IRIS | Behavior Tool — Print All Page | of 6 pure salzer.teachtothink@gmailcom LEARNING AND CLASSROOM VALUES ‘We will create a classroom environment where attentive listening is practiced and where students share {ideas and feedback in postive and constructive ways. We will strive to show that we value learning by keeping a quiet classroom, and using self-discipline. We wil respect others ang thei property, and will be organized and resourceful in our use of time and materials. CLASSROOM GUIDELINES ule 1: Show attentive listening by looking at the speaker and avoiding interruptions or aistractions. Fule 2: Talkin a whisper during partner work and small group work. Use hand signals instead of calling out. ule 3: Share ideas, feedback, and comments ina positive and constructive manner. ule 4: Have your materials ready when the bell rings to line up. Keep an organized binder and subject Journals. Rule 5: Be tolerant with others and respect their property. Keep your hands to yourse. CLASSROOM PROCEDURES Procedure 1: Entering the classroom Have your pene case, Books, journals and binder reed. Line up outside against the classroom wal eaving a path for ater to pass. ‘en you hear the bel, give Ms. Tracy your attention and Iisten for Sections. ‘Standup behind your desk when you are isi ‘Sit dwn ence greeted and invited to be sate Procedure 2: Transitions The bal wil signal when a transition coming. When the bel rings gun, the ack wl be ending. ‘The 2ndbll signs the ene ofthe current tak, Listen to craton for the transition, ‘You will havea specific tine In which to complete the transition, “The Sed bel signals the start ofthe nex a Procedure 3: Early Finishers Select folder from the staten box ‘Record the ruber of the folder and nam ofthe activin your record sheet. (Other epton are to slant ead or to sty fer upcoming sgn language or vocabulary ules, Procedure 4: Discussions hitp:/liris. peabody. vanderbilt.edu/meontent/behavior-tool-print-all/ 10/25/2016IRIS | Behavior Tool — Print All Page 2 of 6 Use hand signals to show agreement, adng onto an ide, ciapreement, confusion please repeat es rn, nd havea coment. Use a deck of ram card to tte ena parce ave students paraprase or extend another student’ ens or thought to promote attentive tering. ‘Sudan have a lah to pass. Procedure 5: Partner or Small Group Work iver Students Sout desiate a recorder, and escusson lace fr sal oun work, Adon rtes can Include researcher, supporting recorder, aris, or encourage. (GROUPS: Gt along, Respect other, On atk Behaver, Use time and materials way, Participate, and Stayin your grup! Procedure 6: Recess and Lunch Desks must be clean lor fre fitter or debris before dimisl. Review what s coming up after the breakin cas. Dismis by table groups or ini. Before lunch we nae to wash our hand thous. ‘Setup the lunch abe for service. Unerap serving Bons ‘Students may serve themscves. ‘Once everyone has been served and iven an opportunity to st, we wil open the table for seco helpings. ‘eelty lunch helpers asst wit cleaning up the tables and fling the tabecots. Procedure 7: Dismissal and Agendas Homework wil be writen on the boar day. Record each assignment in your agenda before isms, “The casrom must be clean ane all materials and supplies put anay before emis. ‘Say soodoye in foreign language before you leave clas forthe day, Procedure &: Fire Drill and Earthquake Procedures - ‘ce: signaled alarm. Lineup slertly n fant. the main dor, Liste for teacher structions. . Proceed stent with the emergency Bucket tothe stag area. Earthquake: cuck nd cover for a ea: 2 mite aftr shang sap. Then, proceed stent th cemergency bucket to staging area. htp://iris peabody. vanderbilt.edu/meontent/behavior-tool-print-all/ 10/25/2016IRIS | Behavior Tool — Print All Page 3 of 6 POSITIVE CONSEQUENCES Free and frequent Intermittent ‘Strong and long-term + *Shout-outs" recognizing + Leadership opportunity + Student awards for specific positive behavior. «= Token economy: appreciation jar| learning atitudes and values, + High-five or handshake for postive behavior asa class | andlleadership skis Level 1 Level 2: Level 3: Level 4 Level 5: Level 6: Level 7: Level 8: NEGATIVE CONSEQUENCES General reminger (st warning) Individual Reminder (2nd warning) 2nd individual reminder and personal conference Lusch time out and thinking time reflection, lunch and recess time out and thinking time ceflecton Time out of classroom and conference with director. essage to and conversation with parent. Referral to director/ottice. Crisis PLAN 1: Notify necessary directors. (aria Ones, Erin Sparkun) 2: Have student(s) involved remain in separate locations, other than the classroom. 43: Provide directions for students to read silently or continue a task while you manage the situation. Seck assistance from a neighboring teacher to overlook the classi you need to leave, 4: Attend to the situation based on directors instructions and degree of severity. hittp://iris. peabody. vanderbilt.edw/mcontent/behavior-tool-print-all/ 10/25/2016IRIS | Behavior Tool — Print All ACTION PLAN: DEVELOP Page 4 of 6 What? Nake a visual poster ‘with the class rules, How? Large posterboard with colorful theme to hightght Key learning skills and desired behaviors, When? Before school start in September | create a presentation |to introduce classroom rules and procedures. Use PowerPoint software. Save to drive and removable storage device. ‘Before schoo! start in September Prepare student award Design an award certificate and make First week of September charts, and ABC behavior analysis certificates. copies. Prepare incident * Copy school templates Before school start in September reports, frequency charts. Finalize consequence | + Approve with Maria and Erin ‘Before school startin September hierarchy for negative consequences. ‘Add behavior plan and | + Copy forme First week of September procedures to sub folder i ACTION PLAN: TEACH What? How? When? Teach the rules and | + Present PowerPoint presentation, First day of school moments each day to review the rules and procedures procedures. + Have students share the presentation with ‘their parents. Engage students with | + Review procedures before they occur. | Weeks 1-3, and on-going as, the rules and + Assess the success of how students are _|needed procedures. ‘meeting expecations regularly. + Have students model and roleplay ‘examples and non-examples Find teachable * Give shout-outs when positive behavior is | Daily for September and as, demonstrated Be consistent and persistent needed throughout the year hitp:/iris. peabody. vanderbilt.edu/meontent/behavior-tool-print-all/ 10/25/2016IRIS | Behavior Tool — Print All Page 5 of 6 ACTION PLAN: SHARE What? How? When? Discuss with schoot “Tl vet with Maria and Erin for feedback and [ Before school start in September directors review Distribute to parents | + Present at Back to Schoot Night Third week of school + Ask for a parent signature that verifies that the rules and procedures are Understood between students, teachers, and families alike, ACTION PLAN: REVIEW What? How? When? Schedule regular review | + Wake monthly reminders to revista | Monthly sessions specific rte or procedure. + Create 2 lesson plan to review the rule + Connect to second steps and class meetings Implement regular * Incorporate review into class meetings |On a monthly basis, more if review sessions ‘and check ins. needed, + Have students reflect on ther successes and challenges and offer solutions. http://iris.peabody.vanderbilt.edu/meonten/behavior-tool-print-all/ 10/25/2016