Our Mission and Core Beliefs:

Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment,
public charter schools committed to providing every student with an excellent, high-quality, college-preparatory
education. We believe that students from all backgrounds deserve a college preparatory education regardless of race,
economic circumstance or previous academic achievement. We open our doors every day to prepare students for
academic success from kindergarten through college with an excellent public education of high standards, structure
and accountability.
In support of our students, we are passionately committed to three Core Beliefs: every child deserves a demanding,
standards-based education; accountable community develops character; and great teachers are essential for
academic excellence.

Our Students and Results:

● STRIVE Prep operates eleven schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest
and Southwest Denver.
● In order to realize our vision of making a college prep education for all students in our community the norm,
rather than the exception, STRIVE Prep is growing from nine schools serving 3,200 students to 17 schools
serving 7,500 students by the year 2022.
● Approximately 97% of STRIVE Prep students identify as students of color, 91% of students qualify for free or
reduced lunch, 42% are English Language Learners and 12% receive Special Education services.
● One or more STRIVE Prep schools have consistently ranked in the top 10 high performing secondary schools
within DPS since the DPS School Performance Framework was introduced.
● We welcome any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because
STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the
communities we serve regardless of race, economic circumstance or previous academic achievement.

Our Aspiring Substitute Teachers:

● Are passionate about teaching their content area and hold at least a bachelor’s degree (required), preferably
in their subject area.
● Have experience teaching in an urban setting (preferred).
● Speak Spanish or have experience working with bilingual students (preferred).
● Are committed to constant growth and reflection through regular coaching and professional development.
● Are dedicated to educational success for first generation college-bound urban students of color.
● Are fired up about social justice, eager to empower our scholars, and committed to being change-makers.
● Bring enthusiasm, professionalism, and positivity to their classrooms and our adult community.
● Assume the best in others and are willing to have courageous conversations in order to do what is best for
students.
● Are hard-working and vide challenges as opportunities for improvement.
● Have high expectations of themselves and others, and a willingness to hold themselves and others to those
expectations.
● Are effective at building relationships with students and families through consistent partnership and
communication.

Check out our Careers Page at ​http://www.striveprep.org/join-our-team/lead-at-strive/​ to learn more about

full-time teaching opportunities at STRIVE Prep and who we are looking for and the hiring process.

Updated August 2016

 Procedures for Substitutes
1. Please arrive on campus at 7:30am, (unless other instructions have been provided).
2. Report to the main office, and check in with the office manager at that school. Obtain a copy of the
master schedule from the Office Manager.
3. Pick up your materials.
a. If you are covering for a 6th or 7th grade teacher, materials will be located on a cart next to
his/her desk in the grade level teachers’ office. Students in these grades do not move
classrooms; instead, teachers travel with their cart to each class, and generally use their desks
in the office during planning periods.
b. If you are covering for an 8th grade or high school teacher, you will report to the teacher’s
classroom and find the materials on his/her desk. Students rotate from class to class 8th –
12th grade, so this is your dedicated space for the day.
4. Go to that teacher's advisory per the master schedule. Another teacher or administrator can help
direct you as well.
5. Morning advisory consists of homework checks and relationship building; (the expectation for
scholars is quiet time, using one to two foot voices only).
6. Morning meeting (all school or by grade level, depending on the day, check the master schedule).
7. Regular instruction schedule.
a. Middle School:
i. i. Periods are generally 50-100 minutes long
ii. ii. Teachers have 150 minutes of planning time
b. b. High School
i. Periods are generally 50-90 minutes long.
ii. Teachers generally have 100 minutes of planning time per day.
8. Break (indicated on the schedule. Check to see if you are on break duty; if so see your plans for the
day or ask what your role is during break).
9. Lunch (same as break; please check if you are on duty).
10. Back to advisory
11. Dismissal

Campus Locations
STRIVE Prep - Central Office, 2480 West 26th Ave., Suite B-360
The STRIVE Prep Central Office is located in the Diamond Hill Office Complex off of West 26th Ave. Building B
may be accessed via the main parking lot on the east side of the Building B or parking lot W on the west side
of Building A. Parking is available in either of these lots in any spot marked "visitor" or limited street parking
on Alcott or West 26th Ave. Please note the time limit when you park so we can give you a break during the
interview to move your car if necessary. Once inside Building B, take the elevator or stairs to the third floor to
access our office in suite B-360.

STRIVE Prep - Ruby Hill, 2626 W. Evans. Ave.

The Ruby Hill parking lot and entrance to the building are located off of Bryant st. on the south side of the
building. The main door is directly to the right of the playground. Please ring the bell for entrance to the
building

STRIVE Prep – Excel, 2960 N. Speer Blvd.

Excel is located in the DPS North High School Annex at the intersection of Speer and Federal (located directly
behind Starbucks and Chase Bank). To access the parking lot, turn onto Douglas Place (immediately north of

Updated August 2016

 Speer, off of Federal). Parking is available in the fenced-in lot on the left; to access the lot, turn left into the
alleyway off Douglas.

STRIVE Prep – Federal, 2626 W. Evans. Ave.

The Federal parking lot and entrance to the building are located off of Bryant st. on the south side of the
building. The main door is directly to the right of the playground. Please ring the bell for entrance to the
building. The Federal Campus is located on the third floor of the building.

STRIVE Prep - Green Valley Ranch (GVR), 4800 Telluride Street, Building 5
GVR is located on the Evie Dennis Campus, which houses multiple schools. Coming from Pena Blvd, take your
immediate next left after Telluride Street to turn into the campus drive. STRIVE Prep-GVR is located in
Building #5, the last building on the left. Ample lot parking is available.

STRIVE Prep – Kepner, 911 S. Hazel Court

The Kepner campus is located in a shared building. There is a small parking lot to the west of the building off s.
Irving Street, or you can park on any of the side streets immediately around the building. The entrance to
STRIVE Prep- Kepner is on the west side of the building across the basketball courts under the STRIVE Prep
sign. Once inside the building, the front office located up three flights of stairs.

STRIVE Prep – Lake, 1820 Lowell Blvd.

There is a small parking lot to the south of the building; however, most teachers and staff park on the side
streets located immediately around the building. Please make sure that the spot you select does not require a
parking permit, as those spaces are reserved.

STRIVE Prep – RISE, 18250 E. 51st Avenue

RISE is located near the Evie Dennis Campus in a new building that is shared by STRIVE Prep and KIPP. Coming
from Pena Blvd, exit Green Valley Ranch Blvd and take a left on Tower Road, another immediate left on E.
49th Avenue, and then right on Yampa. STRIVE Prep-RISE is located past the KIPP welcome desk. Ample lot
parking is available.

STRIVE Prep – Montbello, 5000 Crown Blvd.

The Montbello campus is located at Crown Blvd. and 51st Avenue. The campus is shared by other educational
institutions. Enter the parking lot from 51st Avenue and enter the door clearly marked with the STRIVE Prep
logo.

STRIVE Prep – SMART Academy, 3201 W. Arizona Ave.

SMART Academy shares the Lalo Delgado building with Westwood. Generally, parking is not available in the
SMART Academy parking lot. Candidates should plan to park in the Westwood lot; the entrance to the parking
lot is located on Irving, one block west of Federal Blvd., and accessible via Arizona Ave. or Mississippi Ave.

STRIVE Prep – Sunnyside, 4735 Pecos Street

Sunnyside is located in the DPS Remington Elementary School building. There is a small parking lot which is
​ ​). The main entrance to the school is also located on W Elk
accessible via W. Elk Place (one block north of 47th
(between Pecos Street and Quivas Street). Additional street parking is available on Quivas Street.

STRIVE Prep – Westwood, 3201 W Arizona Ave.

Westwood shares the Lalo Delgado building with SMART Academy. The entrance to the parking lot is located
on Irving, one block west of Federal Blvd., and accessible via Arizona Ave. or Mississippi Ave.

Updated August 2016

 STRIVE Prep Teaching Strategies
The next sections provide more extensive detail around STRIVE Prep’s instructional, classroom management,
and student behavior systems and practices. While not required reading, substitute teachers may find it
incredibly useful to read and revisit as they begin working in STRIVE Prep schools. ​Read about the strategy and
watch a video of one of our teachers implementing the strategy by clicking on the description title:

★ 100%​. ​When 100% of students are expected to follow directions, participate, and succeed it sends the
message to all children that “we believe in you.” Great teachers do this by narrating positive behaviors, using
nonverbal redirects, anonymously redirecting the class (“We need three scholars to be sitting up straight)
sweating even the smallest details (posture, preparation, participation, tracking the speaker), giving a
consequence if warranted, and calling out specific excellent actions.

★ What to Do Directions​. ​Directions that are concrete, observable, and specific set students up for success and
save valuable learning time. They should be positive (narrating the world which you want to see), observable
(“every student writing notes” is more clear than “doing your work” or “paying attention”), and economical.

★ Wait time​. ​How a question is asked is extremely important. STRIVE Prep teachers employ a number of tactics
to ensure that they use proper wait time to allow all students to think before calling for an answer. Wait time
is especially helpful for second language learners who take time to translate, students with learning
disabilities, and students who are shy or reluctant to participate. A strategy for allowing ample wait time is to
use the form “[question], [pause], [scholar name]”.

★ Right is Right​. ​STRIVE Prep teachers understand that there is a difference between partially right and
all-the-way right; between pretty good and one hundred percent. When responding to answers in class,
teachers hold out for one hundred percent. Excellent teachers praise excellence, ​expect participation, and
believe that the ‘right’ answer to any question other than the one asked is wrong.

★ No Opt-Out​. ​Everybody is on task in a high-expectations classroom. Allowing a student to say, “I don’t know”
without supporting them in getting to the correct answer is letting them opt-out. It unintentionally sends the
message of “you can’t”. Great teachers, alternatively, support students in never opting out. For example, if a
student is unsure, they might ask them to ask another student, have the entire class turn and tell their partner
and then call on that student again, redirect the student to their notes, or ask a series of follow up questions
to support the student in getting to the correct answer.

★ Cold Call​. ​The Cold Call—calling on students regardless of who has their hands up—is one of the most
effective ways of ensuring consistent, universal engagement. This should be a positive experience, not a
‘gotcha’ , and should be communicated to students as part of what we do in our classroom community.
Teachers should cold call in a positive and upbeat tone, suggesting that they couldn’t imagine a world in
which a student would not want and be able to participate.

★ Pre Call. ​A pre-call is a cold call with forewarning. This is especially effective for resistant students or special
needs students who need more time to prepare for participation. In a pre-call, a student can be informed that
he or she is about to be called on or can expect to be called on later in the lesson. It can happen privately.

★ Joy Factor. Learning should be fun! The energy of the class often matches the energy of the teacher.
Objectives, lessons, and teacher energy should communicate relevance, meaning and joy (even when
challenging) to scholars. This is not at the expense of structure and high expectations; rather, these should
happen at the same time and complement each other. Revolutionary teachers find a warm/strict balance in
how the communicate with students.

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 Lesson Plan Format
Superior teaching​ begins with thoughtful planning and preparation. Careful planning also minimizes classroom
behavior problems and inefficiencies. STRIVE Prep teachers structure their lessons in such a way that all
scholars are constantly involved, the pace is rapid, and expectations are high. The general theory behind a
lesson plan is the idea of Gradual Release, or “I Do, We Do, You Do.” Teachers first demonstrate how they
solved a problem or used a strategy by working through an example on the board. The next step is to work
with scholars in a cooperative manner to solve a similar problem or complete a similar activity together.
Finally, scholars are released to replicate the example on their own with the teacher acting as a learning
coach. By the end of the lesson, scholars should be performing the lesson objective independently and
receiving feedback on their work.
Lessons should typically follow the format below:
● Do Now (~5 minutes)
● Lesson Opening (~2 minutes)
● Introduction to New Material (~10 minutes)
● Guided Practice (~10 minutes)
● Independent Practice (~15 minutes)
● Exit Ticket/Summative Assessment (~5 minutes)
● Homework Assignment (~2 minutes)
● Lesson Closing + Class Points (~1 minutes)

*Reading classes, which are 100-minutes long, will have to adjust this lesson format. Inquiry-based lessons are
certainly encouraged and acceptable. They should still be objective driven and lead to student mastery.

​Objective (or AIM)

A great lesson relies upon a specific, scholar-centered measurable goal that is well-designed, frequently
communicated, and always assessed. The objective allows scholars to know exactly what is expected of them. At its
core, the objective helps answer the question, “What do I want my scholars to be able to do (not just know) by the
end of class?”. At a minimum, every teacher should have the goal of moving scholars along from low-level thinking to
higher level thinking. By the end of the lesson, the goal is that a minimum of 80% of your scholars have mastered that
day’s objective.

Do Now
Upon being seated, scholars are expected to begin working immediately on a Do Now activity. This is normally a quick
review of a previously covered topic or skill. This procedure provides a way for scholars to get to work immediately
without explicit instruction. The Do Now should take no more than 5 minutes to complete. Teachers should circulate
and monitor the Do Now in order to informally determine the level of mastery with the activity. A brief review of the
Do Now is a typical way to begin the day’s lesson. While not required every day, teachers can occasionally correct and
grade Do Now assignments as “entrance tickets.”

Lesson Opening
(Adopted from TFA Instructional Planning & Delivery, 2008 pgs. 76-80)
Separate from the Do Now, the lesson opening should clearly and succinctly communicate what scholars are going to
learn, why it is important, how it relates to what they already know, and how it is going to happen. Great teachers
also ensure that the opening engages scholars. Finally, a great lesson opening assesses scholars’ understanding of the

Updated August 2016

lesson purpose and procedure by allowing them time to ask clarifying questions about the purpose of the lesson or
the final product, and/or by asking them to summarize the lesson “takeaway” objective.

Introduction to New Material

This section of the lesson plan provides the teacher with an opportunity to structure the classroom and sequence
subject matter to reflect a clear academic focus. Outstanding teachers establish the lesson objectives and present
new material through the breakdown of information into manageable process steps.
● Using the Do Now. Successful teachers make productive use of the Do Now by spending time reviewing the
questions or referencing the procedure at some point during direct instruction. Because the Do Now should
be connected to the lesson objective, the teacher should be able to refer to it throughout the lesson.
● Chunking. Scholars are more likely to master material if you break it down into a series of manageable parts,
each of which you introduce, analyze and practice. This strategy is most effective when you devote time on
the tail-end to lead scholars in synthesizing the parts.
● Spiraling. Effective teachers make sure that concepts are neither introduced in a vacuum, nor forgotten once
introduced. A spiraled lesson begins with a review of previously covered content, to provide practice and also
context for new material. The term spiraling refers to the cyclical nature of the instruction – constantly
circling from previously covered content to new material.
● Making connections. Direct instruction is the optimal time for teachers to help scholars make connections
between what is being taught and what scholars already know. Effective teachers employ a variety of
techniques to both formally and informally assess prior knowledge. Such assessment may take the form of an
initial question (i.e.: “raise your hand if you have seen any of these vocabulary words before”), a KWL chart, a
journal entry, or a pre-unit quiz. Teachers who are able to effectively gauge scholar prior knowledge are
effective in tailoring their lessons to the individual needs and interests of their scholars.
Effective teachers also convey the lesson objectives in a way that effectively captures scholar interest through a
variety of learning modalities. As explained in Malcolm Gladwell’s The Tipping Point, “ideas must be memorable and
move us to action” for them to be retained in one’s memory. Large chunks of teacher lecture followed by worksheet
completion are rarely effective methods for conveying information. The following methods, however, have been
proven effective in capturing the attention and interest of middle school scholars.
● Analogies that hook. Often teachers find it easy to explain sophisticated concepts by drawing an analogy to an
experience that is relevant and understandable to scholars. For example, a chemistry teacher might explain
the difference between ionic and covalent bonding by pointing to the relationship between two famous
celebrity couples. An English teacher might explain usage by referring to the positions on a soccer team – just
as Juan can play forward or defenseman depending on the needs of the team, a particular noun could be used
as the subject of a sentence or the object of a preposition.
● Manipulatives: It is often effective to provide scholars with props that provide conceptual hooks (such as
pulling apart a Kit-Kat bar to model the splitting of chromosomes during anaphase of mitosis). Use of
manipulatives, followed up with appropriate reflection on how well the manipulative situation relates to the
actual concept, can make high-level content easily accessible for scholars.
● Appeal to Multiple Learning Styles. Increasing the number of senses the scholar can use to learn information
increases the chance that the teacher’s lesson will be retained. Outstanding direct instruction should contain
verbal, visual, and tactile components.

Check for Understanding and Guided Practice

Following direct instruction, guided practice allows the entire class to practice new skills under the direct supervision
of the teacher. Outstanding teachers informally assess scholar responses to make sure that new material has been
Updated August 2016
adequately presented during direct instruction. Teachers should provide corrective feedback to reinforce key
concepts and ensure the accuracy of new skills and information. Guided practice should continue until scholar
answers are more than 70% accurate.
● Modeling. While the effective teacher models character expectations and work ethic at all times, guided
practice provides an opportunity to explicitly model for the class the problem-solving process. Outstanding
teachers patiently and comprehensively model the techniques that scholars will be expected to master by
breaking down problems into a number of carefully sequenced process steps.
● Guided Practice. Because guided practice is based on a cumulative approach to breaking down answers into
successive steps, it is essential that the teacher constantly check for understanding. In addition to the
techniques outlined in the “Checking for Understanding” section (see below), effective teachers employ a
number of practices to ensure that scholars are mastering every step in the problem-solving process.

Checking for Understanding during Guided Practice:

● Call on multiple scholars using multiple methods (e.g. cold calling, popsicle sticks, turn and talk, etc.) to
explain how they arrived at the answer.
● Have scholars find “errors” on the board and explain corrections.
● Model a wide range of sample problems.
● Have scholars create problems of their own and share (and/or solve each other’s problems).
● Have scholars do their work on white-boards and hold up answers so you can gauge which scholars have
correctly mastered the material.
● Ask scholars whether they agree or disagree with a classmate’s answer before revealing the solution (and
why!).

Independent Practice
After direct and guided instruction, it is important for scholars to be given opportunities to practice new skills on their
own. Before having scholars begin independent work, excellent teachers typically give instructions in several different
formats: recite aloud, read together, have instructions written on the board or on a hand out, call on scholars to
repeat instructions, etc. Teachers should thoroughly review behavioral expectations before independent work begins.
During independent work, teachers should circulate throughout the room to ensure that scholars are on-task, quiet,
and are producing high-quality work. Scholars should be periodically reminded of expected progress. STRIVE Prep
teachers require that 100 percent of scholars are on-task 100 percent of the time. Scholar should be given 15-20
minutes to practice that day’s objective without direct support of a teacher.

Assessment
Effective instructors are the ones who continually seek to improve their effectiveness, in particular through finding
ways to assess the efficacy of their instruction. In short, teachers should constantly ask themselves the question: How
do I know if my kids are learning? Teachers should, on a daily basis, assess whether all scholars have mastered the
presented material; this information is crucial for developing the subsequent day’s lesson.
Whether this assessment comes from a 10-question quiz that a teacher scores and grades, or a daily 2 question
survey on a note card that a teacher sorts into two piles: correct and incorrect, STRIVE Prep teachers must find a way
of determining WHICH scholars have mastered the day’s objective and which have not at the conclusion of each
lesson. Many teachers have found it effective to give an exit ticket and go over answers on the spot, allowing scholars
to check, reflect on, and correct their work in colored pen. Teachers then correct the assignment and use it purely for
data purposes, to gauge where and how frequently difficulties with the stated objective arose.

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 Lesson Closing
An outstanding lesson contains a substantial amount of information that, without proper closure, can feel
overwhelming to scholars. The lesson conclusion is an opportunity for the teacher to highlight with the class the main
ideas from the lesson and reinforce the key skills and processes that were introduced.

Group Work
Group work is encouraged and an important way of engaging students, differentiating, and increasing the ratio of
student thought and participation. It may happen at various parts of the lesson, typically independent practice.
Systems should be in place so that transitions into group work are efficient, save time, and result in 100% on task
behavior from all students. Group work is not the goal of a lesson, but may be the most efficient and rigorous means
to achieve the goal of each class, the objective.

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 Behavior Management Systems and Consequences
The goal of the behavior management system is to: (1) help the teacher keep the students in the classroom and
engaged in the daily lesson, unless a student's behavior is disruptive to the student's own learning and/or the learning
of other students in the classroom, and (2) help the student to identify and correct inappropriate behavior and learn
to take responsibility for his or her own actions and opportunities.
STRIVE Rubric:​ The STRIVE values play a central role in the behavioral expectations we have for our students. STRIVE
is an acronym, with each letter standing for a different value (S- Scholarship, T-Teamwork, R-Respect, I-Intelligence,
V-Virtue, and E- Effort). A STRIVE Rubric will be kept on a clipboard in every classroom in order to track behavior.
There is one rubric for each week with the entire roster for each advisory on the left side, an area to track ‘Not
Accomplished’ for each STRIVE Value, a daily column for demerits, and a weekly column for Bonus Bucks. Substitute
teachers should be able to locate the STRIVE Rubric and clipboard in each classroom.
Behavioral Targets:​ The STRIVE values will be posted in each classroom and throughout the school. As mentioned
above, there are six Behavioral Targets outlined on the STRIVE rubric: Scholarship, Teamwork, Respect, Intelligence,
Virtue, and Effort. At the end of the day, if a student has successfully demonstrated all of the STRIVE values, a
student’s rubric should be free of any X’s. An X indicates that a student received a ‘Not Accomplished’ at some point
during the school day.
For each ‘Accomplished’ value, a student earns $1. The most money a student can earn for each target in a week is
$5. If a student has a great week and earns an ‘Accomplished’ rating each day for each value, the student can earn
the maximum of $30 for the week for each ‘Not Accomplished’ rating the student loses $1. For example, if a student
has 25 ‘Accomplished’ ratings and 5 ‘Not Accomplished’ ratings for a week, that student would then earn $25.
Recording ‘Not Accomplished’:​ The STRIVE Rubrics for each class will be kept on a clipboard and will stay in the
classroom except during breaks and lunch. School personnel who see misbehavior at any time during the day will pull
the clipboard and mark one of the STRIVE values as being ‘Not Accomplished.’ When a ‘Not Accomplished’ is given,
the teacher or administrator will discuss with the student what change needs to happen, and how to get back on
track. A ‘Not Accomplished’ can be assigned at any time of the day and in the classroom, hallway, lunchroom, and at
any other place on school property during the school day. Once ‘Not Accomplished’ has been marked for a target, it
cannot be changed for that day.
There are no warnings given for misbehavior at STRIVE Prep. Warnings communicate that some misbehavior is
allowed, and this should never be the case.
Recording Demerits:​ Demerits are recorded as a tally mark in the demerit column on the STRIVE Rubric and results in
a loss of $10 from a student’s paycheck. In general, demerits are the next step in seriousness on the progression of
consequences given to students after they have received a ‘Not Accomplished’ during a class period. However, as
outlined in the chart below, it is often appropriate to give a demerit to a student without giving them a ‘Not
Accomplished’ first. When giving a demerit, the teacher will deliver a demerit slip. A demerit slip is given to students
so they can reflect on their role and take responsibility for correcting their behavior. The student writes one sentence
on the slip explaining an action to take to correct the behavior. If problem behavior persists after a Not Accomplished
and demerit are given the teacher will assign another demerit and ask the student to complete a Refocus in another
area in the room. Teachers enter all demerits on the STRIVE rubric in real time and into PowerSchool before the end
of the day.
​Recording Bonus Bucks:​ Bonus Bucks can be rewarded by faculty and staff to students who exemplify exceptional
behavior or who give exceptional answers during class. Although students may receive an infinite number of Bonus
Bucks in any given week, they should be rewarded for exemplary behavior. Bonus Bucks will be recorded as tally
marks in the appropriate column on the STRIVE rubric and will be added to the ‘Accomplished’ earnings for the week.
For example, if a student had twenty ‘Accomplished’ ratings for the week and they also had a Bonus Buck, their total
earnings for the week would be $21.
Reflection Activity:​ After a student’s demerit slip has been collected, the next step is to send a student to a
designated part of the classroom to complete a one page reflection paper, the intent of which is to allow the student

Updated August 2016

to define a pathway for correcting the problem behavior and any negative effects the behavior has created. Copies of
the reflection paper will be placed in the classroom in the designated area.
Sending Students out of Class:​ Sending students out of class is generally the consequence given after a student has
received a ‘Not Accomplished’, an initial demerit and a second demerit before completing a Refocus in the same class
period, and has continued to fail to meet the behavioral and academic expectation. However, in instances of major
disrespect, it is sometimes appropriate to send students out of class without following this progression. Any time a
student is sent out of class, they walk immediately to the Administrator on Duty (AOD)’s office, they receive three
demerits, and their parents will receive a phone call or a conversation that outlines the behavioral infraction. When
students are sent out of class, they will report immediately to an administrator’s office. Students sent out of a class
will only return to class after completing a reflection and discussing the event with a teacher or administrator. If a
student is sent out of two classes in one day, he/she will not return to class for the rest of the day.
Implementation of the Code of Conduct: ​While it is important to familiarize yourself with the Code of Conduct,
outlined in the Family and Student Handbook, the level of detail and complexity within the Code might make actual
day-to-day implementation of the policies difficult to grasp.
Reflection:​ Reflection generally takes place from 4:00-5:00pm on Tuesdays and Thursdays, and during Community
Meeting on Fridays. If a student accumulates three demerits in one week’s time the student earns a Reflection on
Tuesday or Thursday, depending on when the student received the third demerit. For every group of three demerits
a student receives they will spend one hour of Reflection. However, the maximum a student will spend in Reflection
in a one week period is three hours. Students receiving more than nine demerits in a one week period, at minimum,
will have a conference with an administrator and the student’s parent(s). S
Paychecks and Rewards: ​Students will earn a paycheck every Thursday that reflects their weekly earnings. Paychecks
will be printed in check form on green paper. If a student does not receive a paycheck due to the number of demerits
he/she received during the week, that student will receive a white outline of the behavioral infractions (also called a
“Zero Dollar Paycheck”) throughout the week in lieu of a green paycheck. These earnings will accumulate over a
six-week period that coincides with the RAP tests. Students will have the opportunity to exchange their earnings for
rewards chosen from the STRIVE Store. This menu of items will be created based on student and faculty suggestions.
After a list of rewards is assembled, the leadership team will assign a price value to each reward and then publish the
list to the students. The top weekly and six week earners will be recognized during Community Meetings.
$0 Paychecks: ​Students who do not earn a paycheck will instead be given a white STRIVE Behavior Report that
outlines their ‘Not Accomplished’ and demerits for the week instead of the green paycheck. They will be responsible
for getting these signed on Thursday evening by their parents and returned to the Office Manager on Friday. The
end-of-the day on Monday is the latest students can return this report.
A Final Word on Individual Consequences:​ The most important factor in the classroom management and discipline
program at WDP is to keep it fair and consistent. Although every teacher has their own teaching style, enforcing
classroom rules, maintaining each student’s STRIVE Rubric, and giving consequences should be done the same way by
each staff member during each class period, in the halls, and during breaks. Throughout the first several weeks of the
year, administrators will work to norm the implementation of the consequence system through constant
observations. Teachers are also encouraged to observe one another to norm their own expectations.
It is never appropriate to have an extended debate about a consequence that has been given, especially in front of
the class. Simply and calmly tell the student the rule or core value that was violated, why their behavior was wrong
and what they should do in the future, and explain the consequence. Further refusal to follow the rule or argument
with whether they deserved the consequence should result in the student being sent to an administrator. It is always
appropriate to have a follow-up conversation about behavior and action in order to set students up for behavioral
success in the future. In the unusual occasion of genuine confusion on the student’s part, meet with them privately
to discuss further.

Updated August 2016

 Behavior Management System: Group Consequences
Class Points:​ At the end of class, the teacher will briefly summarize the AIM of the lesson, the class’ performance in
reaching that AIM, and give a summary of the class points that the college earned out of 10 points (20 points for a
double-block). Although, the summary of the class’ rating will occur at the end of the class, points may be taken
throughout the lesson. Teachers for each subject will record the class’ points on a sheet posted near the door. Points
from each class will be updated by “Point Manager” (a student job) at the end of each day on a school-wide tracking
sheet in the cafeteria so students are able to compare their points with those of the other homerooms.
If any student(s) argues with the points they are given during the class, the student(s) should be given a demerit.
Further arguments or disagreements around points earned should result in that student being sent to an
administrator.
Class Point Charts:​ A chart will be posted in each advisory to track the points for each homeroom during each period
of the day. These points are totaled daily and then recorded on a total points sheet that is posted in the cafeteria.
Both charts track points in a week period from Friday to Thursday. Class points start over on Friday.
Class Points Rewards and Consequences​: Class points will be reviewed by the leader of Morning Meeting. Classes
that earned less than 80% of the previous day’s total will be on silent break during Lunch and Break. Classes that
score above 95% the day before will be granted access to the Hot Sauce Hot during lunch. Classes that score above
95% over the course of a week will be able to wear tennis shoes on Friday after averaging 95%+ for the week.

Updated August 2016