implementation Guidelines:

Rationale:

● Identify safe space ● Identify method for asking for a break ● Identify options for break ● Identify return procedure ● Teach procedure to student ● Pre-teach

All students become overwhelmed or need time to decompress on occasion. A break area gives them space to have some quiet time alone, identify their emotions, use a coping method, and then return back to their work. Guidelines for Break Space: 1. A calm place in the classroom or school (e.g.,. calm corner or serenity room) 2. Visual expectations should be posted in the calm corner 3. Calm corner procedure should be taught to students 4. Students should have a signal or a way to ask to use the break space 5. Structured activities to do in break space a. Identify emotion b. Choose a coping strategy (breathing, fidget, talking to an adult, meditating, sitting quietly) c. Set timer d. Return to work when timer goes off Fidelity Check: ❏ Students should be able to correctly answer these questions: ❏ How can I ask for a break? ❏ Where can I go? ❏ What can I do on my break? ❏ How long is my break?

procedure frequently