Complete ACE Handbook

ACE (Acquiring Cooperative Engagement) is a behavior modification program in which a student is removed from his/her classroom and required to work in an environment with a minimum of privileges.  It is a less restrictive alternative to sending students home, and it permits better supervision of pupils. 

 
Organize resources

Choose an isolated location that provides ample space for the ACE program. An isolated location, such as a separate classroom, is useful in removing a problem behavior student from peers and activities that can reinforce the student.

Also, the location must have enough space to fit all students assigned to ACE. Individuals who must wait until space is available will likely continue to misbehave. They may think, “Why be good if I’m going to suspension anyway?” Consequently, ACE is most effective when used immediately after a student misbehaves.

A full-time person whose only job is to supervise the ACE room provides consistency to the program.

Materials

Confidentiality Form

Attendance Record

ACE Corrective Action

Assignment Log

ACE Parental Contract Log

Resources

Teaching Procedures

 
Identify what infractions or misbehaviors qualify a student for ACE. Typically, these behaviors include (not exclusive lists):

Level I: 

  • Classroom disturbances
  • Classroom tardiness
  • Cheating and lying
  • Abusive language
  • Nondefiant failure to do assignments or carry out directions
  • Harassment

Level II:

  • Continuation of unmodified Level I behaviors
  • School or class tardiness
  • School or class truancy
  • Inappropriate bus behavior or hallway behavior
  • Using forged notes or excuses
  • Disruptive classroom behavior
  Use caution. Avoid referring students to ACE for minor infractions, which can reduce the program’s effectiveness.

Decide who can refer a student to ACE. Can students be referred based on a teacher’s request or only the school administrator?

Create guidelines to determine how long students must remain in ACE. The length of stay will depend on how severely the student misbehaves. General guidelines are important to maintain overall consistency throughout the program.

Parental contact is important. Referring teachers should contact parents and document the contact date on the log.
Clearly Post Rules

REMEMBER: Review the rules with students before they start their ACE suspension time. Also, consider what to do if students break the rules— perhaps a parent conference, out-of-school suspen¬sion, or additional ACE time.

ACE Rules

  1. Bring textbooks and materials to ACE.
  2. No talking to other students.
  3. Raise your hand to request help.
  4. No sleeping.
  5. Stay in your seat.
  6. Work on your school assignments.
  7. Remain in the ACE room until excused or dismissed.
Arrange for students to work on class assignments while in ACE. Often, students who attend ACE are struggling academically. So it’s important to not let them get further behind.

One way to get assignments to students in ACE is by notifying the office staff. In turn, they inform the student’s teachers who send the assignments to the office as quickly as possible.


Better yet, let students assigned to ACE collect their own work. Simply offer an incentive, such as a time reduction, for those who bring all their class assignments to the ACE room.
 

Conduct Suspension

When a student’s misbehavior qualifies for ACE follow these steps:

Step 1:  The referring teacher inform the parents that their child is assigned to ACE suspension.  State the reason and the required length of time.  Document parental notification.

Step 2:  Explain to the student what misbehavior occurred.  Then give the student an opportunity to respond (see ACE Corrective Action form).

Step 3:  Review with the student the ACE rules and the consequences for breaking those rules.

Step 4:  Assure student has assignments that will be completed in ACE.

Step 5:  Make arrangements for restroom breaks and lunch.  Remember, these are basic rights and should not be dependent on student's work or behavior while in ACE.
Variations

When no separate rooms are available for suspension, try an office area. Use study carrels or partitions to isolate the student as much as possible. Suspension works best when the student is removed from distracting or reinforcing activities.

From the start, all teachers need to participate in developing a school-wide suspension policy. Ownership in the philosophy builds support for the program. As a last resort, an administrator can decide that only teachers who supervise and support the program may use it with their students.

A student referred to ACE may decide not to show up. To prevent this, a log should be kept of students and their appointed dates.

First, examine ACE space arrangements. More importantly, the school administrator may need to reevaluate the teacher’s classroom discipline plan.

For these students, the standard suspension program may not work. Therefore, consider other techniques, such as counseling or social skills management groups along with the assigned work as part of their ACE program.

 
Getting Ready

Make certain that classroom behavior management plans are in place. The philosophy should identify a hierarchy of consequences for dealing with problem behavior students. For the ACE suspension program to operate effectively there must be school-wide support for all components of the plan.

Ensure that ACE is only one behavior reduction technique in the hierarchy. ACE should be used for infractions serious enough to warrant isolation from others. Remember, a positive atmosphere with high rates of positive reinforcement for appropriate student behavior is the best way to minimize negative behavior.

Check that an effective means of communication is established among the administration, teachers, parents, and students. Good communication increases the likelihood of consistency and follow-through. Confirm that school and classroom rules are clearly posted. Explain and review these with students.
 
Resources

This IRIS Center module discusses the importance of establishing a comprehensive classroom behavior management system. It explores the dimensions of the PAR model.

(En español http://iris.peabody.vanderbilt.edu/parmod_spanish/chalcycle.htm )

 

 

  • The Behavior Game (Flash Game) (http://iris.peabody.vanderbilt.edu/posnegv2/default.htm) Ms. Rollison, a first-year teacher, has brainstormed a list of possible consequences. Play a game in which you categorize these consequences as positive, negative, or inappropriate. Ms. Rollison will then guide you through a second task in which you arrange the negative consequences into a hierarchy.

 

o   The Behavior:  Specific attitudes and actions of this child at home and/or at school.

o   Effect:  The behavior’s effect on teachers, classmates, and parents in the school learning environment and the home family situation.

o   Action:  Causes of misbehavior. Pinpoint student needs being revealed. Employ specific methods, procedures, and techniques at school and at home for getting the child to modify or change his/her behavior.

o   Mistakes: Common misjudgments and errors in managing the child which may perpetuate or intensify the problem.

(http://www.interventioncentral.com) provides tips on how to help children to be more successful learners!