understand the impact of their own actions . It is important that children learn to work and play together in a safe environment that fosters independence , decision-making , curiosity , and creativity . When behavior is challenging , guidance and discipline will be positive , productive , immediate , and addressed in partnership with the family . To achieve this goal , all staff :
• Model appropriate behavior in alignment with the Second Step Social Emotional Curriculum
• Maintain a predictable , consistent , and structured classroom using the Executive Function Project strategies designed to support selfregulation and independence
• Maintain developmentally appropriate expectations for children ’ s behavior by establishing classroom promises which outline expected behaviors
• Help children begin to recognize and respond to their emotions and the emotions of others through their daily interactions with peers and adults
• Enhance supervision through a low teacher-student ratio
• Provide students with a calming space to allow them to adjust to stress or self-regulate . This space is designed to support choice , control , and independence .
• Commit to developing strong home-school partnerships and communication , which will allow us to understand each family ’ s unique structure , cultural background , experiences and personal beliefs and behavior guidelines .
No child will be humiliated , shamed , frightened , or subject to physical punishment , psychological abuse or coercion by any staff member , volunteer , or student working at SELC . No child will be physically restrained , unless it is necessary to protect the safety or health of the child or others , using the least restrictive methods , as appropriate .
Suspension / Expulsion in PK :
We defer to guidance on suspension and expulsion from the Connecticut State Department of Education .
34 Family Handbook