Miss Harms Management Plan

1st Grade
 Procedures
*All procedures will be taught, modeled and reviewed.

Entering the Classroom - Enter classroom quietly, Remove coat or jacket, get supplies
out of bag, Hand in necessary paperwork/homework, Begin bellwork. When students
enter the classroom, I will be sure to stand in front of the door (out in the hallway),
greeting them. It is important to use their name - make it personable :)

Taking Attendance - I will take attendance by their lunch count & just by observing
who is in the classroom. I will enter it on the computer and submit it.

Handing in Homework/Forms - When students complete their work, they will hand it in
their red pocket folder, which will have their name on it. This allows for the teacher to
see who has what assignments in and missing quickly.

Daily Agenda - We will go through our daily agenda during calendar time. This will be
displayed, so students will be able to see what we have throughout the day in case they
forget.

Bellwork - Students will complete their bellwork/morning work, right when they enter
the classroom. This will be part of their routine. Ideally, this will incorporate reading and
math skills, related to the content we are learning about. The bellwork will be minimal,
maybe 5-10 problems per morning. This will not be graded, it will be looked at, ensuring
students actually complete the problems.

Getting Students Attention - echo claps, callbacks such as 1,2,3, eyes on me, 1, 2 eyes
on you, ringing a bell, shutting off lights, certain noises or songs. There are a ton of
different ways, just depends what works best for the class.

Bathroom/Drink Break - We will take 2-3 bathroom/drink breaks today. During this
time, students will need to be quiet and respectful of other people. If needed, a timer for
about 3-4 minutes can be brought out, to help students hustle. When students go in and
out for recess, they can also use the bathroom or get a drink on their own. Students will
not ever be punished for using the restroom, but if it becomes a problem I can use a tally
chart & timer for those students.
 Pencils- Have a container for broken pencils to be placed if there is not time to sharpen
them. Have a container for pencils that are already sharpened. Have a finger signal to tell
the teacher what they are doing when they get up. Have a student in charge of sharpening
pencils at a designated time. If individual supplies, have a certain number sharpened at
the beginning of the day and if it breaks, they just grab a new one; have a time to sharpen
pencils in the middle of the day

School Supplies - we will have community supplies. Students will bring so much of each
supplies. We will divide out supplies & place in students pencil boxes, which will be at
their desk. When students need new supplies, we will get it out of the container or bag it
is located in.

Collecting Papers - Most papers will be collected by the teacher, especially tests. If I
have a student helper, that person can collect papers and hand them in for the class. After
students hand their papers into the red pocket, the teacher will collect it.

Finish Work Early- Read independently. Complete past work they may have missed or
not had time to do. Brain Teasers. Take an AR test. Window Watch; go to the back of the
classroom where you won't disturb anyone and look outside, make a list of things that
you see, one point for everything that you write down and two points for something that
moves. Set rules for this, such as 1-2 kids at a time. Allow students to come up with
options during the first week of class for what they think is a reasonable activity to do
when they finish early. Teacher has final approval. Have a T-Chart with various options
students can pick from. Start Off Finish Off

Make-up Work - Students will find their makeup work on their desk the day after they
come back. Their work will be stapled or paper clipped together, with an additional piece
of paper on the top, explaining what they need to complete for all of the classes. Students
will be encouraged to ask questions. Students will have 2 days to complete the work they
missed.

Eating & Drinking - I think it depends on age. For my 1st grade class, I would not allow
eating in class. I would allow water bottles, as long as they are clear/I could tell what
beverage was inside. Some students may try to bring in juice, when I would only want
them drinking water. They may eat in class during our snack time.

Classroom Jobs - Students classroom jobs will be displayed for students to see, so they
can remember who has what each day. Classroom jobs will change each day, in order.
For example, if I have the line leader, caboose and flag pledge job next to one another,
 they will just go down the line. These could be hung up on a wall or door of a cabinet. All
students will have the same and equal opportunity to partake in each job throughout the
year.

Lining Up - Whenever we are getting ready to line up, I will give students a 1-2 minute
warning, so students are not taken off guard. When I want students to line up, I will do an
attention getter and tell students to line up. I will have a booklet of line up songs hung up
by the door; the line leader will choose one of these songs to sign before we leave the
classroom. This will help students know it is time to shut off voices.

Classroom Library/Book Boxes - Students will read out of their book boxes each day
during their center time. When students finish work early, they may read a book. I would
encourage book boxes, as those books will be more suited for their level, although giving
students voice and choice is very important! So a good variety of both would be good.
The classroom library books will be organized into categories, so students can quickly
select a text.

Packing Up- I will give students a cue (song, signal, saying) a few minutes before it is
time to pack up, so students are not caught off guard. Before students pack up, I will have
them first clean up/organize their spot. Chairs must be pushed in. All papers and
homework to go home will all be placed in their folders. When students leave, I will be
sure to tell them to have a good night or ask what they are doing this evening. I think it
will be important to say their name each time, as I think it helps make it more personable.
 We start every morning as.

Coats & backpacks hung up

Homework turned in

All notes on teachers desk

Make lunch choice

Pencils sharpened

Start morning work!

 Classroom Rules

1. I will listen when others are speaking.

2. I will raise my hand before I speak.

3. I will follow directions the first time.

4. I will work quietly & not disturb others

5. I will keep hands & feet to myself.

 Lesson Planning

*We will review classroom rules every single day.

Day 1: *We will be using community supplies, which will already be at their spot ready to go

for them before the come in.

Activity - get to know the class. Introduce myself. Students introduce themselves.

Teach - Morning Routine. Model for students. Then go through together. Explain

where the morning routine poster is found & where everything goes.

Teach - Dismissal Procedure. Discuss & model this at the end of the day. Have

students practice.

Teach - Getting the Class Attention. Explain the attention getters. Model.

Practice.

Teach: How to line up. Explain to students how to do so, but then model! Show

students how to get up and walk to form a line. Allow students to practice. The

line leader will pick a line up song each time.

Teach: Classroom Rules. I will have actions for each rule. I say & model, say

together, and have students talk about them with partner.

 School Wide Expectations: students will move from station to station, where they

will learn about the various school wide rules. Bathrooms, Cafeteria, Recess,

Hallways, Bullying, and Bus behavior. I would break this out into two separate

days/times, with about 10 minutes at each station.

*Reinforce all procedures begins as soon as they are taught and rehearsed

Day 2

Teach: Morning Routine. Discuss & model again. Remind students were morning

routine poster can be found & where objects go.

Teach: Pencils. If a student needs a sharper pencil, they can walk to the back of

the room to our pencil bucket & exchange their dull pencil for a sharp one.

Teach: First day of Morning Work. Explain expectations. Model! Go through

morning work together.

Teach: Review getting attention sayings. Practice.

Teach: Lining Up. Model. Practice.

Teach: Lunch Count. I will have ribbons that have the lunch choices on them for

that day. Students will move their clothespin on the option they want. Explain

once they make their decision, they should keep it. (I get it, they change their

mind, but encourage not changing it.) Model how this should be done; one at a

time, quickly. Practice.

Teach: Explain passing out & handing in papers. Usually I or a classroom helper,

(the Office helper) will pass out papers. All papers will go in the red pockets with
 your name on it, unless I specify it can go directly to your mailbox. Model how to

do this; walk, take turns, do not rush, etc.

Teach: Review dismissal procedure at the end of the day

Review of school wide rules.

Day 3

Homework/Notes for Teacher Due: Have guidelines signed by parents. Explain to

students the notes go on a pile on my desk. Model how to place papers & where I

want them.

Rehearse and Reinforce: Morning Routine. Watch students - Model if needed.

Rehearse and Reinforce: Morning Work. Go through together.

Review how to get lunch count

Teach: What to do if you were absent. I will explain that I will have the packet of

stuff they missed ready. They have 2 days to complete. I will attach a note saying

everything we did, so parents understand as well.

Review school wide rules.

Explain classroom rewards and consequences

Day 4

Rehearse and Reinforce: Morning Routine. Watch and model again if needed

Rehearse and Reinforce: Morning Work. Go through together.

 Teach: Finishing Work Early. If students get done early, they need to work on

other subject work they may not have complete. Then, if all work is done, they

will have an extra packet to work on if they have everything else complete.

Students will have book boxes & the classroom library that they can also choose

to do, instead of their extra packet.

Teach: Book Boxes & Classroom Library. Explain they need to read from their

own book box. I will switch out books. From the classroom library, students need

to return books to the container they got them from.

Rehearse & Practice: Getting the Teachers Attention

Day 5

Rehearse and Reinforce: Morning Routine. Model if needed.

Rehearse and Reinforce: Lunch Count (part of routine, but they still may need

help or reminders)

Rehearse and Reinforce:Morning Work. Go through together.

Teach: Emergencies; fire, tornado, or intruder. Pick one. Explain. Model. Have

students repeat back to you.

Teach: How to read a book from the book bin or classroom library. Explain to

students. Model how to hold a book, flip pages and put the book back. Ask

students to demonstrate. Practice.

Day 6
 Teach and Rehearse: Working in Groups/Cooperatively

Teach and Rehearse: Classroom Transitions

Rehearse: Emergencies; pick another one.

Review: Classroom rules.

Day 7

Review: Classroom Rules

Teach & Rehearse: last emergency

Review: Morning Routine

Review: Bathroom/Drink Break

Review: School Rules

Teach & Model: Finishing Work Early

Review: Lunch Count/Codes

Review: Classroom Library

Day 8

Review: Classroom Rules

Review: emergency drills

Remind/Review: Morning Routine if needed

Review: Bathroom/Drink Break

Day 9 & 10

Go over classroom rules

 Review/Model any rules you feel the class needs to go over again. This may happen

throughout the year, just depends on the class.

Parent Communication
Communicating & forming a relationship with parents is crucial! At the

beginning of the school year, parents seem to get several papers & notes about how

the year may go. I want all my parents to know the expectations and rules I have of

all students. At Open House, I will have my rules posted in my classroom. I will

also email and/or send home a list of these rules. I can also share with parents

about how some of the procedures in the classroom, such as bathroom/drink break,

or lining up will go. I believe setting up a shared Google Doc and/or using Google

Classroom could be very efficient! If a parent would rather have a hard copy sent

home, I will accommodate to that request & send one home with the student. I will

always welcome parents to contact me with any questions. Several forms of my

contact information, such as phone number and email, will always be located on

my newsletters, online forms, and other notes. At the beginning of the school year,

I will make parent phone calls, not because their students are naughty, but just to

establish & open that line of communication with parents. This way, parents can
also feel free to ask any questions or make any comments about the school year

thus far.

Consequences for Non-Severe Behavior

1 - Warning

2 - 3 Minutes of Missing Recess OR their favorite activity

3 - 6 Minutes of Missing Recess OR their favorite activity

4 - Sent to Office

5 - Principal AND Parent Contact & Consequence

*If a student owes me time while I am at recess, I will send them out with the rest

of the group, but they need to be responsible and serve their time outside. In Baltic,

students walk the line and/or around the football field.

*After consequences, students will reflect on their behavior by filling out a

behavior sheet. It will look different depending on age level. Example below.

Consequences for Severe Behavior

No Warnings - directly to Principal, Parent Contact & Consequence

Students will also fill out a behavior sheet

*If a student is having a rough day & struggling with behavior, preferably a phone

call will be made. If a phone call isnt possible, an email will be sent, explaining to

parents what happened during the day.

 Major & Minor Referrals
*All referrals will be placed in student's file & a copy will be sent home to parents.
 Other Example

Minor Behavior Definitions

Minor Problem
Definition
Behavior

Defiance/Disrespect/
Non-compliance Student engages in brief or low-intensity failure to respond to adult requests.
(M-Disrespt)
 Disruption
Student engages in low-intensity, but inappropriate disruption.
(M-Disruption)

Dress Code
Student wears clothing that is near, but not within, the dress code guidelines defined by
Violation
the school/district.
(M-Dress)

Inappropriate Language
Student engages in low-intensity instance of inappropriate language.
(M-Inapp Lan)

Other Student engages in any other minor problem behaviors that do not fall within the above
(M-Other) categories.

Physical Contact/
Physical Aggression Student engages in non-serious, but inappropriate physical contact.
(M-Contact)

Property Misuse
Student engages in low-intensity misuse of property.
(M-Prpty Misuse)

Tardy
Student arrives at class after the bell (or signal that class has started).
(M-Tardy)

Technology Violation Student engages in non-serious but inappropriate (as defined by school) use of cell
(M-Tech) phone, pager, music/video players, camera, and/or computer.

Major Behavior Definitions

Major Problem
Definition
Behavior

Abusive Language/
Inappropriate Language/ Student delivers verbal messages that include swearing, name calling or use of words in
Profanity an inappropriate way.
(Inapp Lan)

Defiance/Disrespect/
Insubordination/ Student engages in refusal to follow directions, talks back and/or delivers socially rude
Non-Compliance interactions.
(Disrespt)

Disruption Student engages in behavior causing an interruption in a class or activity. Disruption

(Disruption) includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or
roughhousing; and/or sustained out-of-seat behavior.

Dress Code Violation Student wears clothing that does not fit within the dress code guidelines practiced by the
(Dress) school/district.

Fighting
Student is involved in mutual participation in an incident involving physical violence.
(Fight)

Forgery/ Theft Student is in possession of, having passed on, or being responsible for removing someone
(Forge/Theft) else's property or has signed a persons name without that persons permission.
 Harassment/Bullying Student delivers disrespectful messages* (verbal or gestural) to another person that
(Harass) includes threats and intimidation, obscene gestures, pictures, or written notes.
*Disrespectful m essages i nclude n egative c omments b ased o n r ace, r eligion, g ender, a ge,
and/or n ational o rigin; s ustained o r i ntense v erbal a ttacks b ased o n e thnic o rigin, d isabilities
or o ther p ersonal m
atters.

Inappropriate Display of
Student engages in inappropriate, consensual (as defined by school) verbal and/or
Affection
physical g estures/contact, of a sexual nature to another student/adult.
(Inapp affection)

Inappropriate Location/
Out of Bounds Area Student is in an area that is outside of school boundaries (as defined by school).
(Out Bounds)

Lying/Cheating
Student delivers message that is untrue and/or deliberately violates rules.
(Lying)

Other Behavior
Student engages in problem behavior not listed.
(Other)

Physical Aggression Student engages in actions involving serious physical contact where injury may occur
(PAgg) (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.).

Property
Damage/Vandalism Student participates in an activity that results in destruction or disfigurement of property.
(Prop dam)

Skip class
Student leaves or misses class without permission.
(Skip)

Tardy Student is late (as defined by the school) to class or the start up of the school day (and
(Tardy) Tardy is not considered a minor problem behavior in the school).

Technology Violation Student engages in inappropriate (as defined by school) use of cell phone, pager,
(Tech) music/video players, camera, and/or computer.

Behavior Intervention Plan

ADD/ADHD/Disorganized BEHAVIORAL INTERVENTION PLAN (BIP)

Name: Date:

Parent: School:

D.O.B. Teacher:

Telephone: Support Staff:

Target Problem Behaviors:

Inattentive, unfocused, off task, and distractible
Excessive movement, out of seat, fidgeting, not keeping hands to self, etc
Poor organization, messy, and missing work
Unprepared, no materials or books, etc
Impulsive, blurts out, disruptive, etc
Rushing through work, tasks, and directions
 Other:

Intervention Plan:
Objectives:
Improve attention and focus on assignments, tasks, and instruction
Reduce distractibility
Maintain organized and neat work space, book bag, locker, folders, etc
Come to class with necessary materials, books, and supplies
Engage in extra movement in a non-disruptive and non-distracting manner
Reduce disruptions to class by raising hand, waiting to be called on, thinking and pausing before doing, etc
Take time and care with assignments, instructions, notes, etc
Other:

Preventative Strategies:
Student seated away from distractions
Teacher will utilize proximity control
Teacher will give frequent verbal and physical (touch on arm or shoulder or tap on desk) redirection and refocusing
Teacher will have student explain the directions and directives in their own words
Reduce assignments, problems, questions, or workload
Reduce number of items or text on a page and/or increase the font size and white space
Give student frequent breaks or errands to run (go to bathroom, get drink, take note to office, etc.)
Student will utilize sensory aides, like work corral, seat cushion, rocking chair, yoga ball seat, weighted object on lap or shoulders, tight
fitting vest, sound blocking earphones, music, nature sounds, or white noise in earphones, VELCRO brand hook and loop fasteners
under desk or other textures, fidget toys, etc.
Provide student with materials (pencil, paper, book, etc)
Student will be offered alternative ways to complete assignments when possible (verbal responses, computer, hands-on, act out, record
responses on audio or video, draw, etc)
Student will be allowed to move around (stand, walk, etc) within their area or work standing up (perhaps at podium)
Student will keep all materials in a crate by their desk or near the teacher (to keep desk empty and materials more organized and accounted
for) and their desk opening will be turned around away from them
Assignments and discussions will be related to the students interests when possible
Teacher will help student begin assignments by completing the first several items or problems with the student
Teacher will ignore minor disruptions, outbursts, etc from the student
Teacher will structure the students day, routine, and schedule more strictly, giving student frequent reminders of how much time is left,
what task is next, etc
Other:

Teaching Alternative Behaviors:

Student will daily or weekly organize desk, crate, or locker, putting assignments into color coded folders with a to do side and a done
side.
Student will maintain a planner or organizer with daily assignments and homework
Teacher will pause before giving directions
Teacher will remind student when they are off task
Student will use a visual schedule or checklist
Student will use a timer with assignments
Student will utilize a self management system, like a tracking chart or checklist
Student will ask to take a break or get up and move around when needed
Student will pause and count to 10 after instructions or directions and before beginning assignment or task
Student will self administer small breaks in their seat every couple problems or items completed to help pace themselves and prevent rushing
through work
Student will go back and check their work before handing in assignments or putting them away
Other:

Positive Reinforcement:
Verbal praise from teacher (use clinically supported ratio of at least 4 positive to 1 correction)
Rewards at school for attending, organization, work completion, etc
Rewards at home for attending, organization, work completion, etc
 Increased adult attention
Positive note or call home
Stickers, check on behavior chart, star, etc.
Play or free time with a peer of the students choosing
Food or edible treats
Send to office for praise and/or treat
Give break to get a drink
Allow extra recess or free time
Allow student to be a helper when their work or task is complete
Other:

Consequences for Non-Compliance:

Firm redirection and warning
Classroom card flip system
Office discipline referral
Student Responsibility Center (SRC)
Detention
Holding student after school or at recess to finish work or task until completed
Come in early the next day to complete unfinished tasks, receive missed instruction, or organize materials
Complete a think sheet
Note or call home
Natural consequences
Loss of privileges, incentives, and/or rewards in school
Loss of privileges at home and must complete unfinished school task at home
Time out
Teacher will speak to student in hallway
Other:

Home Intervention/Support:
Parent/Guardian will monitor students academics, behavior, and attendance on Parent Connect
Parent/Guardian will maintain regular communication with teachers, administrator, and school
When teacher reports behavior and other incidents to parent/Guardian, they will discuss it with the student at home and take appropriate
actions
Parent/Guardian will daily or weekly assist student with organizing materials, backpack, and/or locker
Parent/Guardian will follow through with rewards, incentives, and praise at home
Parent/Guardian will follow through with consequences and discipline at home
Parent/Guardian will establish a daily structured homework routine and assist student with work
Parent/Guardian will establish a structured routine in the home (bed time, free time, wake time, breakfast, etc)
Parent/Guardian will daily check students planner, checklist, chart, or other tracking and monitoring forms, signing them as appropriate and
relevant to the established plan
Parent/Guardian will attend behavior and academic meetings and conferences
Other:

Program Review Schedule:

The Behavior team will meet to review, assess, and revise the BIP (if needed) on:

Signatures: