What We Do

  • The Sherman ISD Behavior Support Classroom (BSC) program is a highly structured special education class designed for students with the most intense emotional and behavioral difficulties. The purpose of the program is to help students improve their social skills, increase their coping skills, and maintain academic success. Although the primary focus is on teaching appropriate behaviors, academic instruction is also emphasized. Instruction is individualized according to the student’s behavioral and academic functioning levels in accordance with the student's Individualized Education Plan (IEP) as determined by the ARD Committee.


    Qualifying Descriptors: 

    Candidates for the BSC program are typically students with the qualifying condition of Emotional Disturbance (ED). Students with other disabilities may also participate in the BSC program as participation in this program is dictated by the students emotional and behavior difficulties rather than their qualifying conditions. 

     
    Candidates who may benefit from BSC would be those that demonstrate significant, inappropriate behaviors that prevent/inhibit progress in the general education setting.  BSC is considered when data shows that less-restrictive interventions and placements have been unsuccessful. Student behavior may include, but are not limited to: 
    • Significant psychological issues
    • Displays of explosive and/or destructive rages
    • Post-traumatic stress disorder which may trigger unusual aggressive behaviors
    • Verbal aggression (above and beyond profanity & threats)
    • Extreme oppositional defiance
    • Significant physical aggression
    • Self-injurious behaviors
    • Prolonged and/or extremely disruptive crying, temper tantrums
    • Frequent elopement (running) from the classroom, out of the building or off school property

    Description of Support 
    • Assure a safe environment in which a student can learn.
    • Improve the student’s self-concept, sense of responsibility, and overall competence.
    • Increase the student’s successful social interactions with peers and adults in the school setting.
    • Reduce the frequency of inappropriate behaviors and increase appropriate behaviors.
    • Improve academic growth in order to promote school success.
    • Provide an ongoing diagnostic evaluative process which:
      • Clearly describes target behavior 
      • Plans and prescribes intervention techniques 
      • Provides comprehensive feedback to the student on his/her progress 
      • Measures growth and progress of appropriate behavior