Printed with permission from http://www.arthursclipart.org/cheetah/cheetah/cheetah%20run%202.gif Contents 1. Classroom Values and Classroom Promise 2. Classroom Goals 3. Expected Student Behavior 4. Preparation for Learning 5. Noise Levels 6. Classroom Rules 7. Classroom Behavior Management Plan 8. Rituals and Routines 9. Consequences and Rewards 10. Communication 11. Involvement of Kodak Park Administration 12. Management Plan as a living document : Plan for Review and Modifications 13. Classroom Layout Page 1 of 18
1) Classroom Values and Our Classroom Promise Classroom Values We believe that positive learning leads to lifelong success. We believe that it is important to make our own choices. To do this, we must also be accountable (or responsible) for these choices. We accept both the benefits and the consequences of our choices. We believe that cooperation is essential to learning. We are all responsible for supporting others in their learning. We are problem solvers. We believe that our effort leads our personal success. We strive to be better than ourselves. We believe that it is important to treat others as we wish to be treated. We want others to respect our feelings, personal space, and possessions - so we respect their feelings, personal space, and possessions. We believe that it is important to be and feel safe at all times Our Classroom Promise We are problem solvers. We believe in ourselves and our ability to do our best at all times. We respect ourselves and those around us. Because we are responsible for our lives and for all of our actions: We will listen, We will watch, We will think, We will do, We will learn, We will care, And we will help. We will do all these things with one purpose in mind- To do our best and not to waste this day for this day will come no more. Page 2 of 18
2) Classroom Goals 1. Success in student learning is the overarching goal. 2. The classroom environment will be a place where students and their ideas will be accepted, valued, and made to feel comfortable in taking learning risks. 3. Different learning styles will be met through different instructional strategies (push, pull, and drive) and management approaches such as cooperative learning using flexible groupings. 4. Students will take responsibility for their learning by learning and practicing self-management (KODAK 5) and organization skills. Page 3 of 18
3) Expected Student Behaviors Students will practice the overarching school wide School Climate plan (formerly Positive Behavior Interventions and Supports - PBIS) known as the KODAK 5 to: Focus on becoming successful learners Take responsibility for their own actions Take responsibility for their learning Act safely Cooperate with peers and adults Be respectful of the other members of the school: peers, teachers, and staff. This will occur across all school settings (as below): KODAK 5 (by setting) Page 4 of 18
Students will practice the overarching school wide School Climate plan across all modes of instruction (as below): KODAK 5 (by mode of instruction) Page 5 of 18
4) Preparation for Learning Students are expected to come to school prepared for learning in the following ways: Physically: healthy, rested, clean, warm, fed, and (if directed by a physician) medicated Psychologically: happy, safe, curious, and focused on learning Materially: wearing clean, weather appropriate clothing, wearing uniforms, book bags, pencils, tissues, and wearing prescription glasses (if needed). Remember: Page 6 of 18
5) Noise Levels 1. Silence: No noise at all 2. Whispers: Very quiet talking 3. Quiet Talking: Quiet indoor talking 4. Talking to Groups: Addressing the class- asking or answering a question 5. Outdoor Talking: Loud talking like when playing outside Page 7 of 18
6) Classroom Rules 1. Stay on task and busy; do nothing that disrupts your own or others learning 2. Follow classroom rituals and routines. 3. Be- where you are supposed to be when you are supposed to be there. 4. Act respectfully and responsibly. Follow the KODAK 5 Page 8 of 18
7) Classroom Behavior Management Plan Introduction: The following is a description of the behavior plan CBMP that is used in our learning community. I believe that this plan will build and maintain an educational environment that is beneficial to each child s learning. Background: Learning time is precious. To make the most of our learning time, we have rules and procedures that help us to organize our time and our behavior and help us achieve our goal of student learning. These rules and procedures are taught and practiced by students so that we can get down to the business of effective teaching and efficient learning. Kodak 5 expectations are taught and made clear, and the spirit of each of our rules is enforced. No surprises. Students are held responsible and accountable for their actions and their learning. How CBMP works: In most cases, students have been practicing the Kodak 5 as part of School 41 s PBIS culture since the primary grades. In the Grade 6 classroom setting, each student is taught and expected to have a working knowledge of the Kodak 5 (this is retaught as needed) and the rules and expectations of the classroom (again, retaught as needed). The overarching premise working in combination with the Kodak 5 is that students are on task and engaged in learning as well as doing nothing that prevents others from being on task and engaged in learning. In a school wide sense, this corresponds to each student s knowledge of and cooperation with the Kodak 5, classroom expectations and rules, rituals and routines. A clip board tracking student behavior is maintained that follows the CBMP format (see below) in terms of expectations for student behavior, prompts and consequences for uncooperative behavior. Students may privately review their standing with the teacher at appropriate times. Over the course of a month of school days (usually 18-22 days), students must meet the expectations (as above) at least 80% of the time to remain in good standing and receive any privileges or benefits that come with this. No checks mean that the student met the learning environment expectations on that day. He or she cooperated with the Kodak 5, classroom rules and procedures per expectations on that day. Everyone starts their day check-free. Getting a check means that after expectations for appropriate behavior were made clear (i.e., taught to students in the first days of school or retaught due to changes in the learning environment or mitigating circumstances), a student (or the class in general) was given a verbal reminder about inappropriate behavior and continued to do it. Disrupting learning, not following directions, talking during a lesson/assessment or not paying attention are examples of inappropriate behavior that would result in getting a check. Getting multiple checks means that a student s inappropriate behavior continued beyond the first check and additional reminders were needed. Depending on the nature of the difficulty, a student will likely need to make up some time (finishing work or making restitution) during his/her free time. At teacher discretion, a warning reflection sheet may be required for the student to complete to help him or her come to a better understanding of classroom expectations. If the student s inappropriate behavior continues beyond additional verbal reminders and loss of free time, possible consequences may include: additional work (to make up for uncompleted work), a phone call home, a disciplinary referral, and/or meeting with the principal to discuss solutions for the issue. Again, I believe that this plan will build and maintain an educational environment that is beneficial to each child s learning. Page 9 of 18
8) Rewards and Consequences Rewards Students will earn privileges based on their ability to follow the Kodak 5. This time will be used for free time outside, lunch in the classroom with friends, games, computer time, gym time, and monthly celebrations. Prompt Levels and Associated Consequences 1. Class wide reminder of behavioral expectation 2. Reminder given to individual(s) not meeting behavioral expectation 3. Check leading to loss of privileges given to individual(s) not meeting behavioral expectation 4. Time in buddy classrooms given to individual(s) not meeting behavioral expectation 5. Phone calls home with possible after school detention given to individual(s) not meeting behavioral expectation 6. Administrative disciplinary referral given to individual(s) not meeting behavioral expectation 7. Parent conference if needed Students that are consistent distractions to a group may be moved and be seated alone, if necessary. Any behavior that is dangerous to other students or adults, i.e. fighting, will automatically be excused from the room with an administrative referral. Page 10 of 18
9) 302 Rituals and Routines Morning Routine 1. Please enter the classroom quietly. 2. Hang book bags and coats in coat closet 3. Think! What will I need today? Bring all needed materials to your seat (homework binder, agendas, books, pencils, etc.) 4. Put homework, notes from home, etc. in the basket for check in. 5. Get breakfast (if available in the classroom). 6. Take your seat, read the assignment on the Smart board and begin your bell work. 7. Work quietly 8. Follow the Kodak 5. Transitions Begin with teacher direction: 1. Line up quietly along the classroom west wall in single file. 2. Listen for instructions. 3. Keep to the right side in the hallway. 4. Walk quietly; use whisper voices only as necessary. 5. Keep hands and feet to yourself. 6. Listen for stopping points. 7. Hold doors for classmates. 8. Follow the Kodak 5. Passes Given by teacher: 1. Ask for a pass only when needed. 2. The pass is to be used only for the purpose for which it is written. 3. Go directly to your destination using the most direct route. 4. The pass must be signed, time stamped by an adult at the destination. 5. Return directly to your classroom using the most direct route. 6. Follow the Kodak 5. Bathroom Use 1. With teacher direction, line up quietly in single file on the left side of the hall. 2. Wait quietly; use whisper voices only as necessary. 3. The teacher will choose students for the restroom. 4. When chosen, use facilities quickly and quietly. 5. Be neat, wash up and have a drink. 6. Re-form a quiet line as directed. 7. Follow the Kodak 5. Page 11 of 18
Working in Groups With teacher direction: 1. Organize quietly into small groups or pairs. 2. Stay on task! 3. Cooperate with group members; use kind and helpful language. 4. Share materials fairly. 5. Stay seated; raise hands for questions and wait quietly to be called on. 6. Listen for any additional directions. 7. Complete the task! 8. Carefully put any materials away so they can be used in the future. 9. Follow the Kodak 5. Using Classroom Materials and School Property 1. Classroom materials are all the things in the room that students need to learn and be comfortable. 2. These are materials usually owned by the teacher or the school that are shared by all students. 3. It is the teacher s job to make sure all students have the materials that they need. 4. Therefore, always: ask before using materials, do not waste materials, and take care of materials. 5. Care for and use school property responsibly and respectfully. 6. Keep tables, chairs and all school property neat and clean. 7. Keep bookshelves, closet spaces, and classroom storage areas neat and clean. 8. Keep binders, folders, and book bags neat and organized 9. Follow the Kodak 5. Asking for Help Wait maturely for teacher acknowledgement (do not interrupt instruction or work time): 1. If you don t understand; raise your fist 2. For pencil sharpening, raise your pencil. 3. For bathroom, raise your hand and sign bathroom 4. For tissues, hold your nose. 5. To move about the room or anything else, raise hand (To throw away trash, use the closest trash basket) 6. Follow the Kodak 5. Page 12 of 18
Dismissal Routine 1. Please be quiet. 2. Make any alternative arrangements for dismissal in advance (by 1pm) with teacher and all parents approval. 3. Make sure all needed materials are in homework binder. 4. With teacher permission, get bookbag, coat, return to seat and be seated. Pack bookbag. 5. With teacher direction, line up quietly along west wall in single file for dismissal. 6. Follow the Kodak 5. Boarding the Bus 1. Make any alternative arrangements for dismissal in advance (by 1pm) with teacher and all parents approval. 2. Stay with the teacher. 3. No walkers in the bus loop. 4. Stay safe; no running, cutting between buses, or careless behavior. 5. Board your bus immediately. 6. Follow the Kodak 5. Fire Drills 1. Be silent. 2. Be calm. 3. Listen for directions. 4. Line up along the west wall in single file. 5. Stay with the teacher. 6. If in, exit the classroom to the right, descend the stairs on the right, leave the building by Exit 6, turn left and walk on the sidewalk to the far side of the ball field backstop. 7. Otherwise, follow the evacuation plan for the room you are in. 8. Follow the Kodak 5. Emergency Procedures If in 1. Be silent. 2. Be calm. 3. Listen for directions. 4. Line up along the west wall in single file. 5. Sit silently until all clear signal is announced Otherwise, follow the emergency plan for the room you are in. 6. Follow the Kodak 5. Page 13 of 18
Call to Attention When it is time to pay attention, follow the Give Me Five procedure. Page 14 of 18
10) Communication Any needed phone calls home will be made to communicate necessary information Any needed notes home, both for positive and negative communication, will be sent. Any needed e-mails home, both for positive and negative communication, will be sent. A classroom website will be developed and maintained by the teacher and be used to post and communicate information. This will highlight upcoming events in the classroom and curriculum, exhibit student work, celebrations, and make parents aware of any upcoming information or changes happening in the classroom. Page 15 of 18
11) Administration Involvement The relationship between teacher, students, parents and guardians and building administration is based on mutual trust and viewed as transactional and being for the ultimate benefit of the student and his or her success in learning. As such, the expectation for building administration is to aid all involved parties in providing consistent school wide management for the benefit of all in accordance with building and district policy. Page 16 of 18
12) Management Plan as a living document Plan for Review and Modifications Every class of students is ever changing and growing. Periodically and as needed, this management plan will be reassessed to determine if it is student centered and meets the needs of the classroom. Modifications may be made and communicated to all in a timely fashion. Page 17 of 18
East Wall (Windows) West Wall 13) Classroom Layout: South Wall Work Table Desk Door Table Table Table Table Table Table Table Table Coat Closets Table Smart Board Desk North Wall Page 18 of 18