About our School → Positive Behavior Policy

Candlewood Elementary School's Positive Behavior Policy Stop and Think

The staff of Candlewood Elementary School recognizes that student achievement is a function of students’ academic and behavioral skills. Moreover, we recognize that both sets of skills are learned, and that it is our responsibility to engage in a partnership with students, parents and all staff members to facilitate and reinforce this learning. This is in keeping with the vision of Candlewood Elementary that all students have the right to learn in a clean, safe, respectful and positive school environment.

Throughout the year we will emphasize behavior and social expectations while encouraging students to "Stop and Think and Make Good Choices" through the use of the social skills program that will be taught through formal lessons and reinforced throughout the school day. These social skills will help students to positively interact with adults and peers, to solve problems that occur during the school day, and to resolve conflicts before they become serious. 

The social skills will be taught using a five-step language and process where students will tell themselves:

  1. I need to Stop and Think.
  2. Do I want to make a good choice or a bad choice? (A Good Choice)
  3. What are my good steps or choices right now?
  4. I’m ready-I need to just do it!
  5. I did a great job!

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Staff will practice the following principles to promote positive student behavior:

  1. We will teach students the expectations for responsible behavior.
  2. We will provide positive feedback to the students quickly and often when they are meeting expectations and making good choices.
  3. When minor misbehavior occurs, staff will view the misbehavior as a teaching opportunity with calm, consistent corrections or consequences, which will be handled in the classroom.
  4. When problems are chronic or severe, staff will view this as needing problem solving and begin the intervention process.
  5. Dangerous, destructive or illegal activity require an immediate office referral and will be addressed using MCPS Student Discipline Policy.

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Universal Student Expectations of Success

  1. Be respectful of adults, peers and property during all school activities.
  2. Arrive to school on time, prepared and ready to learn.
  3. Follow school rules and routines as taught by classroom teachers.

Computer Usage

Computers usage and network access is for educational use only. Students must have teacher permission and supervision to access the Internet.

Bus Expectations

A new countywide program called "Ride By The Rules" was introduced for the 2005-06 school year.

Consequences for Failing to Meet Expectations (Making Poor Choices)

The staff at Candlewood Elementary School have defined and differentiated between four "intensities" of behavior and connected the behaviors within the intensity levels to appropriate consequences. In the general, these four intensity levels are defined as follows:

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Intensity 1 Behaviors

Inappropriate behaviors that teachers handle independently within the classroom.

  • Failure to follow directions
  • Calling out
  • Off task
  • Loud voice
  • Tattling
  • Work avoidance
  • Distracting others
  • Teasing


  • Teacher proximity
  • Stop and Think prompt
  • Praise students who are behaving appropriately
  • Change student’s seat
  • Redirect
  • Non-verbal prompt

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Intensity 2 Behaviors

Inappropriate behaviors that the teacher handles with a more direct intervention.

  • Persistent intensity 1 behaviors
  • Disrespect
  • Inappropriate language
  • Inappropriate touching
  • Stealing (finding/keeping, borrowing without permission)
  • Horseplay
  • Throwing objects
  • Spitting


  • Classroom time out
  • Note or call home
  • Student to complete a behavior action plan
  • Loss of privileges
  • Recess and/or lunch detention
  • Restitution for stolen or destroyed item

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Intensity 3 Behaviors

Inappropriate behaviors which are so significant or persistent that they require some type of out-of-classroom intervention, systematic problem solving and classroom-based intervention after the out-of-classroom consequence.

  • Persistent intensity 2 behaviors
  • Defiance
  • Verbal fighting, pushing or shoving
  • Bullying
  • Threatening
  • Running from staff or out of building
  • Throwing objects
  • Spitting


  • Parent/teacher meeting
  • Time-out outside of classroom
  • Loss of privileges
  • Behavior contracts
  • Lunch and/or recess detention
  • Possible referral to office and suspension
  • Restitution for stolen or destroyed item

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Intensity 4 Behaviors

Very severe behaviors which require an immediate office referral and will we addressed using the Montgomery County Code of Conduct (usually resulting in suspension or expulsion).

  • Persistent intensity 3 behaviors
  • Harm or intent to harm others
  • Weapons
  • Drugs
  • Harassment
  • Physical fighting
  • Stealing
  • Major destruction of property


  • Office Referral
  • Suspension
  • Possible recommendation for expulsion

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