Pilgrim Academy is committed to providing a safe, consistent, and predictable learning environment. A safe environment is necessary to promote a quality education.

The Pilgrim Academy behavior management system exists to support each student's individual academic and therapeutic goals as well as the program's goal to provide a safe learning environment for its students and staff. Classroom routines and expectations for appropriate and responsible behavior are clearly delineated. Incentives planned by program staff with extensive student input are provided to reinforce pro-social and respectful behavior. Consequences to problematic behavior exist to maintain the school's notion of safety and respect for all adults and students involved. Students are expected to be respectful and to be prepared for learning. Students earn points during each section of the day for being both respectful and prepared. (See Pilgrim Academy Point Sheet).

Being respectful includes:

* Use of respectful language at all times;
* Being respectful of the school building, property, and the personal properties of others; and
* Being respectful of the personal space of others (i.e., no verbal or physical threats, intimidation, or personal contact).

Being prepared includes:

* Completing homework;
* Completing in-school assignments;
* Being on time for classes and lessons; and
* Maintaining school materials.

Points are tallied throughout the day to determine appropriate daily incentives. Points are also tallied weekly for a weekly incentive and continuously for larger incentives decided upon by the student, teacher, and director.

Students will be given every opportunity to follow the behavior management system rules within the classroom. The teacher and the teacher assistants will use language that is supportive and that emphasizes de-escalation while verbally encouraging a student to participate in the classroom routine. If a student's behavior becomes disruptive to the class or becomes aggressive in any manner, the student will be asked to leave the classroom and take a time-out in a designated area. Pilgrim Academy prohibits students from being locked in or secluded from staff while in a time-out area. All attempts will be made to support the student's efforts to take a time-out appropriately. If a student's behavior poses a safety threat to him/her self or to others, and all alternative behavior management techniques have been exhausted, physical intervention and protective holds may be required. All staff members are trained in the use of non-violent crisis intervention strategies.

An integral part of the behavior management system is to assist the students in their abilities to process problematic behavior. Following any incidents that warrant an extended time-out (longer than 10 minutes), students with staff assistance will complete a Therapeutic Processing Sheet (TPS) prior to returning to classroom. The TPS is designed to facilitate a student's understanding of ways in which problems have affected their success and to highlight alternative approaches to dealing with such problems. (See Therapeutic Processing Sheet)