Morning Routine

I will greet the students everyday at the door and tell them good morning.
The agenda for classes done in the classroom (Language Arts, Math, Science, Social
Studies, etc.) will be the same everyday, if changed students will be informed. Any
specials we have (art, music, assemblies, etc.) will be written on the board with what time
it will occur.
Students will be expected to turn in any homework right away to the basket when they
enter the classroom. After turning in their homework students will put their take home
folder in a box/bin that is designated for it and go to their seats.
Once everyone is in the classroom I will ask if anyone has any additional notes or lunch
money for me. We will then go through the announcements for the day and I will take
attendance at that time.
For bellwork students will have a poem every week that we read and talk about. Students
will take that out at and review it while waiting. Once everyone is in their seats we will
discuss different factors of it (i.e. phonics, word phrasing, etc).
If teaching in a younger grade or if students do not enter the room at the same
time, they will have a worksheet with different math and language arts skills to
work on.

Procedures:
Students Attention:
To gain attention I will use different call out methods where students have to
respond once they hear what I say. Some examples I will use are:
If you can hear me clap two times
Give me 5
Teacher: Hocus Pocus Students: everybody focus
Teacher: To infinity Students: and beyond
We will go through these throughout the first week of class so students know
what to do when they hear it.
Bathroom Breaks and Drinks
Students will have designated times to use the bathroom and get drinks.
Predetermined times to use it is at:
The beginning of the day before school starts
Before lunch
After any recess (if more than one)
After gym (drinks)
Other times students need to use the bathroom we will have a sign out set up on
the board. Only one boy and one girl will be aloud out at a time to avoid
horseplay down in the bathroom.
 Students will know that it is not appropriate to use the bathroom in the middle of a
lesson. If they do decide they cannot hold it they will miss part of what is done in
class
What to do When a Pencil Breaks
Students will be expected to have at least two sharpened pencils in their desk at
all times.
They will have time in the mornings to sharpen them before we begin class
If students go through both pencils they will be aware that it is not appropriate to
sharpen it while Im giving instructions or teaching a lesson
There will also be a container or sharpened pencils that students can use if theirs
are broken and they need one
School Supplies:
Individual:
Students will have their own school supplies that will stay in their desks.
Students will not take anyone elses school supplies without asking to
borrow it
Community
There will be community classroom supplies (i.e. kleenex) students will be
aware that we need to share them. If someone has something another
student needs they will have to ask to use it before taking it. Students will
be expected to share.
Collecting/Passing out Papers:
I will have to sets of boxes for students to turn papers in and pick them up.
The turn in box:
When students are finished with a paper there will be a box with each
students name on it to turn it in.
When turning in a worksheet students will highlight their name to double
check to make sure they have it on their (this will help with no name
papers)
When turning in a test it is expected that they have their name on it and
will not have to highlight their name. This will help with having clutter if
we have multiple assessments at once, like in language arts.
The go box:
Students will have a mailbox with papers that have been corrected or
papers with other information on it. This is their go box where they will
pick up their papers.
If we have an assignment that we do in class together students will put
these in their go boxes to bring home at the end of the day
If students have a study guide or other papers to study for an assessment
students will also put these in their go box
 Finishing Work Early:
If students finish work early they will have a variety of things to work on. These
things will be posted in the room to remind them if they just sit there. Things to
do will include but not be limited to:
Read your A.R. book (or whatever system is set up)
Write in your journal
Work on drops in a bucket (a weekly worksheet with ELA and Math
skills)
Finishing up a worksheet that they did not have time to complete
Organize my desk
Flash Cards
Make-Up Work:
If students know they are going miss school they should inform me beforehand to
get any work that they will miss.
If students are sick they will get a make up slip with what we did in each subject
while they were gone
Students will have however many days they were sick plus one to make up any
work that they missed.
If students are gone and they have other siblings in the school the first thing I will
do is send it home with their sibling. If they do not have a sibling or the sibling is
also gone their make up work will be found on their desk paper clipped together
with a makeup slip on top with what they missed.
Eating and Drinking in Class:
Food
Students are allowed food in the class during snack time.
Students can bring in treats for their birthday if they want.
Drink
If it is hot outside students will be allowed a water bottle in the class.
They are required to take the water bottle home every night. If they leave
it in school they will have to put it in the locker the next day. This is to
help prevent germs
Once it cools down students will not be allowed a water bottle in the class
but we will have water breaks.
Classroom Phone Ringing
I will be the primary person to answer the phone.
If I cannot answer the phone and I have a para in the room, they will be the one to
answer
If there is no para in the room and I cannot answer the phone the student leader at
the time will answer the phone. The different things they should say are:
Hello (student name) speaking
 Just a minute, please. Let me tell the teacher.
The teacher is coming to talk to you
The teacher will call you back at the end of the class time. May I ask who
is calling?
Classroom Jobs
Classroom leader/helper
There will be a new helper every week
The student will be the line leader and determine if the line is quiet enough
to walk through the halls
They will pass out papers/homework folder
They will pick a helper and wipe down the lunch tables

Classroom Rules/Expectations
Listen while others are talking
Follow Directions
Keep hands, feet, and objects to yourself
Work quietly and do not disturb others
Show respect for school and personal property

Lesson Planning for the First 10 Days

Day 1
Classroom Management- Procedures
Classroom rules
Introduce morning routine
Lining up
Lockers/desk
Bathroom pass/breaks
My time/your time
Planners
Go Noodle Breaks
Behavior rules
Instructional Program
Get to know you
I will tell the class things about myself
Students will get play-doh and create something that describes
them and/or what they did over the summer and share it with the
class
Go over first day packet
Introduce goal boards
Time capsule
 Daily closing message- end each day with a joke
Day 2
Classroom Management
Practice morning routine
Review rules
Review procedures
Turing in notes from home
Silent reading time
Instructional Program
Teacher read aloud- done every day
Students will have a snapshot where they will will write one
sentence about what was read that day
Introduce socials studies- D.O.G (Daily Oral Geograph) questions &
review address
Fill in BINGO cards
Time capsule
Daily closing
Day 3
Classroom Management
Practice morning routine
Review classroom rules
Review procedures
Introduce A.R. Goals/sticker chart
Unfinished work
Instructional Program
Teacher read aloud
D.O.G. questions
Math lesson 1
Time capsule
Goal boards
Play BINGO
Daily closing
Day 4
Classroom Management
Practice morning routine
Review classroom rules
Review procedures
Introduce class schedule and how the typical day/week will look
Instructional Program
Teacher read aloud
 D.O.G. questions
Math lesson 2
Introduce Language Arts
Daily closing
Day 5
Classroom Management
Practice morning routine
Review procedures
Introduce new procedures
Test taking
Introduce cursive writing (depending on grade)
Introduce absent procedure/make-up work
Classroom mingle- get to know classmates
Introduce classroom helper/pick one for the next week
Instructional Program
Teacher read aloud
Finish time capsule- if need be
D.O.G. questions
Math lesson 3
Review language arts process
Daily closing
Day 6
Classroom Management
Morning routine
Introduce Drops in the Bucket (or weekly worksheet to practice ELA/math
skills)
Start the typical week by having every class
Instructional Program
Language Arts- Focus wall 1, day 1
D.O.G. Questions
Introduce science
Teacher read aloud
Math lesson 4
Specials
Daily closing
Day 7
Morning routine
Language Arts- focus wall 1, day 2
D.O.G. questions
Science
 Teacher read aloud
Math Lesson 5
Specials
Daily closing
Day 8
Morning routine
Language Arts- focus wall 1, day 3
D.O.G questions
Teacher read aloud
Introduce writing journals
Math lesson 6
Specials
Daily closing
Day 9
Introduce computer lab or if one to one school computer rules
Morning routine
Language Arts- focus wall 1- day 4
D.O.G questions
Teacher read aloud
Math lesson 7
Specials
Daily closing
Day 10
Morning routine
Review computer rules
Language Arts- focus wall 1- assessments
D.O.G. questions
Teacher read aloud
Math lesson 8
Specials
Daily closing
Hierarchy of Consequences
No Severe Behavior
1st - warning
2nd - 3 minutes at recess
3rd- 6 minutes at recess
4th- office referral/ parents
5th- principal/parent consequence

Minor Behavior Definitions

Minor Problem Definition
Behavior
Defiance/Disrespe Student engages in brief or low-intensity failure to respond to
ct/ Non- adult requests.
compliance
(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
Violation code guidelines defined by the school/district.
(M-Dress)

Inappropriate Student engages in low-intensity instance of inappropriate

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

Physical Contact/ Student engages in non-serious, but inappropriate physical

Physical contact.
Aggression
(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
(M-Tardy) started).

Technology Student engages in non-serious but inappropriate (as defined by

Violation school) use of cell phone, pager, music/video players, camera,
(M-Tech) and/or computer.

Major Behavior Definitions

Major Problem Definition
Behavior
Abusive Language/ Student delivers verbal messages that include swearing, name
Inappropriate calling or use of words in an inappropriate way.
Language/
Profanity
(Inapp Lan)
Defiance/Disrespec Student engages in refusal to follow directions, talks back and/or
t/ Insubordination/ delivers socially rude interactions.
Non-Compliance
(Disrespt)

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

(Disruption) activity. Disruption includes sustained loud talk, yelling, or
screaming; noise with materials; horseplay or roughhousing;
and/or sustained out-of-seat behavior.
Dress Code Student wears clothing that does not fit within the dress code
Violation guidelines practiced by the school/district.
(Dress)
Fighting Student is involved in mutual participation in an incident
(Fight) involving physical violence.

Forgery/ Theft Student is in possession of, having passed on, or being

(Forge/Theft) responsible for removing someone else's property or has signed a
persons name without that persons permission.
Harassment/Bullyi Student delivers disrespectful messages* (verbal or gestural) to
ng another person that includes threats and intimidation, obscene
(Harass) gestures, pictures, or written notes.
*Disrespectful messages include negative comments based on
race, religion, gender, age, and/or national origin; sustained or
intense verbal attacks based on ethnic origin, disabilities or
other personal matters.
Inappropriate Student engages in inappropriate, consensual (as defined by
Display of school) verbal and/or physical gestures/contact, of a sexual
Affection nature to another student/adult.
(Inapp affection)
Inappropriate Student is in an area that is outside of school boundaries (as
Location/ Out of defined by school).
Bounds Area
(Out Bounds)
 Lying/Cheating Student delivers message that is untrue and/or deliberately
(Lying) violates rules.

Other Behavior Student engages in problem behavior not listed.

(Other)

Physical Student engages in actions involving serious physical contact

Aggression where injury may occur (e.g., hitting, punching, hitting with an
(PAgg) object, kicking, hair pulling, scratching, etc.).
Property Student participates in an activity that results in destruction or
Damage/Vandalis disfigurement of property.
m
(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
(Tardy) of the school day (and Tardy is not considered a minor problem
behavior in the school).
Technology Student engages in inappropriate (as defined by school) use of
Violation cell phone, pager, music/video players, camera, and/or computer.
(Tech)

Behavior Intervention Plan (BIP)

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: