About Us
Behavior Management Model
The Power of Choice Program
The Power of Choice Program has been set up to improve our students' behavior. The components of the program are:
- Behavior Rubric
- Level of Achievements
- Time-out sheets
- Weekly Point Sheets
- Daily Point Sheet
- Home Point Sheet
- School Store
The Philosophy
Inappropriate and irresponsible behaviors must be corrected, not punished. A system of intervention or corrections is not meant to be punitive. It is an intervention, which the student chooses by displaying an inability to self-correct his/her behavior. Intervention provides the student with the opportunity to think about and/or write a plan for improving his/her future behavior when confronted again with similar circumstances. Successful interventions are those which enable the student to describe alternative behaviors to the ones they previously demonstrated: if students are able to think before they act, consider the possible consequences of their actions, and choose safe, acceptable behavior, then the optimal result of the corrective process will be achieved.
Intervention provides a student with an opportunity to identify, control and resolve inappropriate behavior and then plan alternative, productive strategies, which enable a successful return to his/her classroom
Code of Conduct District 75 Citywide Programs adheres to the New York City Department of Education Citywide Standards of Discipline and Intervention Measures (The Discipline Code).
Quick Links
Class Staffing Ratios
Educational programs are provided in the different sites for children and adolescents according to the special education continuum. Students are referred to a specific class ratio by the Committee on Special Education.
Special Class Staffing Ratio 12:1:1
• No more than twelve (12) students per class
• One full-time special education teacher
• One full-time paraprofessional
Serves students whose academic and/or behavioral management needs interfere with the instructional process, to the extent that additional adult support is needed to engage in learning and who require specialized/specially designed instruction which can best be accomplished in a self-contained setting.
Special Class Staffing Ratio 8:1:1
• No more than eight (8) students per class
• One full-time special education teacher
• One full-time paraprofessional
Serves students whose management needs are severe and chronic requiring intensive constant supervision, a significant degree of individualized attention, intervention and intensive behavior management as well as additional adult support.
Special Class Staffing Ratio 6:1:1
• No more than six (6) students per class
• One full-time special education teacher
• One full-time paraprofessional
Serves students with very high needs in most or all need areas, including academic, social and/or interpersonal development, physical development and management. Student's behavior is characterized as aggressive, self-abusive or extremely withdrawn and with severe difficulties in the acquisition and generalization of language and social skill development. These students require very intense structured individual programming, continual adult supervision, (usually) a specific behavior management program, and individual strategies to encourage students to engage in all tasks. The students also need a program of speech/language therapy (which may include augmentative/alternative communication).
Special Class Staffing Ratio 12:1:4
• No more than twelve (12) students per class
• One full-time special education teacher
• One additional staff person (paraprofessional) for every three students
Serves students with severe and multiple disabilities with limited language, academic and independent functioning. These students require a program primarily of habilitation and treatment, including training in daily living skills and the development of communication skills, sensory stimulation and therapeutic interventions.
Special Class Staffing Ratio 12:1:2 Pre-K
• No more than twelve (12) students per class
• One full-time special education teacher
• One additional staff person (paraprofessional) for every six students
• Serves primarily pre-school children with disabilities such as developmental delays, speech, language and communication problems.
Special Class Staffing Ratio 8:1:2 Pre-K
• No more than eight (8) students per class
• One full-time special education teacher
• One additional staff person (paraprofessional) for every four students
• Serves primarily children on the autism spectrum such as Rhett’s syndrome, PDD, autism, etc.
