mgmt plan final 6.29.11

8/6/2019 MGMT Plan Final 6.29.11

1/22

Path to a Culture of Achievement: Management Plan

Grades 6 8 CMA name: Eric Jordan

CM names: Liz, Pete, Isabel, Chris

As a collaborative, please complete this Management Plan with specific, concrete details and submit to your CMA by the deadline indicated in theWhat is Due When and to Whom document. Your CMA will return it to you with feedback and changes needed before school starts.

BEFORE YOU BEGIN CUSTOMIZING YOUR THIS MANAGEMENT PLAN, READ ALL GUIDANCE ON PAGES 12 & 13.

1. Read allGUIDANCE on pages 12 & 13 to get started!2. Complete your POLICIES pages 1-43. Complete your RESPONSIBLE BEHAVIOR during INSTRUCTIONAL ACTIVITIES pages 54. Complete your PROCEDURES pages 6-105. Customize your Tracking Sheet page 116. Review the Guidance for POLICIES again and make any needed revisions to your Management Plan page 12-137. Use the APPENDICES to support your customization they begin on page 14

POLICIES POLICIES POLICIES POLICIES POLICIES POLICIES POLICIES POLICIES POLICIES Management

PlanComponent

Details of each ComponentQuestions & Decisions for your Collaborative

PLEASE COMPLETE EVERYTHING IN THIS COLUMN

A.A. Rulesfor yourclassroom

These arestandard across

grade-levelbands within theschool; you willnotcustomizethese rules.

Your classroom rules are:

Follow directions the first time they aregiven.

Be in classroom & seated when thebell rings.

Keep hands, feet, and objects toyourself.

Use appropriate language; no put-downs, teasing, or other inappropriatewords.

How and where will you display these rules in your classroom so that you andall of your students can easily see and read them?

Poster in the front of the room

How will you frame these rules within the theme your collaborative choosesas part of your Investment Plan? (complete this question after you attend theupcoming INV 1 session)

B.B.PositiveRecognition(Rewards)

Individual Positive Recognition (earnedthroughout class) A ticket (or Scholar Dollar, College

Bound Buck, Scientist Stars etc.)

Students will earn 1 ticket for following the appropriate classroom rules,procedures, and policies at the discretion of the teacher

How and when will students earn these individual rewards?

MGMT Plan Grades 6-8 1


2/22


This structure(individual +class-widerewards) isstandard across

grade-levelbands within theschool; however,you maycustomize thesewithin the givenparameters.

system in which students canperiodically purchase the followingtypes of prizes & privileges:o Name & photo featured in special

spoto Appointment to extra-special Class

Jobo Stickers, pencils, other school

supplieso Certificates declaring they are greato Special privilege for a day (e.g.

special seat, wear class crown, funjob for a day, listen to music onheadphones during IP, get to doeverything first for a day, etc)

o Bathroom or Homework passo Small candy or special snack (if

permitted)*these tokens should be awarded throughoutclass for behaviors you want to reinforce; theyshould also be awarded at the conclusion of classfor students who end up with a good behaviorrating (e.g. an A = 2 extra t ickets and a B = 1extra ticket)

Individual Rewards (use frequently justbecause)o Positive call homeo Positive note home

o Special letter from you to studentClass-wide Rewards Awarded when class earns 100 points Aim to award 20 -25 Class Points a

day (for a reward every 4-5 days)(NOTE: Class Points enhance BehavioralNarration, and up urgency and joy levels in yourclassroom. You will learn more about BehavioralNarration and Class Points on Friday of Week 1.After the MGMT3 CS session please completeyour customization of this section of your

Students will earn a ticket by consistently modeling appropriate classroombehavior, or by demonstrating one exemplary instance of student behavior.

Which specific individual rewards will students be able to earn? How muchwill it cost to earn them? (please explain)10 - Certificate of Achievement

20 - Colored pen40 - Post-it Pad

50 - Pretzels/Chips

How will you frame these individual rewards within the theme yourcollaborative chooses as part of your Investment Plan? (complete this questionafter you attend the upcoming INV 1 session)

Which three or four specific class-wide reward possibilities from those listedat left will students be able to earn? (please explain)Students will be able to earn music during their Do Now after earning theirfirst 100 points, an academic game at the end of the week for their second100 points and cookies and cake for the third 100 points the class hasaccumulated.

(Optional) How will you frame this pursuit of a class-wide reward within thetheme your collaborative chooses as part of your Investment Plan? (completethis question after the upcoming INV 1 session)

Where and how will you keep track of Class Points? (complete this questionafter you attend the upcoming MGMT 3 session)Class points will be displayed in a prominent position next to the class rules.

How will you ensure that students earn enough class points each day to staymotivated? (complete this question after attending the upcoming MGMT 3 session)I will give clear directions and tell the class specifically what to do. Each timethe entire class shows this model behavior, the class will receive points



3/22


Management Plan.)

Possible Class-wide Rewards Game at end of week (academic, but

fun!) Popcorn party at end of week Music during Do-Now Teacher will perform (learn a dance

move from a student, sing a song, domagic, etc)

10-minute Dance Party at end of theweek

Cookies/Cake for the class (if permitted)

How and where will you display reward possibilities (individual and class-wide) in your classroom?The reward possibilities will be displayed on a chart on the opposite side of

the rules as the Class Points

Where and how will you keep track of Class Points? (complete this questionafter you attend the upcoming MGMT 3 session)Class points will be displayed in a prominent position next to the class rules.

How will you ensure that students earn enough class points each day to staymotivated? (complete this question after attending the upcoming MGMT 3 session)I will give clear directions and tell the class specifically what to do. Each timethe entire class shows this model behavior, the class will receive points

How and where will you display reward possibilities (individual and class-wide) in your classroom?The reward possibilities will be displayed on a chart on the opposite side ofthe rules as the Class Points

C.C.

CorrectiveAction(consequences)

The structure oftheseconsequences isstandard acrossgrade-levelbands within the

Offense Actiongrade*

Consequence*NOTE: you do NOT have to use letter grades here; please see note aboutalternates to A-B-C-D-FBehavior Grades on page 15!

Which specific consequences will you use for each level of the consequencehierarchy? (loss of which privilege? which version of a think sheet, etc?)

1 -Warning mark

2 - 2nd warning mark, no bonus ticket.

3 - Moved to an isolated area of the class

4- Lunch detention

5- Send to the office

How and where will you display these consequences (including the severe

1mark ontracking sheet;verbalnotification ofthe mark,reminder ofcorrectbehavior, &warning thatnext infractionmeans dropfrom A to B &loss of acertain

A Nothing otherthan thewarning andthe mark



4/22


school; you willnotcustomizethe nature ofconsequences,but maycustomize the

particulars (e.g.loss of whichsmall privilege,which thinksheet to use)

NOTE: in case ofmore seriousmisbehavior, it maybe necessary to

bypassConsequences 1-3and skip ahead toConsequences 4 or5. You will need toexplain this severeclause to yourstudents.

privilege

clause) in your classroom?

Consequences will be displayed right next to the reward possibilities

You will use your Classroom Management Tracking Sheet (located at end ofthis Plan) to record consequences for each studentwhere will you keep it?How will you ensure that you can and will keep it updated up-to-the-second?I will keep the tracker sheet on a clipboard under my lesson plan.

How will you frame your consequences within the theme your collaborativechooses as part of your Investment Plan? (complete this question after youattend the upcoming INV 1 session)

Please list 10-15 things students will likely do that will be in violation of yourrules to which you will respond consistently with the consequence hierarchyat left. (Include seemingly minor things! Responding consistently to thesewill prevent bigger disruptions.)(EX: looking in bag for pencil when all eyes are to be on you)(EX: saying something quiet to a neighbor during silent independent work)dispectfull commentshaving out unassigned materials

Standing up without permissionInappropriate LanguageUseof technology in the

2

A second mark,

explanation ofconsequencestudent haschosen toreceive;reminder ofcorrectbehavior, andwarning thatnext infractionmeans dropfrom B to C &being movedaway from the

group in class

B

Loss of a

smallprivilegewithin thatschool day(e.g. sit out first 3minutes of classgame, lose 2minutes ofpassing periodtime, lose 5minutes ofrecess, silent first5 minutes oflunch, etc.)

3

A third mark,explanation ofconsequencestudent haschosen toreceive;reminder ofcorrectbehavior, andwarning thatnext infractionmeans drop

from C to D &more severconsequence

C

Studentmoved tomore isolatedplace inclassroom &required tocompletethink sheet /apology letter/ lines

*seeAppendix

4(&

severeclause)

A fourth mark,explanation ofconsequencestudent haschosen toreceive;reminder ofcorrectbehavior,administrationof the next

D LunchDetention /Silent Lunch /Loss of anyfree time(breaks orrecess, forexample, ifthey exist)/Behavior



5/22


consequence,& warning thatnext infractionmeansremoval fromthe class

Essay / Callhome toparents orguardians

Talking out of turn

using cell phones in class

5(&

severeclause)

A fifth mark, &removal ofstudent tooffice (oranother room)

F

Referral andremovalfromclassroom.



6/22


INSTRUCTIONAL ACTIVITIES INSTRUCTIONAL ACTIVITIES INSTRUCTIONAL ACTIVITIES

D.D.BehaviorExpectations

forInstructional

Activities

Criteria your expectationsmust meet

List 3 or 4 behaviors that your students must do during eachInstructional Activity.Be sure to address verbal behavior, movement, andparticipation, and remember that all behavior expectations that you communicateto your students must be specific and observable (keep you hands to yourself; notalking), notvague (act appropriately).

Add details as needed to clarify for yourself (and your CMA) what youwant students to do and how you want them to do it .

Teacher-ledwhole-classInstruction

Students must be in their seats, sittingup, except when responding to arequest from you for movement.

Students must only have out materialsthat will be used in your class.

Students must have their eyes on you,wherever you move in room (e.g.students must track you at all times).

Students must be silent duringinstruction, except in response toquestions from you.

3 or 4 specific, observable behaviors that your students must do (addressverbal behavior, movement, and participation) No talking during instruction unless directly addressed by the instructor Remain seated and keep focused on the teacher at all times of instruction Students will only have lesson related materials out during instructionClarifying details:To ensure that the attention and focus of the class is on the instructor, thebehavior expectations will establish a classroom culture that fosters learningand minimizes distraction making for an efficient use of class time.

IndependentPractice

Students must not have out anythingextraneous to the task at hand.

Students must be silent. Students must be on-task on the

assigned work.

3 or 4 specific, observable behaviors that your students must do (addressverbal behavior, movement, and participation) Do not talk to others during designated independent work times Remain silently working on assignments If a student needs help, they will raise their hand and continue to the next

exercise until the instructor addresses their questionClarifying details:These behavioral expectations will be established in order to provide a

productive setting free of inter-student disruptions during the designatedindependent learning time.Working inPairs


Students must use low voices (youmust define low explicitly for them).

Students must be on-task on theassigned work.

3 or 4 specific, observable behaviors that your students must do (addressverbal behavior, movement, and participation) Students shall communicate in pairs with a low volume that is sufficient for

their partner to hear Students are to only have out the work materials which are applicable to

the current assignment Students must hold each other accountable for staying on task during

paired workClarifying details:



7/22


Since pair work is a hybrid of applying knowledge gained from teacherinstruction and student lead thinking, it is critical that students use their timeefficiently and be positive influencers for the growth of their partners and theirown learning.

Small GroupWork


Students must use low voices (youmust define low explicitly for them).

Students must be on-task on theassigned work.

3 or 4 specific, observable behaviors that your students must do (addressverbal behavior, movement, and participation) Volume must be the same level as in paired work, slightly louder than a

whisper; though much lower than the level with which they respond toinstructor questions in class.

Only have out materials that the teacher identifies as pertaining to theassignment

Do not discuss anything besides the assignment at handClarifying details:The behavioral norms will create a strong class focus on the task at hand;giving the students more responsibility and independence. This will providethe students with a structural interaction time in the class where they canlearn from other student perspectives and discuss their own understanding ofclass assignments.

PROCEDURES PROCEDURES PROCEDURES PROCEDURES PROCEDURES PROCEDURES

E.E.RequiredProcedures

Criteria your procedure mustmeet

List 3 or 4 behaviors that your students must do during eachProcedure.Be sure to address verbal behavior, movement, and participation,and remember that all behavior expectations that you communicate to yourstudents must be specific and observable (keep you hands to yourself; notalking), not vague (act appropriately).

Add details as needed to clarify for yourself (and your CMA) what youwant students to do and how you want them to do it .

EXAMPLE:Entering theClassroom

Students need toknow theirresponsibilities &behaviorexpectations forcoming into & being

Students must enter safely, withtheir hands to themselves.

Students must enter with very littlenoise.

Students must be silent at orbefore the start-time of class.

Students must all be on task within2 minutes of the start-time of class.

You must be able to monitor

EXAMPLE Shake my hand at the door, pick up the daily handout, and walk directly to

your seat.

Take out your homework and notebook, write header on new page, and startthe Do Now.

Once you have greeted me, do your next steps without talking.

Detailed description: I will be standing at the door where I can keep an eye on myclass and the hallway. I will shake each students hand and greet them by name.Students will pick up the handout from the back table before moving to their seat,



8/22


in your class for thefirst 3 minutes.

student behavior in the hall and inthe classroom.

where they will get out their notebook and start the Do Now, which will be ready to goon the overhead. Students will not be talking at all. When the bell rings I will startmy timer for 3 minutes, take roll and check for homework completion, and letstudents know when they have 1 minute left to complete their Do Now.

Entering theClassroom

Students need toknow theirresponsibilities &behaviorexpectations forcoming into & beingin your class for thefirst 3 minutes.

Students must enter safely, withtheir hands to themselves.

Students must enter with very littlenoise. Students must be silent at or

before the start-time of class. Students must all be on task within

2 minutes of the start-time of class. You must be able to monitor

student behavior in the hall and inthe classroom.

3 or 4 specific, observable behaviors that your students must do, written inthe way you will communicate them to students (address verbal behavior,movement, and participation)

Students must walk in the door, greet me, I will greet them, and they willwalk directly to their desk and take their seat.

Students must take out a pen or pencil and take out their notebook. If theyhad homework, they will place it on the top right corner of their desk.

They will then begin working on the Do Now. Students will do this without talking to classmates. If they finish the Do Now before start of instruction, they can check their

homework or quietly read over the days agenda.

Detailed description:

I will stand just outside the doorway to the classroom where I can see mystudents inside the classroom and also those coming into the classroom. Iwish shake each students hand, greet them by name (by the end of weektwo of the Inst. Schedule), and say good morning or good afternoon.Students will walk directly to their seats once entering the classroom and theywill take out a pen or pencil, their notebook and begin their Do Nowexercise. If they had homework, they will place that on the top right corner oftheir desk.

Attention-getting

SignalStudents need toknow the cue forgiving you their fullattention, and whatfull attention means.

You must be able to give this

signal from anywhere in the room. Students must be silent and have

their eyes on you as a result of yougiving the signal.

Students must give you their fullattention within 5 seconds of thesignal.

3 or 4 specific, observable behaviors that your students must do, written in

the way you will communicate them to students (address verbal behavior,movement, and participation) Students must stop whatever activity theyre doing which might include

putting down their writing utensil or stopping a discussion. Students will be silent after responding Markham Pride Students will have their eyes on me, which could require turning their body

so that they can see me.

Detailed description: When I say Markham what students will respondMarkham pride, stop what theyre doing, including discussions and havetheir eyes on me. If necessary I will say Eyes on me in three, two, one.



9/22


Homework

Students need toknow when, how,and where to handin homework.(Students also need

to know your policies& procedures formaking up HW whenabsent, and whathappens if HW is notturned in at all or isincomplete.)

You must confirm that homeworkhas been completed (if using HWin class) or HW must be collectedwithin first 2 minutes of class starttime.

Next homework assignment and

due date must be posted forstudents to read. Students must write down next

homework assignment beforeleaving class.

3 or 4 specific, observable behaviors that your students must do, written inthe way you will communicate them to students (address verbal behavior,movement, and participation) Students will put their completed homework on the top right corner of their

desk before starting the Do Now. Once everyone is in the classroom, one designated person will collect

homework from everyones desk and turn it in to the turn it in folder. Students will already have their completed homework out, so only one

student should move when I ask that homework is collected.

Detailed description:Once everyone has entered the classroom, I will individually ask myhomework collector to collect the homework from everyones desk. Thisperson will quietly walk through all of the rows and collect the homework thatis out. They will not wait for an individual to get out their homework, it shouldhave been on their desk before beginning the Do Now.

WritingInstrument

Students need toknow when theymay use pens orpencils, how & whenthey may sharpentheir pencils, andwhat happens if theydo not have anacceptable writinginstrument.

All students must have somethingwith which to write during class (ifstudent did not bring writinginstrument, you must have a policyfor him/her to get one).

If pencils are permitted in yourclass, students must be allowed tosharpen them, but may not do soduring instruction.

3 or 4 specific, observable behaviors that your students must do, written inthe way you will communicate them to students (address verbal behavior,movement, and participation) Students will be allowed to sharpen pencils before taking their seats for the

Do Now only if there is not a line at the pencil sharpener. If there is a line at the sharpener, they should check out an already

sharpened pencil at our supply check-out area. They will do this by fillingin their name, the date, and what item they borrowed.

This checked-out item should be returned and checked-in at the end ofclass by signing their name in the checked-in section

If a student does not check their item back in, they will not receive a ___

for the day Pencils may be sharpened before starting the days Do Now only if there

is not a line. Likewise, they may be sharpened during independent practiceor when students are individually working on something as long as there isno line.

If a student needs to sharpen a pencil during instruction, they should raisetheir hand with their pointer finger up to signal that they need a pencil.When given the nod, they will quietly go to the supply check-out area andcheck-out and already sharpened pencil.




10/22


Students will only sharpen pencils during independent practice or beforestarting the Do Now so as not to disrupt class. If a student needs a newwriting utensil at any other point during the day, they should raise their handholding up a number one. When I see that, I will nod to let them go get a newwriting utensil from the supply check-out area.

Heading on PaperStudents need toknow whatinformation to writewhere on eachpaper.

Must include first and last nameand date. An example of your required

heading must be posted largeenough that all students can readit from their seats.

3 or 4 specific, observable behaviors that your students must do, written inthe way you will communicate them to students (address verbal behavior,movement, and participation) Students will include their first and last name on every sheet of paper in the

upper right hand corner. Students will include their teachers name below their name. Students will include the date below their teachers name.

Detailed description:There will be a poster in the room modeling this behavior. All worksheets willhave these fields to fill in so that it becomes habit.

ClassroomMaterials

Students need toknow whichclassroom materialsthey are allowed touse, how theyaccess them, andhow they are to beused.

Classroom materials must remainin good condition.

Students must be safe.

3 or 4 specific, observable behaviors that your students must do, written inthe way you will communicate them to students (address verbal behavior,movement, and participation) If students need a writing utensil, they can check one out from the supply

check-out area. There will be additional supplies available for check out and they will use

the same procedure as for the writing utensils. In the supply check out area there will also be loose leaf paper. Paper

does not need to be checked out, instead they will write their name on theNo Notebook sign in.

If students use loose leaf paper during one lesson, they will need to copyor paste the notes into their notebook. If they have a classroom folder, theycan also keep the notes there. If they do not have a classroom folder, theirnotebook will be checked the following day.

Detailed description:Students will be encouraged to always bring their own supplies, but if theyneed to borrow something, it will be available for check out. Paper can beborrowed for free, but it is the students responsibility to make sure thatwhatever they do on their loose leaf paper gets translated to their notebook.We will tell them to copy whatever they did on their loose leaf paper into theirnotebook at home or tape it directly into their notebook.



11/22


Getting TeachersAttention

Students need toknow what to do toask you a questionor get your attention.

The students signal must besilent.

3 or 4 specific, observable behaviors that your students must do, written inthe way you will communicate them to students (address verbal behavior,movement, and participation) Students will sit quietly and raise their hand. If they are working independently, they will raise their hand and move on

until the teacher can come to them. They can put their hand down once the

teacher has acknowledged that they will be coming to them.

Detailed description:I will call on students only when they have their hand raised and they aresitting quietly. If a student needs help during independent practice, I will go tothem as quickly as I can. I will acknowledge that I have seen them by saying[student name] I will come to you next or [student name] I will come to youafter [student name]

Finishing WorkEarly

Students need to

know what to do ifthey completeindependent workearly.

Students must be on-task onsomething academically beneficialfrom bell-to-bell (i.e. putting head

down, personal grooming, etc. isnot permissible) Students may not disrupt others

who are still working (unlessdirected by you to offer academicsupport to another student).

Options / requirements for what todo if a student finishes early mustbe posted large enough that allstudents can read it from theirseats.

3 or 4 specific, observable behaviors that your students must do, written inthe way you will communicate them to students (address verbal behavior,movement, and participation)

If a student finishes their work early, they can go back in their notebookand edit or revise earlier things that they have written. Students can also read quietly from an appropriate book that they have

brought from home or work on homework that they were given in anotherclass.

Students may not chit-chat with each other, even if both students havefinished

Detailed description:Students will be using every minute of the instructional time for learning. Theycan work quietly on other work if they have completed all of the tasks for my

class, but only if there is truly nothing else to do.Personal Needs

Students need toknow if/when theycan use thebathroom, get adrink, access atissue, go to thetrashcan, etc.

Unless its an emergency, studentrequests to take care of personalneeds may not occur duringinstruction.

If permitted to take care of apersonal need, student may nottalk to, touch, distract any otherstudent.

3 or 4 specific, observable behaviors that your students must do, written inthe way you will communicate them to students (address verbal behavior,movement, and participation) Unless its an emergency, student requests to take care of personal needs

may not occur during instruction. In case of an emergency, students will raise their hand with a 2 to signal

that they need to use the restroom. It will be up to the teacher to decidewhether or not they can go at that moment or if they will be asked to waituntil a later time.

In case of an emergency, students will raise their hand with a 3 to signal



12/22


that they need to get a tissue or access the trashcan (go somewhere withinthe classroom that is not the material check-out area. It will be up to theteacher to decide weather or not they can go at that moment or if they willbe asked to wait until a later time.

(See materials/sharpening pencil)

Detailed description:Students will use the signals 1, 2, and 3 to communicate what they need todo regarding their personal needs. The teacher will decide whether to allowthem to do it at that time or ask them to wait.

Interruptions

Students need toknow what to do &say in case of anintercomannouncement or a

classroom visitorcomes.

During announcements, students(and teacher) must be silent.

3 or 4 specific, observable behaviors that your students must do, written inthe way you will communicate them to students (address verbal behavior,movement, and participation) During interruptions students sit quietly listen attentively calm bodies

feet on the floor straight backDetailed description: In case of interruption, such as an announcement or avisitor entering the class, it is important to be silent and listen attentively.Students should show respect by having a calm body, feet on the floor, andstraight posture.

Dismissal

Students need toknow their

responsibilities &behaviorexpectations forpreparing to leave &exiting yourclassroom.

Students may not pack up or exitthe classroom until you instructthem to do so.

Students must exit safely, withtheir hands to themselves.

Students must exit with very littlenoise.

You must be able to monitorstudent behavior in the hall and inthe classroom.

3 or 4 specific, observable behaviors that your students must do, written inthe way you will communicate them to students (address verbal behavior,movement, and participation) Until the teacher gives an instruction to pack up, students listen attentively

and stay engaged with the class This means students are not talking or shuffling papers Students pack up their own belongings and respect others personal space

as they exit the classDetailed description: It is important that everyone stays engaged with the lesson until I give you

instructions to pack up. Until I instruct you to pack up, it is yourresponsibility to listen attentively and stay quiet, without shuffling papers.Every minute of class time is valuable, and I want to make sure that westay safe, respecting each others space at all times. This means that whenit is time to pack up, you only pack up your own belongings and respect the



13/22


personal space of others as you exit the class.

Emergency Drills

Students need toknow the behaviorexpectations for anemergency drill orreal emergency.

You and students must follow theprocedures outlined by yourschool.

Students must silently follow your

directions. Students must be back on task

within 2 minutes of the emergencydrill conclusion.

3 or 4 specific, observable behaviors that your students must do, written inthe way you will communicate them to students (address verbal behavior,movement, and participation) Students are to stop class activities and remain calm and silent

Students must listen and follow teacher instructions for the safetymeasures pertaining to the specific emergency

When emergency concludes, the students will return to previous taskwithin two minutes of re entering the classroom.

Detailed description:These instructions will serve to provide a concise plan for student action andinstructions during the event of an emergency situation. It is intended toprovide an absolute policy that is not to be strayed from in order to upholdstudent and faculty safety.

Lunch (if/asneeded)Students need toknow theirresponsibilities &behaviorexpectations forleaving theclassroom, movingto cafeteria, lining up

& sitting in cafeteria,& returning to theclassroom.

Students may not pack up or exitthe classroom until you instructthem to do so.

Students must follow schoolpolicies and procedures fortransitioning to/from lunch, andwhile in cafeteria.

3 or 4 specific, observable behaviors that your students must do, written inthe way you will communicate them to students (address verbal behavior,movement, and participation) Pending relevancy students will exit class when dismissed. After Lunch is over students are expected to be seated on time before

instruction has begun. Any conversation from Lunch should stop and students should silently

work on their Do Now.




14/22


EXAMPLE:PositiveRecognition

You need a clear,predictable, andefficient routine for

giving studentsrewards they haveearned during thatclass period.

All students must leave classknowing exactly at what behaviorlevel he/she is at the end of class.

Students who have earnedrewards for the day must receivethem that day.

This must happen at the very endof class, and may take no longerthan 2 minutes.

Detailed description of what TEACHER will do and what STUDENTS will do: With 2 minutes left until the bell, I will direct students to follow the first part

of our dismissal procedure (they will record HW and pack up silently.) I will walk around and privately give each student his/her behavior grade

for that day on a little 2x2 piece of colored paper. Each behavior grade will be on a different color piece of paper. There will

be a motivating sentence that accompanies each grade (e.g. on the Cnote, it will say You are notan average person, and I know your behaviorcan be better than average, too. Please try to do better tomorrow)

Attached to the A+ and A behavior grade notices will be either 1 or 2tickets. I will tell students to write their name on tickets right away.

PositiveRecognition

You need a clear,predictable, andefficient routine for

giving studentsrewards they haveearned during thatclass period.

All students must leave classknowing exactly at what behaviorlevel he/she is at the end of class.

Students who have earnedrewards for the day must receivethem that day.

This must happen at the very endof class, and may take no longerthan 2 minutes.

Detailed description of what TEACHER will do and what STUDENTS will do: As students leave class, students who have received one check mark or

fewer will get a bonus ticket Students with 2 check marks or more will not be given a ticket but will be

given an encouraging comment to behave better the following day

(optional addition) 3 or 4 specific, observable behaviors that your students must do, written inthe way you will communicate them to students (address verbal behavior,movement, and participation)


(optional addition) 3 or 4 specific, observable behaviors that your students must do, written inthe way you will communicate them to students (address verbal behavior,movement, and participation)




15/22


Student Behavior Tracking Sheet Week ___Student MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A B C D F & out A B C D F & out A B C D F & out A B C D F & out A B C D F & out

Notes Notes Notes Notes NotesA B C D F & out A B C D F & out A B C D F & out A B C D F & out A B C D F & out












Notes Notes Notes Notes Notes



16/22


Guidance for customizing and implementing your PoliciesPositive Recognition

Many teachers find it very effective to have on hand a tangible item (e.g. a ticket or a Scholar Dollar) to walk around and giveto students throughout the class in recognition of excellent behavior.

A system like this has the advantage of you being able to recognize and positively reinforce not only the behavior expectations

of your Management Plan, but also the behavior that develops student Investment and a Culture of Achievement.o For example, you can give a student a ticket for following your directions exceptionally quickly, being the first one to be seated

before the bell rings, staying on task during IP when you know it is a challenge for her, following a procedure beautifully withoutbeing prompted, etc

o You can also give a student a ticket for asking an astute question, demonstrating significant effort, taking an academic risk,supporting a classmate with kind words, encouraging others to work hard, connecting the work at hand to students futures, beinghelpful to you or other students, expressing genuine joy during learning, etc

This system also gives you & students the benefits of recognizing & reinforcing student behavior in the moment. (On top ofbehavior narration & Points on the Board, which you will also implement.)

If your Collaborative chooses to implement a system like this, please consider the following recommendations and issues:o Do notbe stingy in giving out tickets*, especially at the beginning . (* ticket is used here to mean any tangible token you choose to use)o Decide whether or not students can earn tickets during Academic Intervention Time. (Considernotusing tickets during this time to

start, adding the option later if it is needed.)o When giving a student a ticket, tell him or her exactly what behavior you are recognizing. (At times this will mean proudly

proclaiming to the whole class what __ just did very well, and sometimes it means quietly, to just that student, letting him/her knowwhat s/he has done well).

o Tell students on Day One of school that they are notallowed to ask for / suggest their behavior merits tickets, and remind them ofthis daily as needed. (Let them know that they can, however, appropriately bring your attention to a fellow student who deserves recognition.)

o To prevent forgery, sign or stamp the back of your tickets before giving them out. (this is rarely needed, but will prevent potentialbig problems down the road)

o Make sure students know to sign their ticket as soon as they receive it, to ensure proper ownership.o Decide whether students are responsible for keeping track of their own tickets, or if you will keep their tickets for them. If students

keep them, consider giving out ziploc baggies with their name on it for ticket storage, and tell them that you will notbe able toreplace lost tickets. If you decide to be the keeper of students tickets, create a simple and convenient system for doing so. Makeit clear to students that there will be no replacement of lost tickets.

o As noted in the Management Plan, your Collaborative will need to decide what students can purchase* with tickets and for howmuch, when they can purchase things, and whether the tickets they have earned from their different teachers can be combined ornot. [*carefully consider the pros/cons of a raffle before choosing this route]

Tickets should neverbe taken away . Once students have earned them, the tickets are the students to keep.

Remember to implement the non-ticket-related positive recognition strategies of calls & notes home to students families!



17/22


These are so important (& effective!)Corrective Action

Students start off with a clean slate with each new teacher / each new class (i.e. they are all back on A after anyteacher/class transition).

Students do notever move back up the scale when their behavior improves within a class period (e.g. once a student ison C, she cannot move back up to B within that class).o Of course, once a student youve had to correct gets back on track youll quickly recognize this with Behavioral Narration, and

reinforce the student continuing to meet high behavior expectations with Points on the Board and individual recognition (e.g. aticket). The student will not, however, move back up your behavior scale. When students have the opportunity to move back up,it severely decreases the impact of your consequences, gives students a free pass to misbehave early in a class, turns yourmanagement system into a game for some students, and makes keeping track of each students status nearly impossible for you.]

In some cases, this may lead to a single student having multiple consequences at the same level (e.g. 2 lunchdetentions in the same day, or two phone calls home to parents/guardians). This is something your Collaborative will need towork out on a case-by-case basis.

The behavior grade is not an official grade in the traditional sense. You do notneed to officially record or collect itfor official analysis; it is simply one way for students to understand where they stand. You may, however, choose tokeep track of grades to see if there are trends; choose to incorporate this into your citizenship grades (if applicable);and/or choose to communicate these grades to students (and/or students families) in regular updates. [Also, youhave the option to require parent/guardian signatures on behavior reports you send home.]

Once again: These grades do not have to be an A to F scale. You must have a scale, but it can be something elsethat fits your class theme if you choose.

o Examples of other scales include: Platinum, Gold, Silver, Bronze or Excellent, Good, Fair, Poor or Super-Star,

Professional, Amateur, On the Bench or Out of this World, On the Moon, In Orbit, Stuck on EarthEtc) Tip for using the Student Behavior Tracking Sheet: make a vertical crease between each day of the week and fold

such that you always have the current days tracker immediately next to the list of students names.

DONT FORGET: You must make extra efforts and find a way to build a relationship with any student with whomyouve had to take significant Corrective Action within a class period, or any student who frequently receivesconsequences in your class.



18/22


APPENDIX 1: Sample tracking sheet for individual students to self-track their behavior

Some teachers choose to give all students an individual tracking sheet so that they can record and clearly see their own behavior status.

Some teachers choose to give certain students an individual tracking sheet as part of an individualized behavior plan meant to bettersupport the student.

If you choose to implement an individual tracking sheet

o you can give students a new template each week.(the table below)

o you can put 4 copies of the table below on a sheet and give students a template for tracking their own behavior all summer

o consider copying the individual tracking sheet on colored paper so that you can easily see that students have it out

o you should still keep your own behavior tracking records on your class behavior tracking form.

o you may choose to have students turn in to you their individual behavior tracking sheets at the end of the week, and awardbonus points to students whose tracking sheets match yours perfectly. You may choose to write comments to the student on theirtracking sheet and give it back to them. You may also choose to write comments on their tracking sheet and require students totake them home for parent signatures.

Student Name:

Teacher name:

MONDAY Date: TUESDAY Date:A+ A B C D F out A+ A B C D F out

Notes Notes

WEDNESDAY Date: THURSDAY Date: FRIDAY Date:A+ A B C D F out A+ A B C D F out A+ A B C D F out

Notes Notes Notes



19/22


APPENDIX 2: Sample Forms for Level 3 (Level C) Consequences [Think Sheet / Apology Letter / Lines]Sample Think Sheets

These would be either copied onto whole- or half-sheets of paper and made available for students to complete and submit at a special spot in theroom.

Or a master copy of this would be posted at a special spot in the room and students would be required to copy it themselves before completing it.

Name: ____________________ Date:___________

Mr. Lohela COLLEGECLASS of 2020

Stop & take time to Think!Your choice has created a problem.

How did your choice create a problem today?

How could you make a different choice next time?

How will this new decision help you achieve your goals and graduate collegein 2020?

Action Plan: How can you prevent this behavior from happening in the future?What different decisions are you going to make?

Student Signature: x___________________________

Mr. Lohelas Signature: _______________________

Parent Signature: x___________________________

-

OR-

BEHAVIOR REFLECTION THINK SHEET

Name ______________________

Today, I did not follow class rule number __, which says that I should _________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________.

It is important to follow this rule because ________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________.

In the future, a better choice for me to make is ____________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________.

Student signature: ____________________________

Date: _______________________



20/22


Sample Apology Letter

A master copy of this would be posted at a special spot in the room and students would be required to copy it, adding in the specific details. Depending on the circumstance and the student, you may choose to have the student read the letter to the whole class or privately to an individual

student. (Be careful to not everask a student to read a letter out loud to punish or publicly shame him or her. Use yourverybest judgment.)Date:__________ Time:_____ Teacher_________________

Dear Class, -or- Dear ________ (another students name),

I sincerely apologize for acting in a way that disrupted the learning and positive

culture in our class. Specifically, I am sorry for ___________________________

_______________________________________________________________.

I know that my learning time and your learning time is very valuable, and I am sorry

for causing us to lose some of that time.

I will work hard to keep from interrupting our education again. One specific thing

I am going to work on improving is _____________________________________.

I would like to join the class again so that I can continue to work hard, learn, and

make a better future for myself. Please forgive me.

Your classmate, ________________

Lines

Some teachers find this a useful consequence, and some find it distasteful. Used in limited, strategic ways, this consequence can beeffective. [Some advantages of lines are that it is a simple-to-implement system, and some students who may balk at a Think Sheet orApology letter will accept lines.]

Most often, students complete these while at a special spot in the room (during class). If this is the case, consider giving students aspecific amount of time in which to complete their lines. In some cases, you may choose to make this homework.

This is essentially what Bart Simpson does at the opening of each show: writing the same sentence over and over again. Instead of

writing it on the board, your students will write it on notebook paper. You will need to tell your students the sentence they are to write (writing it down for them to copy), and tell them how many times they are

to write it. The sentence should directly relate to the behavior which led the student to receive this consequence. A fair starting number of lines is 15. Rarely should lines exceed 50. Adjust the number to the length of the sentence. Require students to

number each sentence in the left margin. Some examples of lines are:

o In order for me to learn, I must be quiet when Ms.___ is teaching me.

o In our class we are kind to each other; I will not use ugly words again.

o From now on, I will keep my hands, feet, and objects to myself.

o I am too smart to get in the way of my own learning, and I care too much about my classmates to get in the way of their learning.



21/22


o I will follow directions the first time they are given; otherwise I am wasting precious learning time!

o I have the power to keep a small problem a small problem. I will not talk back.

APPENDIX 3: Sample Behavior Essay System and Topics for Level 5 (Level D) Consequence

(Guidance and topics adapted from Alan Giuliani, Delta 94 and Rachel Schankula, Delta 98)

This is a corrective action that should work well for most 6 th 12th graders. If a student reaches Level 4 (D), assign them an essay by topic number. Try to match the topic to the behavior which led to them getting to

this level. The student does notwork on the essay in class. It is a homework assignment. Ensure students understand all the requirements (consider having the directions and essay topics printed out and ready to hand to a student.)

The essay is due the next day. It must be written on notebook paper and must address the topic. It must be at least page long, from thetopic line of the notebook paper to the bottom line of the notebook paper. Poor quality essays will not be accepted. If the essay is not turnedin the next day, the amount due is doubled. The student owes you at least1 full page the next day. If the full page is not turned in thefollowing day, the amount due is doubled. The student owes you a 2 page essay the next day. If the 2 pages are not turned in the followingday, the amount due is doubled. The student owes you a 4 page essay the next day. When the amount of pages due grows too huge, notifythe parents and schedule the student for detention (if possible) to complete the pages assigned to him/her.

SAMPLE ESSAY TOPICS (customize to your class needs and theme)Essay 1: Write 50 reasons why you are bright, talented and the best.

Essay 2: Explain why you are too bright to waste your time with distracting, unimportant matters. Explain how the education youget in this class will result in your future success.

Essay 3: Write an essay on how you are college-bound, career-bound and success-bound. Write about how you will never besidetracked by someone messing with you because you have far too much to accomplish.

Essay 4: Write 10 nice things you could say to someone instead of shut-up. Explain how you disrespect yourself when you tellsomeone else to shut-up.

Essay 5: Write an essay about the good qualities of the person you put-down today. Explain how you make yourself into a

smaller person by trying to make someone else feel small.Essay 6: Explain why you are too talented and special to ever let yourself down by not having your supplies. Create a plan for

how you will get the supplies you need in the future. If you have difficulty getting the supplies, what should you do?

Essay 7: Define excellence. Describe someone who you think is excellent at what they do. Explain how hard work andexcellence are connected. Create a plan for how you will show more excellence in this class.

Essay 8: Abraham Lincoln once said, I do not think much of a man who is not wiser today than he was yesterday. What did hemean by this? How will you make sure that you get wiser every day?

Essay 9: Figure out how many minutes every week you spend in this class. Explain why each of those minutes is far tooprecious to waste. Make a list of at least 15 things you need to learn during next weeks precious minutes.



22/22


Essay 10: Our learners creed says, I am intelligent. I am capable of greatness. I can learn. I will learn. I must learn. Explainwhy each of these sentences is true. Explain how youll hold yourself to the learners creed tomorrow.


mgmt plan final 6.29.11

Documents