IM.8 Setting Lesson Guides
|
|
- Alicia Wood
- 5 years ago
- Views:
Transcription
1 IM.8 Lesson Guides
2 School-wide Lesson Plan: Classroom Special Notes: This lesson plan can and should be used to teach all classroom routines (e.g., sharpening pencils, lining up to leave classroom, transitioning between centers, turning papers in, asking for help, working with a partner, etc.) The students will use safe, respectful, and responsible behaviors when in the classroom setting and during all classroom routines. Grade-Level Classrooms and Related Arts Classrooms (Refer to Behavioral Matrix) Safe: Hands, feet, and objects to self. Use walking feet. Respectful: Listen to speaker. Wait your turn. Responsible: Follow class rules at all times. Finish work. 1. Students put materials away in desk upon teacher s signal and walk to the rug at the front of the room. 2. Students use walking feet and line up single file at the door. 3. Eyes on teacher with a quiet mouth when teacher is talking. 4. Soliciting teacher assistance by raising hand without talking and waiting for teacher. 1. Running in the classroom 2. Interrupting teacher while teacher is talking 3. Pushing peers while standing in line. 1. Teacher gives a hand signal to indicate it s time for quiet voices and listening ears. Students practice turning their voices off when the teacher gives the hand signal. Teacher provides feedback and behavior-specific praise. 2. Teacher uses an auditory or visual signal (e.g., lights on and off, visual timer, etc.) to indicate it s time to transition between centers. Students practice cleaning up and transitioning to their next center. Teacher provides feedback and behaviorspecific praise. 3. Students brainstorm what safe, respectful, and responsible behaviors look like in the classroom. They role-play those behaviors and provide feedback to each other. Teacher models non-examples. *Practice signals to use: Hand signals, timer/visual signals
3 1. Teacher distributes Bramble Bucks for students exhibiting safe, respectful, and responsible behaviors in the classroom. Teacher pairs Bramble Bucks with behavior-specific praise. 2. Teachers can consider using a class-wide acknowledgement system (e.g., Mystery Behavior of the Day, Behavior BINGO, etc. to help reinforce appropriate behaviors.
4 School-wide Lesson Plan: End of Recess The students will be safe, respectful, and responsible during the routine of lining up to leave recess. Recess (Refer to Behavioral Matrix) Safe: When you hear two short whistle blows, walk to line up. Keep hands and feet to self. Respectful: Quiet voice when whistle blows. Follow adult directions. Responsible: When you hear one long whistle blow, freeze. Put equipment down. 1. At long whistle, put equipment on the ground and freeze. 2. Leave the equipment out on the ground (5 th grade lunch recess will put the equipment away). 3. At two short whistles, walk to the line. 1. When walking to the line, start playing with a ball 2. Yell at friends 3. Wander around the line and bump into classmates 4. Actions or talk that disrespects others (e.g., using unkind words, calling peers names, etc.) 1. Practice following the whistle signals 2. Review and reteach expectations once a month with your class during recess *Practice signals to use: Freeze when there is one long whistle blow (occurs one minute before recess is over). Walk to designated line when there are two short whistle blows. 1. Make sure teachers and recess monitors provide Bramble Bucks with specific praise while kids are lining up at the end of recess.
5 Routine: One minute before the end of recess, recess monitors will signal with one long whistle blow. Students will freeze and put equipment on the ground. Recess monitors will wait until all students are still and quiet. They will then give directions or give two short whistle blows to signal it is time to line up. Students will leave the equipment on the ground and walk to their line. Recess monitors will watch students as they line up for safe, respectful, and responsible behavior (5 th grade lunch recess will put the equipment away).
6 School-wide Lesson Plan: Arrival/Dismissal The students will be able to enter and exit the building calmly, in a safe, respectful, and responsible manner. Arrival and Dismissal (includes hallways, sidewalks, parking lots) (refer to Behavioral Matrix) Safe: Cross only at the crosswalk even when adults are present. Walk inside and outside on school grounds. Respectful: Follow directions of Safety Patrol members. Responsible: Be on time. Go directly to destination. 1. Students will wait at the curb for cars to fully stop before moving off of the curb. 2. Students will wait for a cross walk attendant to signal safe and appropriate crossing time. 3. Students will keep their bodies to self while waiting with a calm, quiet body for the school to open. 1. Running off the bus with an out-of-control body (e.g., flailing arms, shouting, running, etc.). 2. Not using cross-walks and crossing between cars. 3. Jumping on/over the half-wall in the front of the building. 1. Practice and model appropriate behavior while entering and exiting the building. 2. Create school-wide videos that demonstrate appropriate behavior and expectations. 3. Practice with the crossing guard signal and signs so students know when they are permitted to cross at the cross-walk. 1. Have crossing guards and adults outside distribute Bramble Bucks. 2. Put a student in a teacher role to help reinforce and model expectations.
7 School-wide Lesson Plan: Assemblies & Special Events The students will be able to use safe, respectful, and responsible audience behavior in assemblies and special events. Assemblies and Special Events (typically held in the gym or cafeteria) (Refer to Behavioral Matrix) Safe: Sit correctly on floor (criss-cross applesauce), hands and feet to self Respectful: Sit quietly Responsible: 4As of Audience: attend, appreciate, applaud, allow 1. Sitting on bottom 2. Voices off 3. 4As of Audience 1. Talking to your neighbor 2. Sitting up on knees or feet 1. Pretend you re in an assembly. Show me what you would do (try this during P.E. while teaching a game in the gym, or other setting you deem appropriate). 2. Find and use a video of an audience. Have your class critique their audience behavior. 3. Practice audience behavior during classroom presentations, or student share outs. *Practice signals to use: Give me 5; Hand Up, Voices Off 1. Teachers watching for students to earn Bramble Bucks.
8 School-wide Lesson Plan: School Bus The students will show citizenship and arrive at school on time and in a safe manner. School Bus (Refer to Behavioral Matrix) Safe: Stay in seat. Hands, feet, and objects to self. Respectful: Quiet voice. Follow bus driver directions. Responsible: Get to bus on time. Walk on and off quickly. 1. Keeping hands, objects, and body to self 2. Bottom to bottom, back to back 3. Conversational voice level 1. Arguing/fighting over seats (e.g., yelling, shouting, pushing, hitting, etc.) 2. Using inappropriate language (e.g., cursing, calling each other names that are hurtful or offensive, etc.) 1. Set up classroom chairs to mimic school bus benches. Practice walking on bus. Have students load from back to front. 2. Use classroom lights as a signal to practice voices on and off. *Practice signals to use: Peace Sign means silent voice. 1. Give Bramble Bucks to bus drivers to distribute.
9 School-wide Lesson Plan: Cafeteria The students will be exhibit safe, respectful, and responsible behavior in the cafeteria. Cafeteria Safe: Hold tray with 2 hands. Keep food to self without sharing. Respectful: Use an inside talking voice at all times. Use a napkin to clean self and spills. Responsible: After getting lunch and all utensils, choose a seat and stay there. Dump tray and recycle milk carton in appropriate place. 1. One student holds a tray to go to the table using an inside voice and demonstrates how to dump tray. 2. Student stands in the food line correctly (space between bodies, facing forward). 3. Using polite table manners. 4. Clean up after self. 5. Raise hand to leave assigned area. 1. Pushing in line 2. Making a mess (e.g., food and trash on floor or table, and not on tray) and not cleaning up after self 3. Not using polite manners (e.g., loud talking, playing with food, shoving food in mouth, eating and talking at the same time, etc.) 1. Video of positive cafeteria behavior 2. Put weekly cafeteria objective on white board in the cafeteria. *Practice signals to use: Follow signal of cafeteria supervisor; Follow signal for dismissal 1. Have cafeteria monitors distribute Bramble Bucks to kids who are following the expectations and weekly objective. 2. Classes that do the best job meeting the cafeteria objective for the week will earn the Honey Pot Award.
10 School-wide Lesson Plan: Gym/P.E. The students will exhibit safe, respectful, and responsible behaviors in P.E. Gym/P.E. Safe: Use equipment appropriately. Keep hands and feet to self. Respectful: Follow teacher directions. Responsible: Put equipment away. 1. When on scooters, hold onto the inside of the handle. 2. Being a good sport (e.g., using kind words with peers, cheering on teammates, tolerating losing without getting upset, etc.). 3. Sitting quietly, listening to instructions given by teacher. 4. Practice putting equipment away properly. 1. Running in the wrong direction. 2. Pushing another student too hard instead of lightly tagging them when playing a game of tag. 3. Being a poor sport (e.g., calling other students names, crying/throwing a tantrum if team/student has lost, etc.). 1. Spread equipment around and have students pick up and return to proper place. 2. Practice freezing on signal. 3. Practice finding a partner quickly and quietly. 4. Class watches small groups follow the directions and provide feedback about what the small groups did well and behaviors to improve upon. *Practice signals to use: Whistle blow; practice use of any class signals teacher uses in the gym/p.e. 1. Call on students to make observations about choices that are safe, respectful, and responsible. 2. Provide Bramble Bucks and praise for good decision-making and safe, respectful, responsible participation.
11 School-wide Lesson Plan: Hallways The students will follow the expectations to be safe, respectful, and responsible in the hallways and commons. Hallways (Refer to Behavioral Matrix) Safe: Stay in line, use walking feet Respectful: Keep hands by sides, be quiet in the halls and commons Responsible: Go directly to where you need to go, look to teacher for directions 1. H hands to side/self 2. A all eyes forward 3. L lips sealed 4. L legs walking with the group 5. S single file 1. Hands on people or on walls 2. Looking to the side or head turned to look backwards 3. Talking, whistling, humming 4. Walking too slowly (i.e., not staying with the group), walking too quickly (i.e., getting ahead of the group), running, creating a gap, walking backwards 5. Walking beside someone 1. Repeated practice of walking and waiting in the hallways *Practice signals to use: Gesture given by teacher for silent voice; sign with pictures/sign language (if needed) 1. Bramble Bucks for following hallway expectations. 2. Teacher selects a mystery person and if they followed the hallway expectations, they get a select amount of Bramble Bucks once the students return to class. The mystery student is announced upon returning to class if he/she followed the hallway expectations. If expectations were not met, the student s name is not announced and Bramble Bucks are not given to the mystery student.
12 School-wide Lesson Plan: Office The students will be able to demonstrate safe, respectful, and responsible office behavior when in the front office area. Office (Refer to Behavioral Matrix) Safe: Use walking feet, hands to self Respectful: Quiet voice, wait turn Responsible: Have permission or note 1. Walking 2. Quiet voice 3. Bodies to self 4. Note 1. Interrupting adult-adult conversations or adult-student conversations 2. Running 3. Entering office without a note 1. Role play office scenarios (e.g., going straight to the nurse if you need a nurse, go to the secretary if you need to go home or other home matters ) 2. Brainstorm scenarios for students needing to go to the office and what safe, respectful, and responsible behaviors would be in the scenarios *Practice signals to use: nonverbal signals (i.e., office person on the phone holds one finger out to indicate waiting) 1. Stickers 2. Bramble Bucks 3. Verbal Praise
13 School-wide Lesson Plan: Recess The students will be safe, respectful, and responsible at recess. Recess (playground and playground field) (Refer to Behavioral Matrix) Safe: Use equipment appropriately. Keep hands and feet to self. Respectful: Practice good sportsmanship. Take turns and share equipment. Responsible: Put equipment away. Line up when the bell rings. 1. Use equipment safely 2. Keep hands, feet, and bodies to self 3. Take turns, share, play fairly 1. Using equipment inappropriately (e.g., throwing balls over fences, climbing up slides instead of sliding down, etc.) 2. Body contact/rough play (e.g., pushing, shoving, hitting, kicking, tackling, etc.) 3. Unsportsmanlike conduct (e.g., calling peers names) 4. Actions or talk that disrespects others (e.g., cursing, making fun of others, etc.) 1. Show videos of students using playground equipment appropriately and interacting positively with each other while playing at recess 2. Review and reteach expectations once a month with your class during recess *Practice signals to use: Freeze when the whistle blows three times. 1. Make sure the teachers and recess monitors provide Bramble Bucks with specific praise while kids are at recess.
14 School-wide Lesson Plan: Restroom The students will be able to use the bathrooms in a safe, respectful, and responsible manner. Restrooms (Refer to Behavioral Matrix) Safe: Use soap and water for washing hands. Keep restrooms clean and dry. Respectful: Honor privacy. Wait patiently for your turn. Responsible: Flush toilet after use. Use restroom quickly, then leave. 1. Joe uses the restroom and washes his hands. 2. Macy is in the restroom and sees her friends and says Hi but leaves quickly and walks back to class. 3. Abby walks in the restroom and sees someone throwing paper towels around. She asks them to stop and walks away calmly to report the situation to an adult. 1. Two students are in the restroom singing in a loud voice. 2. Student is splashing water onto the floor from the sink. 1. Videos of proper restroom usage to show to class for discussion/review. 2. Videos of non-examples. Classrooms watch, and students are instructed to raise hands when they notice someone NOT following expectations. 1. Teachers thank students for using the restroom efficiently. 2. All adults committed to monitoring restrooms and providing positive reinforcement for appropriate behavior or giving corrective feedback as necessary. 3. Distribute Bramble Bucks
15 Comprehensive Integrated Three-Tiered Model of Prevention at Norman Smith Elementary Cafeteria Lesson Plan : The student will demonstrate the EXPECTATIONS of BE RESPECTFUL, BE RESPONSIBLE, DO YOUR BEST in the cafeteria. Tell: 1. Introduce the cafeteria expectations and ask questions about them. What are some things that happen in the cafeteria that cause problems for you and for others? How do you usually react in these situations? What are some good ways to act in order to keep these things from happening? 2. Define the skill and discuss the key terms (Use the Expectation Posters or Matrix as a Prompt). BE RESPECTFUL means: Ø Listen to and follow adults requests. Ø Follow directions the first time asked. Ø Use manners. Ø Raise your hand for help. Ø Use inside voice. BE RESPONSIBLE means: Ø Clean up after yourself. Ø Raise hand for assistance. DO YOUR BEST means: Ø Eat lunch. Ø Use your table manners. Ø Keep lunch tables clean. 3. Discuss why this is important. You, your friends, or adults can get hurt if we are not responsible and cooperative. If you show respect to others, they are more likely to show respect to you. The cafeteria is a very busy place, and we should all do what we can to make it easier for everyone. Everyone will enjoy their lunch more if we are all respectful, responsible, and participate with our best effort. Show: If possible take students to the cafeteria and model negative and positive cafeteria behavior. Show students how to walk through the lunch line appropriately, put away their trays, etc. Using one of the following situations, model and role-play the following situations:
16 Comprehensive Integrated Three-Tiered Model of Prevention at Norman Smith Elementary Cafeteria Lesson Plan Ø For negative modeling, respond in one of the following ways: not listening, not following instructions, raising your voice, arguing, getting upset, and so on. Ø For positive modeling, respond by engaging in one of the expectations above (i.e., using an inside voice, cleaning up after yourself, using manners etc.) and encouraging other to do so as well. Situations You are in the lunch line, and the person behind you pushes you into a table for no reason. You are at the end of the line, and you see your friend across the cafeteria. Her class is about to leave, but you really need to ask her if she can spend the night on Friday. An adult in the cafeteria asks you to pick up an empty wrapper on the floor that you did not drop. The person from your class who is supposed to wipe off the tables is absent today, and your teacher forgot to assign someone else to do it. Everyone else from your class is lining up to leave the cafeteria. Do: Ask the students to State the expectations Tell why the expectations are important. Think of other ways to help them remember the expectations when they are in the cafeteria. : 1. Generate and Role-Play Situations Invite students to generate additional situations that result in problems in the cafeteria. Role-play several of these. 2. Use Incidental Teaching Whenever a conflict situation arises in the cafeteria, use that situation to review the skill.
17 Positive Behavior Support at Rossview Middle School Cafeteria Lesson Plan : The student will demonstrate the SWPBS EXPECTATIONS of Have Respect, Are Prepared, Work Diligently, Keep Control, and Show Respect in the cafeteria. Tell 1. Introduce the cafeteria expectations and ask questions about them. What are some things that happen in the cafeteria that cause problems for you and for others? How do you usually react in these situations? What are some good ways to act in order to keep these things from happening? 2. Define the skill and discuss the key terms. Have Respect means use good manners with all staff as well as peers Are Prepared means get in the appropriate lunch line Work Diligently means go directly to the next scheduled class Keep Control means refrain from taking food off other s trays Show Respect means make sure area is clean before leaving 3. Discuss why this is important. You, your friends, or adults can get hurt if we are not responsible and cooperative. If you show respect to others, they are more likely to show respect to you. The cafeteria is a very busy place, and we should all do what we can to make it easier for everyone. Everyone will enjoy their lunch more if we are all respectful, responsible, and participation with our best effort. Show If possible take students to the cafeteria and model negative and positive cafeteria behavior. Show students how to walk through the lunch line appropriately, put away their trays, etc. Using one of the following situations, model and role-play the following situations. For negative modeling, respond in one of the following ways: not listening, not following instructions, raising your voice, arguing, getting upset, and so on. Situations An adult in the cafeteria asks you to pick up a wrapper on the floor. But you didn t drop the wrapper, and the wrapper isn t yours. What should you do? SAMPLE
18 Positive Behavior Support at Rossview Middle School Cafeteria Lesson Plan You forgot to do your homework last night and had planned to do it during lunch. Unfortunately, you are the last one in the lunch line. You are in a big hurry. What should you do? You forgot your lunch money and you are so hungry! Your friend says that he steals food all of the time. It s no big deal, he says. You are feeling really pressured to steal, especially because you are so hungry. What should you do? The person from your class who is supposed to wipe off the tables is absent today, and your teacher forgot to assign someone else to do it. Everyone else from your class is lining up to leave the cafeteria. Do Ask the students to State the SWPBS expectations Tell why the SWPBS expectations are important. Think of ways to help them remember the SWPBS expectations when they are in the cafeteria. 1. Generate and Role-Play Situations Invite students to generate additional situations that result in problems in the cafeteria. Role-play several of these. 2. Use Incidental Teaching Whenever a conflict situation arises in the cafeteria, use that situation to review the skill. SAMPLE
Positive Behavioral Interventions & Supports PBIS GUIDE
Positive Behavioral Interventions & Supports Ankeny Community School District Before & After School Program Updated July 2014 PBIS GUIDE BEHAVIOR MATRIX LESSON PLANS SUPERVISOR EXPECTATIONS ACKNOWLEDGEMENT
More informationCLASSROOM PROCEDURES FOR MRS.
CLASSROOM PROCEDURES FOR MRS. BURNSED S 7 TH GRADE SCIENCE CLASS PRIDE + RESPONSIBILTY + RESPECT = APRENDE Welcome to 7 th grade Important facts for Parents and Students about my classroom policies Classroom
More informationBehavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Social/ Emotional will notify the teacher when angry (words, signal)
1 4455 will notify the teacher when angry (words, signal) 2 4456 will use appropriate language to ask for help when frustrated 3 4457 will use appropriate language to tell a peer why he/she is angry 4
More informationConsequences of Your Good Behavior Free & Frequent Praise
Statement of Purpose The aim of this classroom is to be a comfortable, respectful and friendly atmosphere in which we can learn about social studies. It is okay if you make mistakes because it is often
More informationPBIS Team. Assistant Leaders: Dana Bonnette, Bridget Moreau, Ashley Beaubouef, Michele Sefcik. 4 th Grade: Brent Craig
PBIS Team Leader: Ellen Deloach 2015-2016 PBIS Team Assistant Leaders: Dana Bonnette, Bridget Moreau, Ashley Beaubouef, Michele Sefcik Team Representatives: Administration: Jennifer Malone Kindergarten:
More informationREFERENCE GUIDE AND TEST PRODUCED BY VIDEO COMMUNICATIONS
INTERVENTION STRATEGIES FOR SCHOOL BUS DRIVERS REFERENCE GUIDE AND TEST PRODUCED BY VIDEO COMMUNICATIONS INTRODUCTION Special ed students, as well as regular ed students often exhibit inappropriate behavior.
More informationSpeak with Confidence The Art of Developing Presentations & Impromptu Speaking
Speak with Confidence The Art of Developing Presentations & Impromptu Speaking Use this system as a guide, but don't be afraid to modify it to fit your needs. Remember the keys to delivering a successful
More information2 months: Social and Emotional Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent
2 months: Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent Coos, makes gurgling sounds Turns head toward sounds Pays attention to faces
More informationStudents will be able to describe how it feels to be part of a group of similar peers.
LESSON TWO LESSON PLAN: WE RE ALL DIFFERENT ALIKE OVERVIEW: This lesson is designed to provide students the opportunity to feel united with their peers by both their similarities and their differences.
More informationCLASS EXPECTATIONS Respect yourself, the teacher & others 2. Put forth your best effort at all times Be prepared for class each day
CLASS EXPECTATIONS 1. Respect yourself, the teacher & others Show respect for the teacher, yourself and others at all times. Respect others property. Avoid touching or writing on anything that does not
More informationFollowing Directions. Table of Contents
Following Directions Following directions is a life skill. Everyone needs to be able to follow directions and to give directions. The ideas in this resource book focus on helping young learners to: listen
More informationSecond Grade Saigling Elementary Back to School Night August 22nd, 2017
Second Grade 2017-2018 Saigling Elementary Back to School Night August 22nd, 2017 Kathy Thompson Team Leader 469-752-3025 Kathryn.thompson@pisd.edu Jessica Williams 469-752-3041 Jessica.williams2@pisd.edu
More informationNOVA STUDENT HANDBOOK N O V A
NOVA STUDENT HANDBOOK N O V A Northwest Opportunities Vocational Academy 2320 West Burleigh St. Milwaukee, Wisconsin 53206 Phone: (414) 874-0283 Fax: (414) 874-0284 NOVA STAFF Co-Directors Ms. P. Bridges
More informationTracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg
Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg Verbal Behavior-Milestones Assessment & Placement Program Criterion-referenced assessment tool Guides goals and objectives/benchmark
More informationIntroduction to Yearbook / Newspaper Course Syllabus
Introduction to Yearbook / Newspaper Course Highland East Junior High School 2017-18 Teacher: Mr. Gibson Classroom: 305 Hour: 4th Hour Email: briangibson@mooreschools.com Phone: 735-4580 Website resources:
More informationOccupational Therapy and Increasing independence
Occupational Therapy and Increasing independence Kristen Freitag OTR/L Keystone AEA kfreitag@aea1.k12.ia.us This power point will match the presentation. All glitches were worked out. Who knows, but I
More informationThis curriculum is brought to you by the National Officer Team.
This curriculum is brought to you by the 2014-2015 National Officer Team. #Speak Ag Overall goal: Participants will recognize the need to be advocates, identify why they need to be advocates, and determine
More informationLancaster Lane CP School. The Importance of Motor Skills
Lancaster Lane CP School The Importance of Motor Skills What Are Gross Motor Skills? Good gross motor skills are required in order for muscles in the body to perform a range of large, everyday movements
More informationADHD Classroom Accommodations for Specific Behaviour
ADHD Classroom Accommodations for Specific Behaviour 1.Difficulty following a plan (has high aspirations but lacks follow-through); wants to get A s but ends up with F s and doesn t understand where he
More informationLesson Plan Art: Painting Techniques
Lesson Plan Art: Painting Techniques Subject Area: Art Grade Level: K-1, Special Education Student Objectives: Students will know the terms texture plates, sponges and salt, and that they add detail to
More informationPART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS
PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to
More informationExtending Learning Across Time & Space: The Power of Generalization
Extending Learning: The Power of Generalization 1 Extending Learning Across Time & Space: The Power of Generalization Teachers have every right to celebrate when they finally succeed in teaching struggling
More informationMeet Modern Languages Department
Meet Modern Languages Department The languages team makes up a large and thriving department where French and German and Spanish are taught to A Level: Mr Pete Alborough, Teacher of French - Head of Modern
More informationSESSION 2: HELPING HAND
SESSION 2: HELPING HAND Ready for the next challenge? Build a device with a long handle that can grab something hanging high! This week you ll also check out your Partner Club s Paper Structure designs.
More informationSANTA CLARA COUNTY OFFICE OF EDUCATION Personnel Commission
SANTA CLARA COUNTY OFFICE OF EDUCATION Personnel Commission CLASS TITLE: Paraeducator-Special Education DESCRIPTION OF BASIC FUNCTION AND RESPONSIBILITIES To assist teacher(s) and/or other certificated
More informationUDL AND LANGUAGE ARTS LESSON OVERVIEW
UDL AND LANGUAGE ARTS LESSON OVERVIEW Title: Reading Comprehension Author: Carol Sue Englert Subject: Language Arts Grade Level 3 rd grade Duration 60 minutes Unit Description Focusing on the students
More informationExperience Corps. Mentor Toolkit
Experience Corps Mentor Toolkit 2 AARP Foundation Experience Corps Mentor Toolkit June 2015 Christian Rummell Ed. D., Senior Researcher, AIR 3 4 Contents Introduction and Overview...6 Tool 1: Definitions...8
More informationOn May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty
Argese 1 On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty students. In this lesson, we engaged the students in active learning and used instructional methods that highlighted
More informationTRAFFORD CHILDREN S THERAPY SERVICE. Motor Skills Checklist and Advice for Children in PRIMARY & SECONDARY Schools. Child s Name.Dob. Age.
TRAFFORD CHILDREN S THERAPY SERVICE Motor Skills Checklist and Advice for Children in PRIMARY & SECONDARY Schools Child s Name.Dob. Age. Class / year.. School... Tel Date screening checklist completed:.
More informationCreation. Shepherd Guides. Creation 129. Tear here for easy use!
Shepherd Guides Creation Creation 129 SHEPHERD GUIDE Creation (Genesis 1 2) Lower Elementary Welcome to the story of Creation! As the caring leader of your small group of kids, you are an important part
More informationKindergarten - Unit One - Connecting Themes
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Kindergarten Social Studies Course. Kindergarten
More informationPbis Voice Volume Chart
Pbis Voice Volume Chart Free PDF ebook Download: Pbis Voice Volume Chart Download or Read Online ebook pbis voice volume chart in PDF Format From The Best User Guide Database Use a volume chart similar
More informationCOMMUNICATION & NETWORKING. How can I use the phone and to communicate effectively with adults?
1 COMMUNICATION & NETWORKING Phone and E-mail Etiquette The BIG Idea How can I use the phone and e-mail to communicate effectively with adults? AGENDA Approx. 45 minutes I. Warm Up (5 minutes) II. Phone
More informationCarnegie Mellon University Student Government Graffiti and Poster Policy
Carnegie Mellon University Student Government Graffiti and Poster Policy 5 10 15 20 25 30 35 40 45 Article I. Purpose and Scope. A. Carnegie Mellon University is a community where many different opportunities
More informationTHE HEAD START CHILD OUTCOMES FRAMEWORK
THE HEAD START CHILD OUTCOMES FRAMEWORK Released in 2000, the Head Start Child Outcomes Framework is intended to guide Head Start programs in their curriculum planning and ongoing assessment of the progress
More informationFriction Stops Motion
activity Friction Stops Motion BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade Quarter Activity SC.C... The student understands that the motion of an object can be described and measured. SC.H...
More informationCAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping
CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11
More information2014 Free Spirit Publishing. All rights reserved.
Elizabeth Verdick Illustrated by Marieka Heinlen Text copyright 2004 by Elizabeth Verdick Illustrations copyright 2004 by Marieka Heinlen All rights reserved under International and Pan-American Copyright
More informationWELCOME PATIENT CHAMPIONS!
WELCOME PATIENT CHAMPIONS! 1. MUTE YOUR COMPUTER 2. DIAL INTO THE CONFERENCE LINE: 1-866-814-9555 a. Conference code: 5695726185 3. If you have questions, use the chat box. We will get started soon. Facilitating
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationStudent Handbook
Student Handbook 2016-2017 Aurora Elementary School Home of the Aurora Husky Pups "Meeting the Challenge, Exceeding Expectations" Street Address: 300 H Street Mailing Address: 300 L Street Telephone: (402)
More informationPoint Sheets/Behavior Report Cards
Point Sheets/Behavior Report Cards February 2015 1000 Thomas Jefferson Street NW Washington, DC 20007-3835 866-577-5787 www.intensiveintervention.org This document was produced under U.S. Department of
More informationUpper Wharfedale School POSITIVE ATTITUDE TO LEARNING POLICY
Upper Wharfedale School POSITIVE ATTITUDE TO LEARNING POLICY REVISED APRIL 2015 EXCELLENCE FOR ALL Upper Wharfedale School aims to promote the virtues and qualities of self-respect, tolerance, understanding,
More informationCARING FOR OTHERS KINDERGARTEN. Kindness Song Activity, pp. 3-4 (10 to 15 minutes)
CARING FOR OTHERS KINDERGARTEN Objective: Students will be able to identify ways to show respect, consideration and care to others. Kindness Definition: Kindness means being friendly, generous or considerate
More informationStarting primary school
Starting primary school When children start in reception they will all be at different stages of their learning and skill development depending on their pre-school opportunities and their birthdate. The
More informationFUNCTIONAL BEHAVIOR ASSESSMENT
FUNCTIONAL BEHAVIOR ASSESSMENT Student Name: School: Grade: Date completed: Participants in developing plan: School Administrator: Parent/Guardian: General Education Teacher: Behavioral Consultant: School
More informationClassroom Management that Works: Researched-Based Strategies for Every Teacher By Robert J. Marzano
Classroom Management that Works: Researched-Based Strategies for Every Teacher By Robert J. Marzano MAJOR ROLES AND FUNCTIONS OF A TEACHER: (page 3-4) 1. Making wise choices about the most effective instructional
More informationMcDonald International School School Handbook For Students and Families
McDonald International School 2017 2018 School Handbook For Students and Families 144 N.E. 54 th Street Seattle, WA 98105 206-252-2900 (Office) 206-252-2904 (24 Hour Attendance Hotline) Mcdonald.attendance@seattleschools.org
More informationHow to make successful presentations in English Part 2
Young Researchers Seminar 2013 Young Researchers Seminar 2011 Lyon, France, June 5-7, 2013 DTU, Denmark, June 8-10, 2011 How to make successful presentations in English Part 2 Witold Olpiński PRESENTATION
More informationAirplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.
Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical
More informationPREVIEW LEADER S GUIDE IT S ABOUT RESPECT CONTENTS. Recognizing Harassment in a Diverse Workplace
1 IT S ABOUT RESPECT LEADER S GUIDE CONTENTS About This Program Training Materials A Brief Synopsis Preparation Presentation Tips Training Session Overview PreTest Pre-Test Key Exercises 1 Harassment in
More informationQuiz for Teachers. by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis
Quiz for Teachers by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis Directions: Read the question and choose one response that aligns as closely to what you think you might do in that situation, and
More informationCENTENNIAL MIDDLE SCHOOL Student Handbook
CENTENNIAL MIDDLE SCHOOL Student Handbook 2017-2018 Principal: Rise S. Hawley Assistant Principal: Sonia Nelson Carranza Dean of Students: Graham Hughes 17650 SE Brooklyn Portland, Oregon 97236-1097 Voice
More informationPeaceful School Bus Program
Peaceful School Bus Program Peaceful School Bus Program 2008 by Hazelden Foundation. All rights reserved. What are some common problems on school buses? Bullying Older students staking claim to certain
More information10 Tips For Using Your Ipad as An AAC Device. A practical guide for parents and professionals
10 Tips For Using Your Ipad as An AAC Device A practical guide for parents and professionals Introduction The ipad continues to provide innovative ways to make communication and language skill development
More informationPresented by The Solutions Group
Presented by The Solutions Group Email communication Non-verbal messages Listening skills The art of asking questions Checking for understanding Is email the appropriate communication method for your message?
More informationLesson Plan. Preliminary Planning
Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican
More informationUNIT IX. Don t Tell. Are there some things that grown-ups don t let you do? Read about what this child feels.
UNIT IX Are there some things that grown-ups don t let you do? Read about what this child feels. There are lots of things They won t let me do- I'm not big enough yet, They say. So I patiently wait Till
More informationIt s All About Relationships: Meshing Philosophy and Daily Practice
It s All About Relationships: Meshing Philosophy and Daily Practice Presented by Thomas J. Stacho, Ed.S. Positive Behavior Interventions & Supports (PBIS) Trainer/Consultant/Coach www.behaviorinschools.com
More informationCoping with Crisis Helping Children With Special Needs
Traumatic Loss Coalitions for Youth Phone: 732-235-2810 Fax: 732-235-9861 http://ubhc.rutgers.edu/tlc Coping with Crisis Helping Children With Special Needs Tips for School Personnel and Parents * National
More informationEarl of March SS Physical and Health Education Grade 11 Summative Project (15%)
Earl of March SS Physical and Health Education Grade 11 Summative Project (15%) Student Name: PPL 3OQ/P - Summative Project (8%) Task 1 - Time and Stress Management Assignment Objective: To understand,
More informationSMARTboard: The SMART Way To Engage Students
SMARTboard: The SMART Way To Engage Students Emily Goettler 2nd Grade Gray s Woods Elementary School State College Area School District esg5016@psu.edu Penn State Professional Development School Intern
More informationEnglish Language Arts Summative Assessment
English Language Arts Summative Assessment 2016 Paper-Pencil Test Audio CDs are not available for the administration of the English Language Arts Session 2. The ELA Test Administration Listening Transcript
More informationPart I. Figuring out how English works
9 Part I Figuring out how English works 10 Chapter One Interaction and grammar Grammar focus. Tag questions Introduction. How closely do you pay attention to how English is used around you? For example,
More informationMilan Area Schools
Milan Area Schools 2015-2016 Athletics Department Rules, Regulations & Code of Conduct Milan Athletic Department 200 Big Red Drive Milan, MI 48160 Phone 439-5093 / Fax 439-5084 The Athletic Office is located
More informationWhat to Do When Conflict Happens
PREVIEW GUIDE What to Do When Conflict Happens Table of Contents: Sample Pages from Leader s Guide and Workbook..pgs. 2-15 Program Information and Pricing.. pgs. 16-17 BACKGROUND INTRODUCTION Workplace
More informationIMPACT INSTITUTE BEHAVIOR MANAGEMENT. Krissy Matthaei Gina Schutt
IMPACT INSTITUTE BEHAVIOR MANAGEMENT Krissy Matthaei kmatthaei@usd259.net Gina Schutt rschutt@usd259.net Summer 2015 Voice Level 0 while facilitator or others are speaking Voice Level 1 for partner work
More informationWelcome Vice Presidents CLT Irene M. Barton 9 th District Director
Welcome Vice Presidents CLT 2016 Irene M. Barton 9 th District Director Today s Discussion Role of the PTA Vice President Committees, committees, committees An overview of Project Management A Project
More informationPicture It, Dads! Facilitator Activities For. The Mitten
Picture It, Dads! Facilitator Activities For The Mitten Picture It Dads! The Mitten Goals for Dads: 1. To practice effective read-aloud techniques. 2. To develop strategies to help retell the story. 3.
More informationAttention Getting Strategies : If You Can Hear My Voice Clap Once. By: Ann McCormick Boalsburg Elementary Intern Fourth Grade
McCormick 1 Attention Getting Strategies : If You Can Hear My Voice Clap Once By: Ann McCormick 2008 2009 Boalsburg Elementary Intern Fourth Grade adm5053@psu.edu April 25, 2009 McCormick 2 Table of Contents
More informationHealth Sciences and Human Services High School FRENCH 1,
Health Sciences and Human Services High School FRENCH 1, 2013-2014 Instructor: Mme Genevieve FERNANDEZ Room: 304 Tel.: 206.631.6238 Email: genevieve.fernandez@highlineschools.org Website: genevieve.fernandez.squarespace.com
More informationE C C. American Heart Association. Basic Life Support Instructor Course. Updated Written Exams. February 2016
E C C American Heart Association Basic Life Support Instructor Course Updated Written Exams Contents: Exam Memo Student Answer Sheet Version A Exam Version A Answer Key Version B Exam Version B Answer
More informationHow To Take Control In Your Classroom And Put An End To Constant Fights And Arguments
How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments Free Report Marjan Glavac How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments A Difficult
More informationTemper Tamer s Handbook
Temper Tamer s Handbook Training School Psychologists to Be Experts in Evidence Based Practices for Tertiary Students with Serious Emotional Disturbance/Behavior Disorders US Office of Education 84.325K
More informationPREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL
1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,
More informationWhy Pay Attention to Race?
Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several
More informationMilitary Engineering Centre of Excellence (MILENG COE) Ingolstadt
Military Engineering Centre of Excellence (MILENG COE) Ingolstadt Students Handbook Version Feb 2012 MILENG COE information, local maps, mess facilities and more Welcome Carry Stoffels LtC, USA Engineers,
More informationCognitive Development Facilitator s Guide
Cognitive Development Facilitator s Guide Competency-Based Learning Objectives Description of Target Audience Training Methodologies/ Strategies Utilized Sequence of Training By the end of this module,
More informationCrestdale Middle School We Dare To Be Great. A North Carolina School to Watch Rhonda Houston Principal
Crestdale Middle School We Dare To Be Great A North Carolina School to Watch Rhonda Houston Principal Student Handbook 2010-2011 940 Sam Newell Road Matthews, NC 28105 Office: 980-343-5755 Fax: 980-343-5761
More informationAlberta Police Cognitive Ability Test (APCAT) General Information
Alberta Police Cognitive Ability Test (APCAT) General Information 1. What does the APCAT measure? The APCAT test measures one s potential to successfully complete police recruit training and to perform
More informationChapter 9: Conducting Interviews
Chapter 9: Conducting Interviews Chapter 9: Conducting Interviews Chapter Outline: 9.1 Interviewing: A Matter of Styles 9.2 Preparing for the Interview 9.3 Example of a Legal Interview 9.1 INTERVIEWING:
More information10 tango! lessons. for THERAPISTS
10 tango! lessons for THERAPISTS 900 Broadway, 8th Floor, New York, NY 10003 blink-twice.com tango! is a registered trademark of Blink Twice, Inc. 2007 Blink Twice, Inc. Hi! Nice to meet you. Wow. You
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationTexts and Materials: Traditions and Encounters, AP Edition. Bentley, Ziegler. McGraw Hill, $ Replacement Cost
AP World History Course Syllabus Lithia Springs High School Fall 2017-Spring 2018 School Phone: 770.651.6828 Savanna Kellett Room B110 savanna.kellett@douglas.k12.ga.us Course Description: This course
More informationThe EDI contains five core domains which are described in Table 1. These domains are further divided into sub-domains.
Description of the EDI The EDI Community Profile uses the Early Development Instrument (EDI) developed by Dan Offord Magdalena Janus at the Offord Centre for Child Studies at McMaster University in Canada.
More informationIncreasing Student Engagement
Increasing Student Engagement Description of Student Engagement Student engagement is the continuous involvement of students in the learning. It is a cyclical process, planned and facilitated by the teacher,
More informationUnit 1: Scientific Investigation-Asking Questions
Unit 1: Scientific Investigation-Asking Questions Standards: OKC 3 Process Standard 3: Experimental design - Understanding experimental designs requires that students recognize the components of a valid
More informationRESOLVING CONFLICTS IN THE OFFICE
ERI Safety Videos Videos for Safety Meetings 2707 RESOLVING CONFLICTS IN THE OFFICE Leader s Guide 2007 Marcom Group Ltd. Background Conflict in the workplace is inevitable. Anytime two or more individuals
More informationMission Statement Workshop 2010
Mission Statement Workshop 2010 Goals: 1. Create a group mission statement to guide the work and allocations of the Teen Foundation for the year. 2. Explore funding topics and areas of interest through
More informationMultiple Intelligence Teaching Strategy Response Groups
Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative
More informationTEAM-BUILDING GAMES, ACTIVITIES AND IDEAS
1. Drop the Ball Time: 10 12 minutes Purpose: Cooperation and healthy competition Participants: Small groups Materials needed: Golf balls, straws, tape Each small group receives 12 straws and 18 inches
More informationSight Word Assessment
Make, Take & Teach Sight Word Assessment Assessment and Progress Monitoring for the Dolch 220 Sight Words What are sight words? Sight words are words that are used frequently in reading and writing. Because
More informationPositive Character Traits COUNT
Positive Character Traits COUNT Statewide Transition Conference 2017 Presenters: Rachel Jones & Alisha Black Intelligence plus character-that is the goal of true education. Martin Luther King Jr. CHARACTER
More informationP-4: Differentiate your plans to fit your students
Putting It All Together: Middle School Examples 7 th Grade Math 7 th Grade Science SAM REHEARD, DC 99 7th Grade Math DIFFERENTATION AROUND THE WORLD My first teaching experience was actually not as a Teach
More informationPark Middle School Home of the Roadrunners
Park Middle School Home of the Roadrunners 212 Park Avenue Beckley, WV 25801 Phone: (304) 256-4586 Fax: (304) 256-4709 August 2017 Dear Students and Parents: Park Middle School staff is excited for the
More informationBUFFET THEORY AND PRODUCTION - CHEF 2332 Thursday 1:30pm 7:00pm Northeast Texas Community College - Our Place Restaurant Course Syllabus Fall 2013
Professor: Chef Kat Miller Our Place Restaurant Pittsburg, TX Office: (903) 434-8392 Email: chef.kat.is@gmail.com Course Description BUFFET THEORY AND PRODUCTION - CHEF 2332 Thursday 1:30pm 7:00pm Northeast
More informationSection 7, Unit 4: Sample Student Book Activities for Teaching Listening
Section 7, Unit 4: Sample Student Book Activities for Teaching Listening I. ACTIVITIES TO PRACTICE THE SOUND SYSTEM 1. Listen and Repeat for elementary school students. It could be done as a pre-listening
More informationGiven a real-life scenario, the student will identify possible choices to consider when being teased about physical appearance.
Lesson: Bullying Scenarios Length: _20-30 Age or Grade Intended: 3rd Academic Standard(s): 3.4.3 Suggest nonviolent strategies to manage conflict. Performance Objective(s): Given a real-life scenario,
More informationSensory-Friendly. Hallowe en in Greenfield Village. Social Narrative
Sensory-Friendly Hallowe en in Greenfield Village Social Narrative 1 I can t wait for Sunday, October 15! I get to go to Hallowe en in Greenfield Village! I can wear my Halloween costume if I would like
More informationHeart to Start Red Kit
U Hea S Depa lth & rtm Hum ent of an S ervi ces Inno Prev vation enti on A in war d Educator Lesson Plans Heart to Start Red Kit fiber-ific FASHIONS! orange yellow fiber-ific Fruits and Veggies strawberry
More information