Destinee Valadez 2014

Traveling is exhilarating, adventurous and life changing--so is education. In

my classroom we will be a community of learners who journey to new

knowledge as respectful world travelers because safety is a priority, we take

risks, we stay organized, and we embrace differences and live respectfully.

Upon entering any form of transportation, it is a common practice for

safety procedures to be announced. In my classroom on the first day of class we

will be introduced to classroom policies and expectations. It is important to

begin on the first day of school with rules and expectations because it sets the

tone for the rest of the year. The policies and rules will help students create a

community that is safe and supportive. I believe that all students need to feel

safe and supported by their classmates and me. Thus, just like embarking on a

new journey, we will take off to a new school year with safety precautions that

set the standard for the year.

When someone travels abroad, they often find themselves in a risk-taking

mindset. While I value a safe and supportive community, I also want my students

to be willing to take appropriate risks. People miss out on valuable opportunities

to learn or experience something amazing because they are afraid of making

mistakes. This is why I will encourage students to take risks and be willing to make

mistakes. When they make mistakes our policies and supportive classroom

community will help them feel safe enough to learn and grow.

When embarking on a trip, organization is key. Travelers need all the

proper identification and itinerary plans. Through our classroom policies we will

have standards for how to stay organized. I will give students structure and ways

of staying organized because I believe it’s important for our classroom but also

for life in general. With organization comes responsibility because students will

eventually learn to stay organized on their own. So, through encouraging

organization, I will also slowly increase student responsibility, preparing them for

college or career life.

When visiting a new place, often times there are new people, places and

cultures. The respectful traveler embraces differences and learns from them. Just

like respectful travelers, we will embrace differences and learn from those who

are different from us. This could even be through family-school relationships that

involve family in the classroom. There are bound to be different cultures in our

classroom, which is why it is extremely important to me that students are aware

and welcoming of differences, which is evident in our classroom policies. Now,

with travelers who are prepared to have safety as a priority, take risks, stay

organized, embrace differences and live respectfully, we are ready to take off!

First Days of School

Imagine walking into a classroom that excites discovery, adventure, and travel. Instead of my future scholars walking into class thinking about what they will have to perform this year, I want them to walk in and feel inspired as if they are being whisked away on an adventure. Just like an anticipatory set can capture attention and pique interests before a lesson, I believe the first day of school has the same power but spans over a larger period of time: the entire school year. The first day of school is my first opportunity to introduce my students to areas of growth and my expectations. I plan on doing this through my classroom theme of traveling the world, in hopes of creating global mindsets. Throughout the school year, the class will focus on different countries as we learn normal school subjects but our traveling theme will help us remember expectations, skills and discoveries that are essential to fostering the community of learners I hope to create.

______________________________________________________________________________ Tour Our Home Base (Build a Safe, Open and Discovering Environment):

• Introduce classroom expectations/road map (see below) • Manage backpack storage

o “Baggage Claim” in one corner with hooks for bags and lunch boxes

• Hang suitcase name tags on chair backs or front of desks • Place desks in table groups (groups of 4) • Use bright colors in the classroom • Hang Hot Air Balloons in a corner to add dimension • Decorate Bulletin Boards that inspire students

o “Adventure” Pendants with World Map Bulletin Boards § This will stay up all year and we will put up flags for each country

we cover. It will show the journey from the beginning of the year to the end of the year.

o “The road to our… Goals/Dreams/Hopes/Desires” Bulletin Board § *Activity* Take a picture of each student (a close up)

and have them write their hopes/dreams/goals on a road map sign shapes. We will pin it on a board with their face

Welcome Aboard (Model a Welcoming Atmosphere):

• Issue tickets to the school year (entrance ticket) o *Activity* They will write a copy of their goals in their ticket and hand it in

at the end of the day. I will give it back to them at the end of the year to see if they reached their goals.

• Decorate door with “Soaring into a New School Year with Miss Valadez” and airplane cutouts with small pictures of them as pilots swirling around a globe with words listing things we will learn this year

o *Activity* Allow each student to name their plane so that it tells me about their interests (ex. Miss Valadez’s Sparkling Pink Ribbon) & the student will share why they named it the way they did.

• Distribute Class Passports o This will have their picture in it, blank pages, journal lines and an info page

§ *Activity* We will take pictures the first day to put in the passport. They will fill out the basic info during free times, for homework, or whenever they have time. The blank pages will be for stamps or stickers for where we have “traveled” and the journal pages will be for them to rate their behavior at the end of each day.

• Share about Myself & Students o *Activity* Getting to Know Me Pendant

§ Students fill out a getting to know me worksheet that will be mounted on a map paper and hung up like a banner.

§ Students will take turn presenting each other’s sheets to foster community

• Set Up a History Exploration Center in a corner (or a country exploration center for a our global focus) that has manipulatives

Navigate Our Year (Engender a Respectful Tone):

• Focus on development of manners o Discuss how in this classroom we use manners and refer to others

respectfully o At least on Fridays or occasionally during the week…as we travel into

different countries, I will give students titles (e.g. if we were in England, they would be “Duchess Kelly” or “Prince James”).

• Present Getting to Know Me Pendants & discuss how we should act as people present and relate it to how we act at movies, shows, or in public places/transportation (We are required to have that same respect in our classroom to develop skills that will give us more opportunities in life)

• Discuss what respect means & what it should look like to me, friends, enemies (etc.)

Enable a Turbulence Free Flight (Construct a Positive Tone for Learning):

• Physicalize lessons by bringing in objects to enhance lessons • Appeal to all multiple intelligence types at least once a week • Do part of a lesson outside to give a change of scenery • Teach lessons with energy and excitement – No Apologies or “Boring” material • Demonstrate the “Tube” stops

o Post up Metro signs in different areas of the class. When students are harboring too much energy, send them to a tube stop with the signal “Mind the Gap Once/Twice/etc.” They students do a lap walking around

the amount of times you tell them. This is to get rid of some of their energy so they can focus.

o Explain why the saying is “Mind the Gap” • Show the Snap Cup

o During the day, the teachers and students can write nice things about each other anonymously to put in the cup. At the end of the day, we will read from the Snap Cup and everyone will snap at the end of each read.

o Also, a great tool for when disagreements arise o Teach the song: http://www.youtube.com/watch?v=KcRTYTaVCuc o Lyrics:

§ “Snap cup time, snap cup time. Gather ye round, friends and foe together united and bound. Pass it to your neighbor, instead of blowing up! And we'll find harmony and love in the old snap cup!”

Manage Our Roadmap (Demonstrate Classroom Policies):

• Ask students what rules we should have to have a successful year and to meet our goals

• Post “Roadmap” (rules) on a wall or bulletin board and compare to student listed rules

o As a global classroom traveler, I promise to… § Treat other with manners & respect § Reach for our dreams

• Bike Boy Video: • http://www.youtube.com/watch?v=eaIvk1cSyG8 • Introduce Prompt: “Thumbs up” and students respond,

“Thumbs up for rock n’ roll!” and they give two thumbs up. Explain it is to remind them of reaching for their dreams.

§ Aim for positivity § Vow to always try your best § Embrace differences § Learn from mistakes & take risks

o *Activity* Have students sign the bottom like the Declaration of independence

§ Write students’ ideas of how to do the rules under each. Announce In Flight Procedures (Introduce Essential Procedures):

• Showcase “Our Travel Itinerary,” which is the daily schedule and will always be posted on the white board.

• Explain daily procedures o Sign Language Signs (t=tissue, w=water, r=restroom)

§ *Activity* Simon Says Sign Game, We play Simon Says with the procedure signs to practice using them

• Assign numbers to each students for easy organization • Stress raising your hand if you have a question and the importance of waiting to

be called on. • Introduce: “I made a mistake”

o Individual says, “I made a mistake”

o Class says, “It’s okay! What did you learn?” § This is to encourage mistake making and community growth. If the

student can’t think of what they learned they can phone a friend for ideas.

• Snap for Great Ideas (snap for great ideas or when students are on the track to a great idea)

Assign Travel Agents (Distribute Student Responsibilities):

• Describe & Assign Classroom “Travel Agents” (Classroom Jobs) o Credit: Teachers Pay Teachers o Pilot: Line Leader o Co-Pilot: Door Holder o Flight Attendant(s): Pass out papers o Security: End of the Line o Air Traffic Control: Lights o Tourist: Class Photographer o Maintenance: Absent folder manager o Custodian: Board cleaner o Baggage Handler: Messenger o Doorman/Doorwoman: Greeter o Jack of All Trades: Fills in for absent students

• Ask or Give reasons for why each job is so important o What do we learn if we are the door holder? (etc.)

Inspire the Journey (Enhance Student Engagement):

• Institute commercial breaks o Have conversation cards for when you notice students are zoning out or

need a break from content. Cards have questions like, “If you could have your pool filled with anything, what would it be?”

• Move around the classroom (avoid letting them sit at their desks all day) • Demonstrate “Dance It Out”

o This is another way to wake up your students! Play a song and for 30 seconds-1 minute they get to dance it out.

• Incorporate student interests into the classroom • Remind the class about the importance of building a community that is safe and

how our road map helps us do that • Be a cheerleader (display enthusiasm) for your students and their dreams

Prevention Plan

Before boarding a flight, traveler’s go through a security screening. The purpose of the security screening is to prevent unforeseen dangers by catching them ahead of time. Just like the pre-flight screening, I have designed measures that are created to keep class moving smoothly. This prevention plan prepares me by having a plan in place that anticipates potential issues but also gives ways of handling and preventing them.

Classroom Policies/Norms/Codes Our classroom policies grow our classroom community because it lowers the chance for chaos, confusion and conflict. By following the policies, students help make more time for quality instruction. T – Treat others with manners and respect R – Reach for our dreams A – Aim for positivity V – Vow to always try your best E – Embrace differences L – Learn from mistakes & take risks Classroom Procedures Our classroom procedures are in place to help business run smoothly and teach students responsibility and manners.

• Class-Running Procedures – Nonacademic procedures that enable the classroom to move smoothly.

o Taking Attendance § After being greeted at the door, students will sign in with their

signature on a clipboard. The sign in sheet will also have a line for missing homework, which they can write in while signing in or during homework collection.

o Entering the Room Greeting § I will stand at the door each morning and greet each child with,

“Good Morning, [name]” and they will respond by looking me in the eyes, shaking my hand and saying, “Good Morning Miss Valadez.” They have to do it correctly or will do it again.

o Bathroom, Drinking Fountain & Tissues § Students will use a sign language “r” to signify asking for permission

to go to the restroom. § Students will use a sign language “w” to signify asking for permission

to go to the water fountain. § Students will use a sign language “t” to signify asking for permission

to get a tissue. § If given permission to leave the class (even for the nurse or school

psychologist), they will take a corresponding ticket tag to signify someone is gone and anyone else will have to wait.

o Sharpening Pencils § Students will not sharpen pencils during class. There will be a class

set of sharpened pencils in the back of class and they may get up at any time to get one.

o Class Jobs (Housekeeping) § They will be posted on a wall with a student picture next to them to

signify who has what job. § Jobs:

• Pilot: Line Leader • Co-Pilot: Door Holder • Flight Attendant(s): In charge of passing out papers • Security: End of the line leader (in charge of holding people

accountable for a straight line) • Air Traffic Control: Turn off lights • Tourist: Class photographer • Maintenance: Absent folder manager • Custodian: Board cleaner • Baggage Handler: Messenger • Travel Agent: Greeter for visitors (picks them up at the office,

sets them up with a seat, papers and offers water) • Doorman/Doorwoman: Greeter • Jack of All Trades: Fills in for absent students

o Storage § Backpacks will be kept on hooks in the back of the classroom at

Baggage Claim. Lunch boxes will be on the hook or in their backpacks.

o Snap Cup Time

§ Takes place after high tension/conflict times or when we just need a class break. The teacher will start singing the “Snap Cup Song” and head to the carpet. Students will follow and sing as they come to grab a seat. During the week students and the teacher have opportunities to write anonymous praise notes about each other and put them in the “Snap Cup”. During snap cup time we will read them to build community and encouragement. After each compliment we snap.

§ Lyrics: “Snap cup time, snap cup time. Gather ye round, friends and foe together united and bound. Pass it to your neighbor, instead of blowing up! And we'll find harmony and love in the old snap cup.”

• Lesson-Running Procedures – Procedures that directly support instruction by specifying the behaviors that are necessary for teaching and learning to take place.

o Morning Routine § Students will enter class and sit on the circle mat for morning

announcements, class discussion and for an overview of what the day looks like (“Our Travel Itinerary”). This is the time to create an open and comfortable classroom atmosphere by showing interest in students’ outside of school lives.

o Cleaning Up Centers § When students hear “Happy Working Song” by Amy Adams, they

will put center supplies away and head back to their own desks. o Collecting Homework

§ When students hear the ding of my Chinese standing bell, they will line up in alphabetical order with homework in their hands.

o Missing Homework § On the sign in sheet, there will be a space to write what homework

they didn’t complete. When it comes to lining up to collect homework, they will go write in what they didn’t bring. If they did do some of the homework, they can hand it to the person behind them in line to turn in, while they go write on the sign in sheet.

§ They will be required to do the missing homework at recess or take it home and turn it in the following day.

o “Our Travel Itinerary” § The daily schedule will always be posted on the white board in the

front of the classroom. o Distributing Papers to Take Home

§ Each student will have their own file cubby where I will put newsletters, parent letters, announcements, and homework to take home. His or her number will mark each student’s cubby.

o Goodbye Song § In the last five minutes of class, I will play, “So Long, Farewell” from

The Sound of Music. Students will be dismissed by rows at different parts of the song. For instance, row one will always go empty their cubbies and get their backpacks at the beginning of the song but row two goes at “Cuckoo, Cuckoo,” which means row one should already be back at their seats waiting to be released. Students can sing along, as they wait. This is to keep class organized and traffic down to a minimum but will also keep our global mindset by

learning some words from another language. • Interaction Procedures – Procedures that specify when talk is permitted and how

it is to occur. o Signal for Attention

§ Teacher will sing a line from a popular song and students will finish it promptly. The teacher will introduce a new song at the beginning of the week or month and can recycle old ones.

• For instance, Teacher: “Let it go…” Students: “Let it go...” Teacher & Students: “Can’t hold it back anymore”

• When they are done singing, it should be silent. § Follow the Teacher

• When the students are too loud, the teacher will say, “If you can hear me…” and will keep doing it until all students are doing it.

§ Clap Beat • The teacher will clap a beat and students will repeat it.

o Quiet Down Signal § Teacher will count to three with her finger held up in front of her

mouth like a candle. When she reaches three, students and teacher will blow out the “candle,” which will get all students quiet.

o Class Visitor § When a visitor comes and needs to talk to the teacher, if the

students are not doing independent work, they pull out a book to

read. Students will know to do this because the teacher will say, “To SIR with Love” (Silent Independent Reading).

o Transition Times: § These are either completely quiet or sing-a-long times. This is not a

time for them to talk with a friend. o Loud Speaker Announcements:

§ If a loudspeaker announcement interrupts, students will use that as a reminder to sit up straight and take notes. This will teach them responsibility and listening skills. The notes are to help me if I am distracted and also to help them be better listeners.

Effective Teacher Praise/Discourse Praising students offers encouragement and builds their confidence. My hope in doing this is that they will learn to appreciate themselves more and be more willing to take risks.

• Roller Coaster Cheer o For outstanding ideas, teacher will say, “That deserves a roller coaster.”

Students will use their arms to make downhill motions and say “Whoo!” each time they go down.

• Silent Excitement o To celebrate great ideas or effort, teacher will say, “Silent Excitement”

and students will be silent but make motions and facial expressions as if they are cheering.

• Snaps! o For great ideas, teacher will say lets give them some “snaps.” It’s two

snaps and then quiet. • Class Dojo Points

o When students are behaving well, I will add a specific comment on their Dojo account. Parents and students can access this and see exactly what they are praised for.

• Specific Praise Ideas: o “Your organization is going to help you remember where to find things

and prepare you for college or your future job.” o “You should be very proud of all the hard work and effort you put into this

project because it really shows.” o “I can see you have been practicing your math facts, keep up the good

work!” o “Thank you for putting your things away quickly and quietly.” o “That was hard for you but you kept going. Way to persevere!”

Relieving Energy It’s extremely important to find ways to release student energy, so that they can focus better. It also builds classroom community by creating a fun and relaxing environment.

• Disney Dance It Out

o When students are drifting off to daydream or need a brain break, we will have a 30 second – 1 minute long dance break to Disney music.

• Copy Cat o Students will copy what I do and can offer suggestions of what to do. o Other version: “Little Sally Walker”

• Comfy Calming Corner o In one corner of the room, I will have a rug, with a beanbag, blanket, and

pillows. There will be two signs up. One will say “How Are You Feeling?” with pictures of different emotions and the name of the emotion. The other sign will say, “Reflection” and it will ask about emotion, what happened, what can you do differently, and are you ready to return calm and focused. In the corner there will also be books to read, a stuffed animal, tissues, a mirror, a timer, stress ball, crayons and sheets with a face on them so students can depict what they are feeling.

o Students can ask to go to this corner when they feel they need to deal with an emotion or I can tell a student to go to the comfy corner.

• Tube Stops o When a student needs relieve some energy, they will make a circle with

their hands to signify the “Mind the Gap” sign. I will respond with a number if they may get up and go. The number will say how many laps they get to do. They will do a walking lap around the class to relieve energy.

• Mystery Envelope o I will have a sealed envelope addressed to a particular teacher. The

teacher will already know about the envelope but essentially there will be a note inside saying the student needed a walking break. When I notice a student needs a break, I will ask them to take it to the teacher. The student won’t know it was a break for no reason, rather they will feel they are being helpful.

• Stretch Breaks o We will stand up and do 10 different stretches.

• Cha Cha or Shuffle o Students will vote for with the “Cha Cha Slide,” “Cupid Shuffle” or

“Hoedown Throwdown.” We will learn part of the dance or perform it. • Brain Breaks Bucket

o The student whose number the day is gets to choose a Popsicle stick with a brain break idea on it. We will do the activity and then get back to work.

• Banana Song

o Students will sing a long and do the motions. o Lyrics:

§ Peel potato, peel, peel potato (x2) § Mash potatoes, mash, mash potatoes! (x2) § Peel the orange, peel, peel the orange (x2) § Squeeze the orange, squeeze, squeeze the orange! (x2) § Pit the avocado, pit, pit the avocado (x2) § Guac-a-mol-e, guac, guac, a-mol-e! (x2) § Shuck the corn, shuck, shuck the corn (x2) § Pop the corn, pop, pop the corn! (x2) § Crack the egg, crack, crack the egg (x2) § Scramble the egg, scramble, scramble the egg! (x2) § Peel banana, peel, peel, banana (x2) § Go bananas, go, go bananas! (x2)

Intervention Plan

My hope is that students will be internally motivated to behave and that

the prevention strategies will do a good job of minimizing behavior problems. Regardless of the preparation, there will be instances of misbehavior and as the teacher I have plans that will remind me how to deal with it. Students need their teacher to have an intervention plan so that they will learn the importance of good behavior. Developmentally, they are still learning how manage behavior and emotions; thus, they need structure and strategies of how to handle their emotions and actions. As a teacher, I vow to assist my students as they learn how to properly deal with emotions and actions in a way that is supportive of the class environment.

General Guidelines: General guidelines help the teacher remain compassionate and professional during times of misbehavior.

• Stay Calm – Don’t allow your emotions to overtake you. Students are testing you and want you to pass the test. Take deep breaths and handle the situation as a warm demander.

• Assume the Best – Believe in your students and that there is an explanation behind the behavior. Re-teach them how to behave or reframe the behavior.

• Preserve Student Dignity -- Reframe the behavior into something positive. Deal with the issue privately or with lightning quick public correction.

• Preserve Time on Task – Minimize the class disruption • Appropriately & Consistently Respond – Students need consistency in their lives

and will respect and follow the rules if they know that the standard always applies.

Appropriate Responses: In class it is important to have predetermined responses on how to deal with misbehavior so that when misbehavior arises, you are prepared and ready to deal with it.

• Minor Misbehaviors: These are behaviors that are frustrating but not directly harmful to student or class.

o Examples: § Coming late to class – narrate positive behavior, give private

correction § Chewing gum – give private correction, give anonymous verbal

cue § Shouting out an answer – narrate positive behavior, give verbal cue § Goofing off – use proximity, give lightning quick public correction

• Chronic Misbehaviors: These are behaviors that consistently happen and are affecting the student’s or other classmates’ education.

o Examples: § Always turning around in one’s seat – narrate positive behavior,

give lightning quick public correction § Rarely following directions – give private correction, help student

increase awareness and responsibility through self-monitoring § Monopolizing discussion or group work – narrate positive behavior,

try reframing § Getting out of seat often – use problem solving process, give

private correction • More Serious Misbehaviors: These are misbehaviors that are harmful or hurtful to

the student or others and need correction immediately. o Name-Calling – give lightning quick public correction, plan consequences

ahead of misbehavior o Hitting or Fighting – give lightning quick public correction, give

appropriate/logical consequence o Cheating – give private correction, give appropriate/logical

consequence o Defacing school property -- give appropriate/logical consequence, give

lightning quick public correction General Consequences of Misbehavior General consequences are useful because it provides an immediate framework that teachers can use to deal with any type of misbehavior that occurs.

• Negative Dojo o In our class we will be using “Class Dojo,” which is an app that teachers,

parents and students can access. Teachers can put positive or negative ratings, which parents can frequently access to see how their student is doing. Students who misbehave will gain a negative dojo and be able to see why.

• Behavior Checklist on Clipboard o Warning

§ Student will receive a verbal or written warning about their behavior. They are expected to respond and stop misbehaving.

o Note/Phone Call Home § Teacher will call or write a letter home to parents conveying

information about the student’s behavior and what needs to change.

o Visit with the Principal § Student will be sent to the principal to discuss their misbehavior and

the appropriate consequence. Behavioral Contract Behavioral contracts align with my goals as a teacher to help establish responsibility in students because it allows student to reflect about what they did wrong and how to improve.

• Weekly Dojo Goal Sheet (Attached in Appendix) o Each week on Friday, students will fill out the Dojo Goal Sheet so that they

can see what they did well and how they can improve. • Behavior Think Sheet (Attached in Appendix)

o Students who have more serious or chronic misbehaviors will fill this out and share it with their parents. Parents will sign it and student will return it the next day.

Family-School Relationships

As a teacher I spend a lot of time with students but I cannot do it alone. I

need parents to help reinforce what their students are learning at school. After all, parents are the first teacher in their child’s life! I plan on having parents involved as often as is necessary to help build the classroom community. In order to encourage this partnership with parents, I plan on using different forms of communication to make sure that parents feel welcomed, desired and included in our classroom community. Communication Strategies:

• Letter to Parents/Guardians (See Attachment in Appendix) o A letter to the family is an excellent foundation for the school year. Parents

and guardians know from the start that I am serious about having them involved and it gives them a snapshot of the school year.

• Greet Parents o During the first week of school, I will be particularly intentional of greeting

parents and spending time getting to know them. After that I will always be out early on Monday or Friday to greet parents in the morning. I want parents to feel that they are a part of the learning community and that they matter to me as much as their students do.

• Create a Family Bulletin Board o To foster community building I will have a family bulletin board in our

classroom. This is a great way for students to introduce their families to the class. It’s also a great way for me as a Christian to know how to pray for families. Also, as an avid supporter of military troops, this is great avenue for students to share about family in the military, which can lead to interesting classroom conversations.

• Homework Guidance Sheet o In a time of changing standards and new ways of educating, I know some

parents are baffled by the new methods. I remember being frustrated when I was baby-sitting and not knowing what the teacher desired. My hope is that by sending home a guidance sheet, parents will understand

what I expect and it will have a brief description of the methods their students are learning. This will create a bridge between the old and new.

• Parental Feedback Form o As a naturally reflective person, I think this would be extremely beneficial

for me to know where to grow. It would also give parents a door for communicating their concerns and desires.

Appendix

       

                   

Goal  Sheet    Name:  __________________________  Week  Of:  ________________________      This  week,  I  got  the  most  points  for  ___________________________________________      I  lost  the  most  points  for  ____________________________________________________      Next  week  my  goal  is  to  work  on      ______________________________________________________________________________    ______________________________________________________________________________        I  can  reach  this  goal  by      ______________________________________________________________________________    ______________________________________________________________________________          

Next  week,  I  want  to  get  _________  points.      

Student  Signature:  ________________________________  

         Name:  _________________________  Date:  __________________________      My  Behavior:  (draw  a  picture  or  write  a  sentence)            I  behaved  that  way  because  ___________________________________________    ___________________________________________________________________    ___________________________________________________________________        My  consequence  is/should  be  _________________________________________    ___________________________________________________________________      Actions  I  need  to  take:                          (check  at  least  1)  

                           Next  Time  I  Will:  ______________________________    ______________________________    ______________________________

 

 ú Apologize  to  ____________________  ú Clean  up  _______________________  ú Write  a  letter  to  _________________  ú Set  a  goal  

Student  Signature:  _________________________________   Date:  ______________  Parent  Signature:  _________________________________     Date:  ______________  Teacher  Signature:  ________________________________     Date:  ______________    

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