Behavior Support

ED Staff Support

**Carmel Clay School district provides social-emotional and behavioral support services to better assist students with their educational programming at College Wood Elementary and Prairie Trace Elementary for students grades K-5.**

College Wood Elementary currently has three dual certified Elementary/Special Education Teachers that work as a part of a multidisciplinary team to better assist all students with their academic and behavioral achievement. All teachers have current and up-to-date CPI [Crisis Prevention Intervention] licenses that promote positive verbal de-escalation techniques. Other key components that facilitate the success of the ED program include but are not limited to: individualized behavior charts and programming, preferential seating, visual supports, sensory breaks and school-wide PBS.  ED Support staff routinely collaborates with administration to instill a daily individualized schedule that provides structure, consistency and routine utilizing the most current research based interventions and support.   

Miss Megan Apolzan; ED Teacher

Mrs. Brooklyn Lust; ED Teacher

Ms. Rachael Matchett; ED Teacher






An IEP is also known as an Individualized Education Program. Each public school child who receives special education and/or other related services are required by law to be provided with an Individualized Education Program. The Teacher of Record [TOR] and multidisciplinary team members collaboratively work together to create an IEP that is personalized to promote overall success, both academically and behaviorally, with appropriate accommodations.  


A 504 Plan is a  legally binding document that outlines the accommodations that a public school must make for a child with a special condition. Students with 504 plans are not considered Special Education students and therefore IEPs are not implemented. Each school has a designated 504 officer.


The TOR also known as the Teacher of Record is responsible for the following:

* Providing direct or indirect services to the student.

* Developing measurable goals, benchmarks and objectives to meet the student's needs.

* Regularly monitoring the implementation of the student's IEP.

* Providing progress reports to the student's parents.

* Ensuring the student's IEP is accessible to all pertinent staff.

* Informing each teacher and provider of his/her specific responsibilities related to implementing the student's IEP.


Commonly used Special Education Acronyms:

ACR: Annual Case Review                        

BBT: Building Based Team

BIP: Behavioral Intervention Plan              

FBA: Functional Behavior Assessment    

LRE: Least Restrictive Environment

CCC: Case Conference Committee          

SLD: Specific Learning Disability

ED: Emotional Disturbance                                            



1. Use Praise

Always provide your child with positive reinforcement when he/she is demonstrating appropriate behavior and/or making an honest attempt to demonstrate appropriate behavior.  Be as specific as possible when delivering the verbal praise to your child. Example: “I like how you sat appropriately at lunch and kept your hands and feet to yourself.”  Praise can come in a variety of forms and can include but is not limited to the following: a verbal thank you, smile, reward ticket, sticker, and/or some other token economy item at your discretion that works best for you and your child. 

2. Avoid Certain Words

Always use positive words when talking to your child after a behavioral incident. It is important to avoid using words that have a negative context such as the following: “NO, Don’t, Stop, Why?’ These words can actually create uncomfortable feelings of anger, resentment, jealously, etc. Try and express your concern in the form of a question. Can you please tell me what a safer method would be to carry eating utensils to the kitchen table?

3. Concentrate on the Present

Always focus on the ‘present’ day and time. Avoid referring to past negative behaviors and experiences. The only time to refer back to a previous incident is to highlight the positive outcome and choice that your child made.

4. Use FIRST-THEN Responses

Using FIRST-THEN responses helps children better understand the sequence of events. When using this intervention strategy, children are more likely to understand what is expected of them in terms of workload whether it be at home or school. Keep the responses very basic and clearly defined. Example: FIRST-Clean room THEN play.

5. Provide Choices

Always provide choices where your child feels as though he/she has a sense of control. By providing choices, your child will have the opportunity of choosing what is most likely preferred versus being told what to do. Example: I need you to help me with the following before your play-date. Here are your choices and you may complete them in any order: clean bedroom, feed dog and wash dishes.

6. Identification of Antecedent                                                                                                       

After a behavior incident and/or an escalation in behavior has occurred, always attempt to break down what happened prior to the incident.  Ask your child to discuss how he/she felt at the beginning of the day up until that 'breaking' point.  It is important to identify all activities and feelings that accompanied each of those activities in an effort to deduce why the problematic behavior occurred.  Example: [Child's day] Breakfast: happy - change clothes: happy - brushed teeth - not happy.  Your child may express he/she was not happy because while brushing their teeth water splashed from the sink and got their shirt very wet.   



The books identified below focus specifically on feelings & emotions that young children can experience and how to handle his/her feelings appropriately.

It's Okay to Be Different                                                                                                                      by Todd Parr

The Feelings Book                                                                                                                                by Todd Parr

When Sophie Gets Angry...Really, Really Angry                                                                              by Molly Bang

The Way I Feel                                                                                                                                      by Janin Cain

How Are You Peeling?                                                                                                                         by Saxton Freymann

Hurty Feelings                                                                                                                                      by Helen Lester

Feelings to Share from A-Z                                                                                                                 by Brian Barber

Have You Filled A Bucket Today?                                                                                                      by Carol McCloud


Educational Books for Adults

The Explosive Child
by Ross Greene
Lost At School
by Ross Greene
When Actions Speak Louder Than Words                                                                                 by Kim Davis and Susan D. Nixon


Thought of the Month

"We could learn a lot from crayons; some are sharp, some are pretty, some are dull, while others bright, some have weird names, but they all have learned to live together in the same box."

~Robert Fulghum