Amy Atkins' Comprehensive Classroom Management Plan

I. Positive Learning Environment Plana. Physical layout of the classroom

Windows

b.

This layout is effective because it takes into consideration different needs within each area. For example, the whole group area is a large empty space free from toys and lots of furniture to allow students to focus on instruction. It is facing away from the door, windows, and other areas to reduce distractions. The walls in this area are a

Student Couch Station Board Blocks/Legos Book and Puzzle Shelf Small Table

Writing Center Free Play Area Whole Group Area Whiteboard Game Shelf/Toy Shelf Play Kitchen

Art Materials Shelf Teacher Chair Green Station Blue Station

Small Group Area Purple Station Quiet Table Art Center

Quiet Area Red Station Yellow Station

Student Cubbies Teacher Desk Student Cubbies Door

solid color and free from extra distracting stimuli. There is a 100's chart, calendar, alphabet and number line on the wall in this area. The rules and pledge to myself poster are also posted at eye level in this area and reviewed during every morning and afternoon meeting. Since activities in the free play area will cause louder volume, the free play area is located away from the books, puzzles, and station tables (quiet activities) and is surrounded by shelves on both sides to establish a clear separation. In this area, there are a couple of posters with pictures of students displaying appropriate behavior (i.e. sharing, putting toys away) on the wall at eye level. The small group area has five tables where independent or small group station activities take place. Tables are used to promote collaboration and cooperation. If the teacher wants to work with a specific group in the small group area, tables can be easily pulled apart and the teacher can sit in the middle facing the group she is working with. Tables are pushed together to allow maximum space for the quiet and whole group area. All materials for daily lessons/activities are in the baskets located in the middle of the table. There is a clear walkway around the tables to allow easy traffic flow of students and staff. The writing center is located closer to the quieter area of the classroom and the art center is located on the tile part of the classroom for easy clean up. On the walls in the art and writing area are examples of student work that they are proud of and want to hang up to display. There is also an alphabet poster on the wall next to the writing center. The quiet area next to the teacher's desk is for students who choose to take a 5 minute break from an activity, need a few minutes away from others, or who are asked to reflect on poor choices. In this area there are visual prompts on the wall at eye level to remind the students to use cool down techniques (i.e. taking deep breaths, counting to 10, walking away etc.) and other cool down items. The teacher desk is facing the whole classroom so that constant monitoring of each area can occur even while at the desk. Pictures made by the students and given to the teacher are hanging up by the teacher's desk. There are two bulletin boards, one outside the door next to the classroom and one right by the door as you walk in. Student work (not graded) and pictures are displayed for parents and students to view as they walk in and out of the classroom. Pictures of the students working on activities are also located on these bulletin boards. Student cubbies are located right next to the door to allow students a smooth transition when entering and exiting the classroom at the beginning and end of the day. Rules are posted on the wall next to the cubbies both inside the room and outside the room at eye level to remind the students to follow the rules outside the classroom and when entering.

b. Daily summer schedule 8:00-8:25 Arrival/ Independent Reading and/or Free Choice Writing8:25-8:30 Restroom8:30- 9:00 Breakfast9:00-9:20 Morning Meeting

9:20-10:00 Team Building/Social Skills Activities Outside10:00-10:20 Restroom and Snack 10:20-11:00 Language Arts Whole Group Activities (Phonics, Read Alouds, Writing, etc.)11:00-11:25 Inside Free Choice Centers (Art, Writing, Dramatic Play, Books, Games, etc)11:25-11:30 Restroom 11:30-12:00 Lunch12:00-12:30 Quiet Rest Time: Independent Reading and/or Free Choice Writing optional12:30-1:00 Outside Free Choice Activities1:00-1:05 Restroom1:05-1:45 Math (Whole Group then Small Group Practice)1:45-2:15 Academic Enrichment Centers (All Subjects)2:15-2:35 Restroom and Snack2:35-3:00 Science and/or Social Studies3:00-3:30 Art3:30-4:00 Outside Free Choice Activities4:00-4:15 Afternoon Meeting4:15-5:00 Free Choice Centers: Bus Dismissal/Parent Pick-Up

c. I will build a classroom community by getting to know my students from the first day of class. I can use ice breaker and team building activities throughout the school year. Surveying them through individual students conferences can help me learn about their interests and learning styles. In addition to sharing the information with me, I would like to provide the opportunity for the students to verbally share this information with others. We will have a weekly share time on Friday during morning meeting where students can share something that they are proud of. Before dismissal each day, we will do a quick review of the day's events. After the review, I will ask students one question that they can respond briefly to. For example, "What made you smile today?", or "What is one thing that you did for a friend?". It would also be important to allow students the opportunity to share about their culture, both the differences and similarities, and build that into our daily lessons. After students share, I would also like to share some appropriate personal information to build a connection to students.

From the first day, it is important to have a positive, uplifting, and caring attitude towards all students. I will specifically praise effort, accomplishments, and positive behavioral changes and peer interactions of my students daily. It is also important for me to give students specific and intrinsic reasons why they want to learn the information I have to teach them during the school year. Before establishing the classroom rules, procedures, and consequences (both positive and negative), I will ask students to offer their input. By doing so, students are more likely to follow the rules because they had a say in creating them. Students will also be given specific jobs to complete throughout the day to build responsibility and a sense of pride in their classroom.

After learning more about the student's interests and learning styles, I will use flexible grouping to group and pair students who think and learn like each other and who think and learn differently depending on the different activities. I will also take into consideration different peer interactions when grouping students.

If I notice students are struggling, I will talk openly about my previous struggles and listen to their concerns. I can also model for students how I overcome a challenge.

Throughout the school year, I will strive to positively communicate with parents and students often by sending home "good news" notes, emails, or phone calls. Students can pick work that they are proud of (art work, assignments, etc.) for me to display on the classroom "Look at what I did!" bulletin board. I will also print and display pictures of them working hard during activities.

II. Statement of Purpose

Our classroom is a safe and positive learning environment, which promotes cooperation, creativity, respect, and academic excellence. All students and staff will be active participants in the educational process in order to achieve their full potential. All students will strive to do their best, both academically and behaviorally, to promote the success of everyone in the classroom.

III. Rules (rational included under each rule)

Walk in the building. - It is important for students to walk in all parts of the building so that they, as well as other students and staff, are safe and unharmed.

To respond, ask a question, or make a comment, raise your hand and wait to be called on.- To show respect to others, it is important that students raise their hands instead of shouting out. This will help keep students on task and able to hear directions during whole group and small group activities. It is also important to use this skill at home and in the community to show respect and eliminate frustration of others.

Follow directions the first time given.-To show the teacher respect and maximize instructional time, students need to follow directions the first time given. This will ensure that tasks get started right away and the teacher can focus attention on other students rather than repeating directions.

Keep your hands, feet, and all objects to yourself.-It is important to be safe and respectful by keeping your hands, feet, or any object to yourself. This rule promotes respecting personal space and hinders opportunities for the students to get injured.

Respect others and their ideas, feelings, and property. -Showing others respect is an important aspect of building a classroom community. It also eliminates misbehavior that may be a result of ruining property or hurting feelings. Teacher attention can also be focused on other students and instruction when respect is happening in the classroom.

IV. Proceduresa. Entry/Exit-

Enter and exit the classroom quietly with walking feet. Sit on the carpet in designated spot after entering the classroom. When exiting the classroom, line up single file in number order. Raise hand and wait to be called on when asking to leave the classroom.

(except for emergencies)

b. Travel in the hallway- Walk in the halls with walking feet and a quiet voice. Remain in a single file line and respect personal space. Stop at the door of the classroom and at the bottom and top of the steps. Wait until an adult calls you into the room before entering (i.e. during

specials)

c. Dismissal- Bus students line up in designated bus line. Students walk quietly out to their bus with a staff member. Parent pick up students gather belongings after bus students leave. Parent pick up students walk with a staff member to parents.

d. Cafeteria- Use walking feet and quiet voices while walking on the tape to pick up lunch. Gather all necessary materials (i.e. utensils, drink, straw) while in line. If materials are forgotten, raise hand and ask for an adult to get what you

need. Remain seated at your lunch table during lunch. Eat first, then use a quiet voice to talk to only people at your table. Staff members will call specific tables to clean up. After cleaning up, wait in a single file line by the garbage Put your silverware in the black bin on the left

Put your tray in the gray bin on the right. Follow the tape and line up at the far end of the cafeteria next to the water

fountain.

e. Restroom- Use walking feet to enter the restroom. Wait quietly in line and respect personal space Three in the restroom at a time. Wash hands: use one pump of soap and warm water. Use three pumps of paper towel to dry hands. Throw all garbage in the trash can. Use walking feet and a quiet voice when exiting the restroom. To use the restroom during class, hold up the signal (pointer and middle finger

crossed) and wait for the teacher to point to the door.

f. Turning in assignments- Wait quietly in a single file line to turn in assignments when work is complete

or when teacher plays music for clean up. Highlight name on all papers using the highlighters next to the bin before you

turn them in. Turn in all whole group, independent, or small group assignments into the

blue turn in bin located on the left side of the teacher's desk. Incomplete assignments at the end of the activity will be turned in to the red

bin on the right side of the teacher's desk.

g. Working in groups (stations)- Gather all necessary materials from the bin in the middle of the table. If you get stuck, ask three group members your question before you raise your

hand to ask the teacher (unless it is an emergency). Once the transition music plays, put all materials back in their correct spot in

the basket located at the center of the table. If station work is completed early, students may look at books or free write in

their journals/dry erase boards.

h. Transitions- 5 minute warnings will be given before a transition. Once the transition music plays, use walking feet to and from stations, centers,

or activities. Wait quietly behind a chair at each station or center until the music stops

playing. Once the music stops playing, sit down in a chair and start working.

i. Free Choice Centers- Students who need to practice appropriate behavior will do so at the beginning

of choice centers for 5 minutes. The student of the day will choose the first center. Students in number order will then choose a center.

(i.e. If the student of the day is number 4, then student number 5 will have the second choice and so on.)

Maximum of two, three, or four students at a time in each center. (centers are labeled with the number of students allowed)

Once students choose a center, they will remain at that center for the day. All materials will be put back in the correct spot when the clean up music

plays. Once the center is cleaned up, students will return to the carpet.

j. Quiet Area- Students will raise their hand and ask to use the quiet area at any time.

(Students may choose on their own to take a break from an activity or peer. Students can also be told to take a break by a staff member.)

One person is allowed in the quiet area at a time. Once in the quiet area, students set the timer for 5 minutes. The quiet area is a talking free space. Students can use the cool down materials (poster of classroom rules and

pictures, glitter water bottle, squishy ball, emotions book, etc.) located in the basket on the table while in this area.

Once the timer goes off, the student will briefly conference with the teacher then return to the activity.

k. Playground- Students will line up single file behind the line in front of the shed. Pushing or arguing in line will result in the loss of the privilege to get an item

out of the shed. Students will be responsible for picking up the item that they got out at the

beginning of play time once the whistle is blown. Once students are finished playing with a toy, another student may play with

it. If a student wants to play with a toy that another student has, that student may

ask the person in possession of the toy to use it when they are finished. There will be no set time for a student to finish with the toy that they are playing with. (Teachers will explicitly teach and model good turn taking skills and verbally praise those to model appropriate behaviors.)

Fighting over toys during playtime results in the loss of toys for any student involved in the argument.

Once the whistle is blown, students will line up behind the line to hand in toys.

After toys are handed in, students will line up in front of the doors in number order.

V. Hierarchy of Positive Consequences (reinforcement)

1. A smile2. A thumbs-up3. Praise4. Clapping or cheering from others5. Penny (token economy)6. Stickers7. Certificates 8. Postcards/notes to parents9. Choosing a partner for an activity10. Distributing materials11. Extra computer/iPad time12. Extra recess

VI. Hierarchy of Negative Consequences1. Whole class reminder of the rules2. Individual cue or reminder privately3. Modification to seating or activity4. 5 minute time away in the quiet center5. Individual cue or private reminder with loss of a token (penny)6. Parent contact at pick up7. Office referral and immediate parent contact

VII. Crisis Plan

Crisis Plan for ___(Previous Male Student)____________

Problem Behavior Resulting in Office Disciplinary Referrals: Aggressive behavior towards peers or staff (i.e. hitting and pitching, screaming, throwing objects)

Here's our hunch about why he is doing this: He lacks social skills in the following areas: to express a complaint, respond to anger, responding to others feelings, responding to failure, asking for help. He also lacks academic skills to complete some of the assignments or tasks and becomes

frustrated.

Individuals in the school whom this person trusts: Name: Phone:Program Director ext - 1Program Guidance Counselor ext - 4Program Food Coordinator ext - 5

Warning signs you may see before this behavior:

Physical- Rocking back and forth, clenching hands, squinting eyes, cryingVerbal -growling/sighs, increased tone and pace, verbalizations of feelings (i.e. "I'm getting so angry" "I don't like doing this", blaming others, stuttering

When the student engages in the problem behavior, try this to help him regain control:1. Offer support with the academic task (teacher, aid, or other peer he trusts)2. Allow student to take a walk to get a drink and use the restroom3. Complete the same activity but with a different group or different comparable activity4. Give the option to stop the task with the understanding that it will be completed at a later time and before free time. 5. Suggest taking a break in the quiet area6. Allow him to vent to you outside the classroom

Avoid doing this, because it seems to make the situation worse:1. Yell or raise voice2. Get in his face/personal space3. Stand over him4. Require him to complete the activity or stay in the situation that is causing him the frustration

If the individual cannot regain control and becomes aggressive, her are the steps to take and the people to contact.

1. Send two students (designated "emergency students") to the cafeteria across the hall to get Program Food Coordinator. The signal for the two students is the phrase "take this block to Miss Kristi" (block of wood painted red). If she is not available, they go directly to the office to get the Program Director.2. Rest of the students exit the classroom, walk over to the cafeteria, sit at the last table and work on a coloring page (materials already located on shelf by the back table.)3. Emergency students tell the Program Food Coordinator or Director "This is from Mrs. Atkins." and gives her the red block. 4. Program Food Coordinator calls up to Program Director then goes to the classroom.5. If possible, try and help the student regain control in the classroom.

6. If control cannot be regained, both staff members talk with the student outside the classroom privately either in the office or the cafeteria depending on the time of day/activities going on in the building. 7. If necessary, the Program Guidance Counselor can also talk with the student. 8. The student's parents will be notified by the Program Director. 9. Once the crisis is over, the students will return to the classroom with the teacher and the teacher will debrief with the students before activities continue.

VIII. Action Plana. Behavioral Accommodations

1. Use of Alpha Commands- these commands are succinct and clear which are appropriate for Kindergarten students in all settings. Alpha commands like "Please walk to your tables and start on the center activity" will be used in order to provide clear directions for students. Appropriate phrasing will limit student confusion and allow them to start the task in a timely manner.

2. Sound-Field Amplification- this environmental enhancement will improve cooperation of commands made by the teacher. With two or three speakers mounted around the room, students will be able to hear commands made by the teacher in an even sound that is evenly distributed around the room. This will support all students, but since several students in our room have ADHD, it will be especially helpful.

3. High Probability Requests- The teacher will deliver 3-5 easy requests that the student is likely to respond to. Immediately after each request, the teacher will provide specific praise to the student. The teach will then request something the student normally refuses to do. This strategy will help limit distractions, allow the teacher to focus time on students who need academic support, and improve compliance by encouraging students to engage in the task or complete a request even if it is not a preferred activity.

4. Differential Reinforcement of Other Behaviors (DRO)- When using this strategy in the classroom, the teacher will reinforce the non-disruptive behaviors when they occur during a specified time interval. For example, when we being center activities, the teacher will wait two minutes and reward each student who is attempting to be on task with praise and a penny. This will encourage students to start tasks in a timely manner and minimize distractions to others.

5. Praise and Ignore Approach- This is similar to the ignore approach, only it is a more effective strategy because it also involves praise. The teacher

ignores inappropriate behaviors while offering specific and immediate praise for desired behaviors. Since most kindergarten students love being praised, this will more than likely be an effective strategy as long as the reason for the behavior is solely to gain teacher praise. This strategy will help decrease misbehavior in the classroom and encourage students to act appropriately.

6. Token Economy- A token economy will be used in the classroom as a group intervention. All students can earn tokens (pennies) for behaviors that were discussed at the beginning and throughout the school year. For example, students can earn pennies for helping others without being asked, completing a task the first time the teacher directed, making safe choices, earning a compliment from another staff member etc. The goal is to "catch them being good" and provide immediate, specific, and positive feedback. When giving a penny to a student, the teacher will acknowledge the student's behavior with a specific verbal statement in order to allow the student to make the connect between the behavior and reward. At the end of the month, students can use their pennies that they have earned to purchase items from the honey pot. Since research says students need opportunities to practice and receive recognition for their new behaviors, pennies will also be given to students who are showing improved behaviors. This intervention will encourage students to make appropriate choices and display appropriate behavior.

7. Group Contingency- The "Good Behavior Game" and the "Hero Procedure" are two variations on the group contingency intervention that will be used in the classroom. In our version of the Good Behavior Game (simplified for Kindergarten in an afterschool/summer program) students will be placed on five teams that can earn points for good behavior. The game is played at predetermined times in the day depending on the schedule and activities for the day. Behaviors that can earn points will be discussed during morning meeting and students will be prompted again before each activity or task that can earn points. Points are given out and marked on the whiteboard in the front of the classroom for a visual reminder of where each team stands. At the end of each day, the team with the most points can earn a penny. Teams will be mixed up randomly each week and will go by table colors. For example, the blue table will be the blue team. This game is meant to help increase on task behavior and decrease disruptive behavior. In our version of the Hero Procedure, a student will be selected each day and put into the "top secret person jar". Throughout the day, if the hallway/outside of the classroom behavior of the top secret person is appropriate, then all students earn a penny and the student will pick a class cheer and a sticker. This strategy encourages all

students to monitor their behavior in order to earn items for themselves as well as the group.

8. Self-Evaluation- Students will give a thumbs up or thumbs down signal when a teacher asks them to self-evaluate their behavior. This will be done at predetermined times of the day depending on the schedule and activity. This will serve a prompt for students to think about their behavior and either continue the desired behaviors or change the inappropriate behaviors. The thumbs up/down signal system is easy for kindergarten to understand and use.

9. Social Skills Training- Since students in kindergarten often come to school lacking social skills, weekly lessons will be implemented by the classroom teacher and monthly lessons will be completed by the guidance counselor. These lessons can also be imbedded in daily classroom activities as a whole class targeted intervention. By offering social skills training, students are more likely to act appropriately around their peers, show empathy, and respect each other which will reduce or eliminate verbal or physical aggression and confrontation.

10. Response Cost- A "fine" will be added to the Token Economy intervention for students whose acts do not support the classroom rules. Students will owe a penny (negative consequence) for consistent or aggressive misbehaviors in the classroom. This strategy is meant to minimize aggressive, disruptive, or other inappropriate behaviors since students will be reluctant to giving back a penny that could have been used to earn a prize. This is also used as a reminder that if their behavior continues, a more negative consequence is the next step, such as notifying a parent at pick-up or a phone call home from the office.

b. Toolkit – example items located in Appendix A, B, & CA. Token Economy B. Quiet area resourcesC. Give me two poster (attention cue system)

c. Lesson for teaching the plan to students - Appendix D

c. ii., d.,e.,f. Action plan/timeline for teaching rules/procedures, method for teaching to parents, recognition activities, booster sessions- See Appendix E

Appendix A: Token Economy - Pennies, penny holder in cubby, "honey pot" where students can buy items they earned with their pennies. Items include: school supplies, toys, bubbles, stickers, tattoos etc.

Appendix B: Quiet area resources - glitter bottle, posters with appropriate behaviors and school pledge, timers, emotions book, paper and writing utensils, stuffed animal, books etc.

Calm Down Glitter Bottles

Pledge To Myself Poster - Said every morning and located in the quiet area to repeat/remind

Pledge To Myself

I am the one and only person who has the power to decide what I will be and do. I make myself what I

am.

I will be in charge of my learning and behavior!

Appendix C: Give me two poster - Cue system for getting attention during the day in all settings. Posted at eye level in several places around the building. Adapted from Give me Five (Simple two steps designed for kindergarten.)

Give Me 2

Appendix D: Lesson Plan: Rule- To respond, ask a question, or make a comment, raise your hand and wait to be called on.

Background Information: There are 22 students in the after school/summer program in this class. They remain in this classroom the entire day, but they are dropped off/picked up at

1. Freeze 2. Eyes and Ears on the

Speaker

different times throughout the day. Most of the students display typical behaviors that are age appropriate for kindergarten students. Some students are displaying consistent misbehaviors that are disruptive to the school day, such as shouting out or interrupting others when they are talking. These behaviors cause students to become off task and instruction is interrupted while the student is being redirected. There have also been several incidents where a student has interrupted another student and an argument occurred that became aggressive.

One hypothesis to explain this behavior is that students do not think about the choices they are making and how they affect others. Also, at this age, they are also very excited to participate which results in shouting out without being called on or interrupting and talking over other students.

Behavioral Objective: When participating in large or small group settings, students will raise their hand and wait to be called on if they want to ask a question or make a comment and have three or fewer shout-outs/interruptions in a school day.

Introduction to the Behavior: The teacher greets the students and tries to provide the students with an environment that is comfortable. The teacher introduces the topic, raise your hand and wait to be called on, by setting up a scenario. "Last night I went to visit my little sister and my parents at their house. When I got there, I started telling them a story about my dog Louie, and my sister interrupted me by telling a story about her dog. I never got a chance to finish my story. Then when we were sitting down to eat dinner, my mom asked us how our day was. I began to tell my mom about subbing at the ECLC and then working with you guys when right in the middle of my story my sister started telling my mom about her day. She had interrupted me twice, and that made me really angry. I got up from the dinner table, yelled at her, and went into the living room by myself. I realized after I had left that I probably shouldn't have yelled at her and there was probably a better way to handle the situation. What could I have done differently?

The teacher then lets the students brainstorm ideas and lists them on the whiteboard under "Mrs. Atkins." The teacher then asks the students "Did my sister do anything wrong?" and lets students give a thumbs up or down to agree or disagree. After students indicate their answers to the question, the teacher asks "Could my sister have done anything differently?" and writes the responses under the column "Sister." After students share, the teacher offers her views on the questions. The teacher explains "My sister didn't have to interrupt me while I was talking. If she had something she wanted to say, she could have waited until I was done and then started her story, or if she was in school she could have raised her hand to let her teacher know she wanted to say something. If she had raised her hand and waited her turn, she would be being respectful and I wouldn't have gotten upset. Even though she interrupted me and it made me angry, I could have calmly let her know that I wasn't finished with my story and that it made me upset when she interrupted me. My sister could have then realized that it bothered me, and she could have waited her turn."

The teacher then allows her students to share any personal experiences they have had with other people interrupting them or about any times they that have interrupted someone else. The group then talks about these personal stories and the teacher asks relevant questions or makes comments as the students discuss.

The teacher then continues discussing the topic. "When we are sitting together in class or when I am working with other students and you are in your groups, it is important that we are respectful by waiting for other people to finish talking before we start. It is really important, when we are sitting together in a big group, for every person to raise their hand if they have a question or if they want to make a comment and answer a question I ask. Once I see your hand in the air, that shows me that you have something to say, and you should wait to be called on. This is a great way to show your classmates and teacher respect, and it will stop others from getting upset." The teacher then goes on to explain the benefits of raising your hand and not interrupting others. Benefits include: keeping friends by being a good friend, showing others that you care about what they have to say, allowing the teacher to talk and get to activities faster, not getting in trouble etc.

The teacher then makes an anchor chart with the steps (accompanied by pictures) to answering a question, making a comment, or asking a question during whole group, small group, or independent activities.

1. Think, is your comment or answer about what we are talking about.2. Raise your hand if it is.3. Wait to be called on by the teacher before your share.4. Listen to others when they are talking.5. If it is an emergency, say excuse me or give a signal.

She explains that these steps can also be used outside when playing during recess, when an adult is talking to another person, at home with their family and friends, in the community, or in any part of the school building.

She tells the students they will be working on following this rule during the school year, and they could earn a penny if they raise their hand during the day. The aid in the classroom will keep track on a recording form and the teacher will share the results with the students individually before they leave.

Demonstration/Modeling of the Behavior:

First, the teacher reviews the classroom rule and the steps from the anchor chare now posted on the wall. The teacher explains that she will demonstrate the right way and the wrong way to share a story, ask a question, or answer a question. "Miss Katey is going to be reading a story and asking us questions. Think about if I am following the rules or not following the rules."

Miss Katey: starts reading a story and asks a questionTeacher: raises her hand but shouts out the answer. Miss Katey: asks the students if that was following the rules, and explains that even though the teacher raised her hand, she didn't wait to be called on. Miss Katey: continues to read the story Teacher: shouts out a personal comment when making a connection to the story. Miss Katey: stops and asks the students if the teacher was following the rules. When students raise their hand to answer, she makes a big deal about praising students who raised their hand and lets them know they are following our new rule. She only calls on a student who raised their hand and waited to be called on. Miss Katey: explains to the group that even though the teacher had something to say about the story, she should have raised her hand and waited to be called on. Miss Katey: continues to read, then asks a comprehension question to the class. Teacher: raises her hand and waits to be called onMiss Katey: calls on the teacherTeacher: gives an answerMiss Katey: gives immediate and specific praise. She then finishes the story and asks a student to summarize what they just read. Teacher: While the student is summarizing, she interrupts the student and starts answering the question. Miss Katey: redirects the teacher and then asks the student to explain how he/she felt when they were interrupted.

The teacher then goes back to the front of the group asks the students to identify what she did right and wrong. The students discuss, and teacher continues to praise and prompt students to follow the rule as they are discussing the demonstration.

She then asks the students to brainstorm ways they would handle another person interrupting them at school. While students are brainstorming, the teacher writes them down on an anchor chart and draws an illustration to help remind students what they can do if a person interrupts them. This is chart is then reviewed at the beginning of each school day during morning meeting.

The teacher makes sure the students know the difference between interrupting for an emergency and interrupting because they feel like. They briefly share ideas about what is and isn't an emergency and how to signal an emergency and say excuse me.

Practice/Role Play:

The teacher allows students to break into two small groups. One group goes with Miss Katey and one group goes with the teacher. Each group sits in a circle and practices listening to others share a story about their weekend. If they want to ask a question, make a comment, or answer a

question that the student has, they have to raise their hand to be called on by the student speaking. The teacher and Miss Katey offer support, praise, and feedback during the activity.

After the two groups finish, the teacher explains the next activity. Students will get into pairs and each person will take a turn being the person sharing and the person interrupting. The students who are sharing will share a story about a favorite animal or person in their life. The student who interrupts will interrupt the student sharing at some point during their story. Once the person sharing is interrupted, they will model how to appropriately express their feelings from the anchor chart made earlier in the lesson. The two students will then switch roles. The teacher will circulate around the groups and monitor/provide specific praise and feedback.

Once students have an opportunity to complete each role, they will come back to the carpet and discuss what they learned with the whole group.

Generalization and Transfer Activities:

The teacher explains different scenarios where the students can use this skill outside of the classroom. She reminds students of the first anchor chart (steps) that they created at the beginning of the lesson. She explains that these steps can also be used at home with their family and friends, in the community, or in any other part of the school building. The teacher lets the students know it is important to practice this skill so that they become better at it and can be respectful children.

The teacher also explains that the other adults in the building have been informed about the rule and will be watching if they are waiting for others to get done talking and raising their hand to answer questions. Any compliments made by adults outside of the kindergarten classroom will earn the students a penny. The teacher lets the students know that they may not always be acknowledged for this behavior, but if they do it enough they will eventually be caught doing it.

Generalization/Transfer Activity 1:

For the first week, students will be reminded of the rule and they will discuss each anchor chart briefly during morning meeting. Data for shout outs/interruptions will be collected on each student, and the teacher will meet with each student before they go home to discuss behavior related to the rule. If they have 3 or fewer shout-outs/interruptions during the school day in all settings, they can earn a sticker.

Generalization/Transfer Activity 2:

A letter will be sent home to the parents explaining the rational of the new rule and how they can promote the new skill. In the letter, it will ask the parents to make a tally mark on the recording form at the bottom of the letter for each time the student shouts-out or interrupts at home or in

another community setting for that week. After the week is over, parents will send it back to the teacher with his/her signature and the number of tally marks for each day. If a student has four days out of five with three or fewer interruptions, they will be able to earn a penny. This will also be explained to the students the Friday before it is sent home.

Group Contingency:

The class discussed what consequence (positive) they would like to receive if each student earned a sticker at the end of the day. The consequence could be extra free time on the computers/iPads or extra free play time outside. The teacher printed out a big picture of a computer/iPad and students playing outside. She put them up next to the anchor charts. When a student interrupted, the teacher provided a nonverbal cue (pointing to the pictures next to the anchor chart) to remind the student that the class was working towards a reward and to monitor his/her own actions. Once the goal is accomplished, the students will only earn stickers for two or less shout-outs/interruptions each day. The requirements become more stringent as the students successfully reach the goals. Eventually, the students will be introduced to self-monitoring checklists like the ones sent home in the generalization/transfer activity.

Appendix E. Method for teaching to parents and students, recognition activities, booster sessionsArea Objective How it will be accomplished Completion dateTool Kit Make posters for

rules and procedures.

Enlarge rules sheet to poster size. Select key procedures for first day of school,

enlarge them, and post.

Before school year begins

Create postcards for parent contact.

Print out or copy postcards so that only student name and positive behavior need to be added.

Before school year begins

Prepare “Student-of-the-Week” program.

Design certificate. Set up “Student-of-the-Week” desk. Order student of the week news sheet

Before school year begins

Send home student news sheet the week before their turn

Create quiet area cool down materials.

Print a copy of the rules and post on the wall in the area

Buy timer, squishy ball, and emotion book Create posters with pictures that display

prompts for handling student emotions Create glitter bottle

Before school year begins

Create honey pot. Design the honey pot Fill it with items the students want: school

supplies, stickers, toys, bubbles, etc.

Before school year begins

Create substitute teacher folder.

Create a folder with all necessary information to implement behavior plan.

Before school year begins

Teach the Plan

Generate brochure to present key components of the plan.

Use word processing or publishing software. Before school year begins

Teach relevant aspects of plan.

Develop and implement a lesson plan. First week of school

Devise role play. Have groups of students select a rule and model what it looks like.

Second week of school

Develop practice activities for rules.

Create practice activities that use storybooks, songs, and creative arts.

Second week of school and as needed throughout school year

Share the Plan

Discuss with school leaders/ staff.

Meet with school leaders and classroom aids to review plan.

Before school year beginsBefore printing brochures

Distribute to parents.

Make extra copies of brochures. Present plan during back-to-school night. Ask parents to sign plan. Contact parents who were not able to attend

back-to-school night.

Third week of school

Review the Plan

Schedule booster sessions.

In lesson plan book, at predetermined intervals, note need to review essential components.

Before school year begins

Deliver booster sessions.

Prior to scheduled booster session, select component of management plan to be highlighted.

Throughout school year

Conduct mini lesson.

Conduct mini lessons on areas of the behavior plan that students are struggling with.

As needed

Follow up with parents.

Contact parents to remind them of the plan and to provide updates.

During parent teacher conference (2nd/3rd Quarter)