Booker T. Washington Middle/High

SchoolNew Teacher

Handbook

Table of Content s SECTION I:

INSTRUCTIONAL BEST PRACTICES

SECTION II:

CLASSROOM MANAGEMENT

SECTION III:

SCHOOL COUNSELING

Teacher Resources

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SECTION I:INSTRUCTIONAL BEST PRACTICES

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INSTRUCTIONAL BEST PRACTICESProper planning is the key to successful instruction. Teachers are expected to engage in long-term planning and preparation. Each teacher will be required to complete nine week plans, which will be turned in to administrative personnel and posted in a designated area in the classroom. Also daily lesson plans must be completed and kept in a notebook. This notebook should be available for examination by administrative personnel. Teachers should communicate long range plans to students via the development and distribution of a class syllabus each nine weeks. This allows students to know very clearly what material will be covered and in which order. Assignments, both short and long term, should be included.

In planning, teachers should use a variety of teaching strategies as well as a variety of assessment tools. Learning should be active and involving. Quality work should be emphasized and displayed. Lesson planning and delivery should ensure the use of all class time. Off task time is detrimental to instructional success. Teachers are expected to be in place to greet students and provide instruction from the beginning of class. Students are not to be left unsupervised.

Creating the Environment: Preparing the Classroom

Take the time to create a warm and inviting environment in your classroom. Students, even high school, like unique and colorful rooms. They are turned off by bare walls and blank areas. A classroom needs character. A young person needs to feel at home in his/her classroom. Oftentimes, teachers see more of these students than their parents do. Creating comfort zones is a tremendous help for all involved. Here are a few suggestions:

1) Make sure that your room is not cluttered. All materials should be in some type of order.2) Make a technology center where students can have access to tape/DVD players and computers. Students can

experience “books on tape/DVD,” listen to instructional audiotape, or use computers for various purposes.3) Make a reading center where students can have access to magazines, textbooks, and reading materials, handouts, and

critical thinking activities related to the class.4) Provide tutoring corners where students who need to catch up on work alone can have the privacy to do so.5) Eventually, put up pictures of the students in action. Photographs provide a real sense of identity and students love to

see themselves in pictures.6) Hang attractive and informative posters from which students can learn.7) Eventually, display student work and projects in and outside the classroom.

Bloom’s Taxonomy (From Bloom, et al., 1956) As teachers, we tend to ask questions in the "knowledge" category 80% to 90% of the time. These questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These questions require much more "brain power" and a more extensive and elaborate answer. Below are the six question categories as defined by Bloom.

Knowledge Comprehension Application Analysis Synthesis Evaluation

ArrangeDefine

DescribeDuplicateIdentifyLabelList

MatchMemorize

NameOrder

OutlineRecognize

RelateRecallRepeat

ReproduceSelectState

ClassifyConvertDefend

DescribeDiscuss

DistinguishEstimateExplainExpressExtend

GeneralizedGive examples

IdentifyIndicate

InferLocate

ParaphrasePredict

RecognizeRewrite

ApplyChangeChoose

ComputeDemonstrate

DiscoverDramatizeEmployIllustrateInterpret

ManipulateModifyOperatePracticePredictPrepareProduceRelate

ScheduleShow

AnalyzeAppraise

BreakdownCalculate

CategorizeCompareContrastCriticizeDiagram

DifferentiateDiscriminateDistinguish

ExamineExperiment

IdentifyIllustrate

InferModelOutline

Point out

ArrangeAssembleCategorize

CollectCombineComply

ComposeConstruct

CreateDesign

DevelopDeviseExplain

FormulateGenerate

PlanPrepare

RearrangeReconstruct

Relate

AppraiseArgueAssessAttachChoose

CompareConcludeContrastDefend

DescribeDiscriminate

EstimateEvaluateExplainJudgeJustify

InterpretRelatePredictRate

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ReviewSelect

SummarizeTranslate

SketchSolveUse

Write

QuestionRelateSelect

SeparateSubdivide

Test

ReorganizeReviseRewriteSet up

SummarizeSynthesize

TellWrite

SelectSummarize

SupportValue

In addition to the above suggestions, the items below must be posted in your classroom and raised daily.

● Warm-up/Bell work● School Rules● Standards for your content area large enough for students to see● Classroom Rules/Consequences/Rewards● School mission and vision ● SCS Code of Conduct● Emergency Plan● Whiteboard Protocol

1. Today you will learn2. Demonstrate your learning by3. Why is this important?4. Homework

Preparing the Halls

In addition to preparing the classroom environment, we will also prepare the overall school environment. The halls should bloom with the knowledge attained in the classroom. To ensure that this is accomplished, six weeks projects and DATA will be displayed in the hallways. Standards addressed, essential understanding, and essential questions and a brief explanation of the project should also be included in the display. Rubrics are required.

Creating the Environment: Seating

Seating arrangements make a big difference in the high school classroom. During the first week, it is easy to use alphabetical order until you make an official seating chart. In general, students have a possessive feeling about their desks. They want to know where they will be sitting every day. Without a seating chart, valuable class time will be wasted settling disputes. It is important that seating be enforced and standardized.

Remember that seating is functional, changing according to instruction. There is no need to keep one seating pattern all year. Following are some varieties of seating patterns.

Traditional Rows

Desks are in straight rows facing the front of class work well for lectures, tests, individual work, or direct instructions. The traditional manner tends to keep the class well focused.

Group Seating

The next most common form of seating is pushing desks together to form groups. The benefit of group seating is obvious – it allows students to focus together on work. Some teachers have permanent group seating, seeing the benefit of teamwork on a daily basis.

Divided Rows

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In this variation of long rows, desks are formed in two wings, facing each other. This allows for a middle area that the teacher can use for various purposes.

Circular Seating

In this pattern, desks are formed into a circle. This allows for a “round table” effect, which is good for readings and discussions. Also, this pattern might be a good idea for class quiz shows and games, where contestants are in the middle. The teacher can circulate around the room.

Creating the Environment: Establishing Routines

In the high school classroom, it is extremely important that you establish some sort of routine. This increases efficiency because students know what materials to bring to class and what to expect. Successful High school teachers tend to incorporate a number of routines.

Warm Ups

A routine that gets students on task before the bell rings is a pre-class exercise or warm-up. Warm-ups literally get the brain ready for the day’s lesson, just like stretching exercises before a game. As students work on their warm-ups, walk around and see how they are doing. This will ensure accountability.

Warm-ups may be different and suited to each teaching style, but has a set of common denominators:

● They do not take longer than 5 – 7 minutes (avg. 5 min) ● They are challenging exercises that have relevance to past or future lessons.● They are not “busy work” but quality thinking exercises.● They usually are not graded, but answers are discussed in class.

Some common examples of warm-up exercises are:

● Questions and Answers● Journals● Vocabulary● Creative Writing● Problem Solving

Syllabus

Planning a lesson is different for every teacher. Furthermore, teachers organize their lesson plans and curricula in different ways. Some teachers prefer keeping lesson plan spiral book, while others keep notebooks, and still others keep lesson plans in file folders.

Making a Syllabus/Keeping a Calendar

Teachers are required to keep detailed lesson plans for each day of teaching. Sometimes these can be so time-consuming that one loses sight of the big picture. All teachers should take time to reflect on the big picture and plan their objectives for at least a six-week period. Keep in mind that a syllabus is flexible and can change.

Keeping a Notebook

A good routine to establish with students is good organization. As a teacher, you will have to ask yourself, “How will students organize and retain information in my class?” For most teachers, this means a three-ring binder. The notebook is probably the best tool for students because it keeps work in sections, has pockets, and can hold spirals and supply bags.

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Cornell Note-Taking is the method of organization that works best for our students. Please use this method in your classroom.

Many teachers find textbooks to be useful and effective tools. However, some advanced teachers will not even crack open textbook because they have gathered their own materials. Nevertheless, most teachers will find it useful to use textbooks some of the time. Please consider textbooks as a valuable resource, but not the only resource.

How to Make the “Boring” Fun

Successful teachers learn how to go beyond the textbook and distill the core elements or objectives of the lesson. The master teacher knows that the text does not teach the class – the teacher does. Teachers have developed a variety of techniques to engage the students’ interests. These techniques tend to drive home information and get students excited about school. Here are some examples:

● Quiz Shows● Dramatic Interpretation● Costumes● Audio-Visuals● Manipulatives● Simulations● Oral Readings● Word Games/Puzzles

High Level Thinking

It is not enough to teach just the basics. Society demands more emphasis on high-level thinking. Bloom’s Taxonomy is the standard that will be used here at BTW. Extending questions by students into larger issues, demanding reasoning skills, asking for judgments, and creating high-level projects are part of every successful teacher’s curriculum.

Learning Styles

The theory of learning styles can be generally summarized as follows:

● All students have the capacity to learn● Students can learn the same things by different methods● Recognizing how a student learns is critical to success

The implications for the teacher are that one must be able to recognize how a student learns best and adjust to that style. Teachers are encouraged to determine student’s learning styles the first three weeks of school.

Special Needs Students

Traditionally kept out of the regular classrooms, students with special needs are making an impact on the regular teacher. Help and support for these special students can be given first by understanding that in most cases they cannot help their behavior. Monitor these students carefully and use preventive discipline techniques as much as possible. Talk to the parents, former teachers, special education teachers, and the counselor of these students to get ideas that work. It is also very important to be aware of the medications used by these students and their possible side effects. Common special needs are:

● ADD (Attention Deficit Disorder)● ADHD (Attention Deficit Hyperactivity Disorder)● “Slow Learners”/General Learning Disability● Dyslexia● Emotionally Disturbed● Gifted

Reading in the Content Area

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In high school, every teacher is a reading teacher. It is impossible to overstate the importance of reading on the adolescent brain. It is the classroom teacher’s responsibility to motivate students to read. This can be done by various ideas such as reading books, magazine articles, or the newspaper. The idea is to get every child into the habit of reading.

Closure

Though the ideas presented in this instructional handbook are research-based strategies that work, they are not all inclusive. Adding needed elements to these to individualize your classroom ensures success for you and your students.

Best Instructional Practices

Hands-On Manipulatives

Group Discussion

Problem-Solving

Bloom’s Taxonomy

Literacy Strategies

(Anticipation Guides; QAR,

Reciprocal Teaching, &

Quick Review

Collaborative Strategies

(Jigsaw, Pair Share, Take

Five, Parking Lot, Round

Robin, PopCorn

Carousel Brainstorming

AVID Strategie

s

Cornell Notes Integrated Technology (Computer, Calculator,

CPS

Thinking Maps

Research Critical Thinking

Senior Capstone

Differentiated Instruction

HSTW Key

Practices

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SECTION II:CLASSROOM

MANAGEMENT

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CLASSROOM MANAGEMENTThe beginning of a new school year is a critical time for effective classroom management to be set in place. Effective teachers/managers use the first week of school to clearly communicate to students WHAT IS EXPECTED and WHAT IS NOT ALLOWED. They begin promptly, conduct activities at a reasonable pace, give students constructive, real-life assignments, and provide specific explanations and expectations.

“Right or wrong, accurate or not, your reputation will precede you.” (Harry Wong)

Establishing the Class Climate the First Week

1. Establish your class procedures beginning the first day (e.g. when to sharpen pencils, how to be recognized by the teacher during the class period, etc.)

2. Make certain that you have books for the students to use on the first day. Don’t worry about your reading/writing center on the first day for you must establish the importance of your class procedures and then put them to work!

3. We stress not putting desks in straight rows, but make certain that all students can focus their eyes on you during instruction.

4. Display our class rules in a prominent place. Post the heading (of papers) procedures in a prominent place.5. Have a consistent place for the essential learning of the day, daily class outline, homework. It is important that you

constantly reinforce your procedure during the first week. The first couple of days, you may want to review those procedures with the class.

Effective Teachers are READY

● Effective teachers have their classrooms ready. (Classroom has a warm, positive climate that is work-oriented.)● Effective teachers have their work well-planned and ready each day. (The desks, books, papers, assignments, and

materials are ready when the students enter.)● Effective teachers have themselves ready each day. (The teacher has a warm, positive attitude and has positive

expectations that all students will succeed.)

Habits of Effective Teachers1. Be prepared for class. Ten seconds of idle time can develop into ten minutes of problems.2. Make your assignments reasonable and clear.3. Be a good and neat dresser. Be businesslike. Be friendly.4.5. Be prepared for the unexpected.6. Keep rules to a minimum. Too many rules have no real purpose.7. Be consistent for 180 school days.8. Never punish the entire class for the actions of a few.9. Never say anything to a student that you would not say in the presence of his parents.10. Never humiliate a student, alone or in front of others.11. Do not be afraid to apologize.12. Keep parents informed. Use the phone. Let parents work with you.13. Never argue with a student in front of the class. The odds are 25 to 1 that you’ll win.14. Don’t see and hear everything.15. Be enthusiastic. It’s contagious.16. Do not be a screamer. A barking teacher does nothing but make noise.17. Keep administrators informed when dealing with problem students.

Effective Educators:

• Treat students like you want to be treated.• Acknowledge our mistakes.• Students are always supervised.• No profanity used towards or in presence of students.• Address the action, not the student.

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• No yelling or berating.• Use our resources. (Counselor, Social Workers, Psychologists, Attendance Teacher)• Establish and implement school and class procedures.• Each teacher’s class is valuable.• We believe that extensive knowledge and application of content and pedagogy and the building of effective

educator-student relationships improve discipline.

Management & Student Conduct

Classroom management can be the difference between a superior teacher and a poor teacher. Even teachers who are well prepared for teaching the day’s objectives will not succeed without a plan to insure the procedure they want to have followed in the classroom. Classroom management is not simply a discipline plan; it is a well-communicated management plan to help reduce discipline problems.

 The suggestions here are intended to help the teacher build a climate or culture in his classroom where students can work, learn, belong, and find success.

Characteristics of a Well-Managed Classroom(Taken from The First Days of School by Harry Wong)

1. Students are deeply involved with their work, especially with academic, teacher-led instruction.2. Students know what is expected of them and are generally successful.3. There is little wasted time.4. The climate of the classroom is work-oriented, but relaxed and pleasant.

Student Classroom ProceduresProcedures are “how we do things in this class.” You will need to establish and teach procedures for things like…

● What do I do when I enter the room?● How and when do we go the restroom?● How do I hand in papers?● What do I do when you are absent?● What do I do in case of all emergency drills?● What do I do if I need help?● When may I sharpen my pencil?● What do I do when I need to ask a question?● What do I do when I finish an assignment?

The teacher teaches procedures and rehearses them. For example, when a student bolts out of his seat the moment the bell rings without waiting for you to dismiss class, he has not followed a procedure. You should ask, “What is the correct procedure?” and then have the student return to his seat and practice the procedure. Do not feel that you have to scold, lecture, or yell when students do not follow procedures. Fussing will not make the student reform anyway. Just as parents have to teach and re-teach their children to say “thank you”, teachers have to teach and re-teach procedures. In fact, you may have to spend a great deal of time at the beginning of the year teaching procedures. But a classroom where procedures have been taught well will have more uninterrupted teaching and learning time. Students who follow procedures have learned a valuable life lesson.

Please examine all class procedures to ensure that you are making the best of the instructional day. Examples of time wasters:

▪ Writing spelling words X times each▪ Knowledge level board work/ work sheets▪ Coloring sheets/Cutting and Pasting▪ Waiting on all students to finish an assignment with no instructions▪ Having students copy all work from transparency, board or textbooks▪ Writing or reading materials that is not relevant to students

Classroom Management Ideas● Establish a routine and follow it. Students need to know what to do, how to do it, and when to do

it. Students like routines and tend to become disruptive when they are not followed.

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● Feel comfortable with yourself, with your students, and with your content. Students feel secure with a confident teacher.

● Expect your students to conduct themselves in socially acceptable ways. Students tend to live up to what is expected.

● Present lessons that are interesting, relevant, and at an appropriate level of instruction. Material that is too difficult or too easy will cause students to lose interest and become disruptive.

● Vary your methods of presenting material.● Always be prepared. Students will take advantage of the opportunity if you are not.● Prevent problems before they happen.● Show that you genuinely respect your students. Give them evidence through your actions: listening

to their ideas and concerns, having friendly chats with them, smiling often, finding something to laugh about, accepting them, and giving lots of encouragement and praise.

● Give your students love and understanding so that they can learn to give it in return.

Classroom Interventions

● Discussed during classroom meeting● Contact with parents (continuous)● Positive Communication● Role Playing● Student Conference● Weekly Reports/Parent’s Signature● Community Resources (Mentors, Adopters)● Tutoring● Peer Tutors● Paired Learning● Student Contracts● Time Out in the classroom● Time Out in another classroom● Conflict Resolution Instruction● Peer Mediation● Anger Management Instruction● Grade Level Review● Office Referral

Suggested Classroom Accommodations for Specific Behavior

Copyright © 1999-2015 Child Development Institute, LLC

published by Child Development Institute

http://childdevelopmentinfo.com/learning/learning_disabilities/teacher/

When you see this behavior Try this accommodation

1. Difficulty following a plan (has high aspirations but lacks follow-through); sets out to “get straight

A’s, ends up with F’s” (sets unrealistic goals)

● Assist student in setting long-range goals: break the goal into realistic parts.

● Use a questioning strategy with the student; ask, What do you need to be able to do this?

● Keep asking that question until the student has reached anobtainable goal.

● Have student set clear timelines of what he needs to do

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toaccomplish each step (monitor student progress frequently).

●

2. Difficulty sequencing and completing steps to accomplish

specific tasks (e.g. writing a book report, term paper, organized

paragraphs, division problem, etc.)

● Break up task into workable and obtainable steps.● Provide examples and specific steps to accomplish

task.●

3. Shifting from one uncompleted activity to another without closure.

● Define the requirements of a completed activity (e.g. your math is finished when all six problems are

complete and corrected; do not begin on the next task until it is finished).

●

4. Difficulty following through on instructions from others.

● Gain student’s attention before giving directions. Use alerting cues. Accompany oral directions with written

directions.● Give one direction at a time. Quietly repeat directions

to the student after they have been given to the rest of the class. Check for understanding by having the

student repeat thedirections.●

5. Difficulty prioritizing from most to least important.

● Prioritize assignment and activities.● Provide a model to help students. Post the model and

refer to it often.●

6. Difficulty sustaining effort and accuracy over time.

.

● Reduce assignment length and strive for quality (rather that quantity).

● Increase the frequency of positive reinforcements (catch the student doing it right and let him know it

7. Difficulty completing assignments.

● List and/or post (and say) all steps necessary to complete each assignment.

● Reduce the assignment into manageable sections with specific due dates.

● Make frequent checks for work/assignment completion.

● Arrange for the student to have a “study buddy” with phone number in each subject area.

●

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8. Difficulty with any task that requires memory.

● Combine seeing, saying, writing and doing; student may need to subvocalize to remember.

● Teach memory techniques as a study strategy (e.g. mnemonics, visualization,

● oral rehearsal, numerous repetitions).●

9. Difficulty with test taking..

● Allow extra time for testing; teach test-taking skills and strategies; and allow student to be tested orally.

● Use clear, readable and uncluttered test forms. Use test format that the student is most comfortable with. Allow

ample space for student response. Consider having lined answer spaces for essay or short answer tests

10. Confusion from non-verbal cues (misreads body language, etc.)

● Directly teach (tell the student) what non-verbal cues mean. Model and have student practice reading cues in

a safe setting.●

11. Confusion from written material (difficulty finding main idea from a

paragraph; attributes greater importance to minor details)

● Provide student with copy of reading material with main ideas underlined or highlighted.

● Provide an outline of important points from reading material.

● Teach outlining, main-idea/details concepts.● Provide tape of text/chapter.

12. Confusion from written material (difficulty finding main idea from a

paragraph; attributes greater importance to minor details)

● Provide student with a copy of presentation notes.● Allow peers to share carbon-copy notes from

presentation (have student● compare own notes with a copy of peer’s notes).

● Provide framed outlines of presentations (introducing visual and

● auditory cues to important information).● Encourage use of tape recorder.

● Teach and emphasize key words (the following…, the most important point…,etc.)

13. Difficulty sustaining attention to tasks or other activities (easily

distracted by extraneous stimuli)

● Reward attention. Break up activities into small units. Reward for timely accomplishment.

● Use physical proximity and touch. Use earphones and/or study carrels, quiet

● place, or preferential seating.●●

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14. Frequent messiness or sloppiness.

● Teach organizational skills. Be sure student has daily, weekly and/or monthly assignment sheets; list of materials needed daily; and consistent format for

papers. Have a consistent way for students to turn in and receive back papers; reduce distractions.

● Give reward points for notebook checks and proper paper format.

● Provide clear copies of worksheets and handouts and consistent format for worksheets.

● Establish a daily routine, provide models for what you want the student to do.

● Arrange for a peer who will help him with organization.

● Assist student to keep materials in a specific place (e.g. pencils and pens in pouch).

● Be willing to repeat expectations.

15. Poor handwriting (often mixing cursive with manuscript and capitals

with low-case letters)

● Allow for a scribe and grade for content, not handwriting. Allow for use of computer.

● Consider alternative methods for student response (e.g. voice recorder, oral reports, etc.).

● Don’t penalize student for mixing cursive and manuscript (accept any method of production).

● Use pencil with rubber grip.

16. Difficulty with fluency in handwriting e.g. good letter/word

production but very slow and laborious.

● Allow for shorter assignments (quality vs. quantity).● Allow alternate method of production (computer,

scribe, oral presentation, etc.).● Use pencil with rubber grip.

●

17. Poorly developed study skills ● Teach study skills specific to the subject area – organization (e.g. assignment

● calendar), textbook reading, notetaking (finding main idea / detail, mapping, outlining), skimming,

summarizing).●

18. Poor self-monitoring (careless errors in spelling, arithmetic,

reading)

● Teach specific methods of self-monitoring (e.g. stop-look- listen).

● Have student proof-read finished work when it is cold.

19. Low fluency or production of ● Allow for alternative method for completing

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written material (takes hours on a 10 minute assignment)

ssignment (oral presentation, taped report, visual presentation, graphs, maps, pictures, etc. with reduced

written requirements).● Allow for alternative method of writing (e.g. computer,

cursive or printing, or a scribe.

20. Apparent Inattention (underachievement, daydreaming,

not there).

● Get student’s attention before giving directions (tell student how to pay attention, look at me while I talk, watch my eyes while I speak). Ask student to repeat

directions.● Attempt to actively involve student in lesson (e.g.

cooperative learning)

21. Difficulty participating in class without being interruptive; difficulty

working quietly

● Seat student in close proximity to the teacher.● Reward appropriate behavior (catch

● student being good).● Use study carrel if appropriate

●

22. Inappropriate seeking of attention (clowns around, exhibits loud

excessive or exaggerated movement as attention-seeking behavior,

interrupts, butts into other children’s activities, needles others)

● Show student (model) how to gain other’s attention appropriately.

● Catch the student when appropriate and reinforce.●

23. Frequent excessive talking ● Teach student hand signals and use to tell student when and when not to talk.

● Make sure student is called when it is appropriate and reinforce listening.

24. Difficulty making transitions (from activity to activity or class to class); takes an excessive amount of time to find pencil, gives up, refuses

to leave previous task; appears agitated during change.

.

● Program child for transitions. Give advance warning of when a transition is going to take place (now we are

completing the worksheet, next we will …) and the expectation for the transition (and you will need…)

● Specifically say and display lists of materials needed until a routine is possible. List steps necessary to

complete each assignment.● Have specific locations for all materials (pencil

pouches, tabs in notebooks, etc.).● Arrange for an organized helper (peer)

25. Difficulty remaining seated or in a particular position when required to

● Give student frequent opportunities to get up and move around. Allow space for movement.

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for a specific activity.

26. Frequent fidgeting with hands, feet or objects, squirming in seat.

● Break tasks down to small increments and give frequent positive reinforcement for accomplishments

(this type of behavior is often due to frustration).● Allow alternative movement when possible.

27. Inappropriate responses in class often blurted out; answers given to

questions before they have been completed.

● Seat student in close proximity to teacher so that visual and physical monitoring of student behavior can

be done by theteacher.● State behavior that you do want (tell the student how

you expect him to behave).

28. Agitation under pressure and competition (athletic or academic)

.

● Stress effort and enjoyment for self, rather than competition with others.

● Minimize timed activities; structure class for team effort and 29. Inappropriate behaviors in a team or

large group sport or athletic activity (difficulty waiting turn in games or group situations)

● Give the student a responsible job (e.g. team captain, care and distribution of the balls, score keeping, etc.);

consider leadership role.● Have student in close proximity of teacher.

● cooperation

30. Frequent involvement in physically dangerous activities without considering possible

consequences

● Anticipate dangerous situations and plan for in advance.

● Stress Stop-Look-Listen.● Pair with responsible peer (rotate responsible students

so that they don’t wear out!).

31. Poor adult interactions. Defies authority. Sucks up. Hangs on.

● Provide positive attention.● Talk with student individually about the inappropriate

behavior (what you are doing is…, a better way of getting what you need or want is…).

●

32. Frequent self-putdowns, poor personal care and posture, negative

comments about self and others, low self-esteem

● Structure for success.● Train student for self-monitoring, reinforce

improvements, teach self-questioning strategies (What am I doing? How isthat going to affect others?)

● Allow opportunities for the student to show his

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strength.● Give positive recognition.

33. Difficulty using unstructured time – recess, hallways, lunchroom,

locker room, library, assembly

● Provide student with a definite purpose during unstructured activities (The purpose of going to the

library is to check out..the purpose of…is…).● Encourage group games and participation (organized

school clubs and activities).●

34. Losing things necessary for task or activities at school or at home (e.g. pencils, books, assignments

before, during and after completion of a given task)

● Help students organize. Frequently monitor notebook and dividers, pencil pouch, locker, book bag, desks. A

place for everything and everything in its place.● Provide positive reinforcement for good organization.

Provide student with a list of needed materials and locations.●

35. Poor use of time (sitting, staring off into space, doodling, not working

on task at hand)

● Teach reminder cues (a gentle touch on the shoulder, hand signal, etc.).

● Tell the student your expectations of what paying attention looks like. (You

● look like you are paying attention when…)● Give the student a time limit for a small unit of work

with positive reinforcement for accurate completion.● Use a contract, timer, etc. for self-monitoring.

School Wide Discipline PlanStudent Name _______________ Referring Teacher ___________Class Period ________

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STEP 1: VERBAL WARNING I. Date: II. Infraction: III. Summarize Discussion: Teacher Signature: _______________________ Student Signature: ___________________

STEP 2 TEACHER-STUDENT CONFERENCE I. Date: II. Infraction: III. Summarize Conference (state your behavior expectations): Teacher Signature: ________________________ Student Signature: _________________

STEP 3 INTERVENTION STRATEGIES (LIST THREE)

STRATEGY OUTCOME

STEP 4 PHONE CALL TO PARENTDate: _______________ Phone Number: _______________Spoke To:__________________ Summarize Conversation: ______________________________ Teacher Signature: ___________________________ Student Signature: __________________

STEP 5 PARENT CONFERENCE(Teachers will invite parents to conference by both sending the P/C form home AND calling to invite them;

parents are given 3 days to respond)

Date P/C Form Sent Home: _____________ Date of Phone Invitation to P/C: ________

Date of Conference: _________________________ Parent Signature:_____________________

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SECTION III:School Counseling

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Counseling Services

BTW’s Counseling department/counseling services/counseling program will support all students academically, emotionally and socially so that they may develop their unique talents and abilities to their fullest potential. OR These services address the barriers students have to learning, both educational learning and life-long learning. OR The Counseling Center/counseling program provides services to students regarding academic, personal/social, career and college.

We are committed to ensuring high quality school counseling programs that are comprehensive and developmentally appropriate which foster academic, personal, interpersonal, and career development to all students. School counselors will collaborate with parents, students, staff, and the community to remove barriers to learning and provide opportunities and supports to empower students to embrace their full potential and achieve their academic and personal aspirations.

Section 504 of the Rehabilitation Act and the Americans with Disabilities Act

Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, which specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or postsecondary schooling. “Disability” in this context refers to a “physical or mental impairment which substantially limits one or more major life activities.” This can include physical impairments; illnesses or injuries; communicable diseases; chronic conditions like asthma, allergies and diabetes; and learning problems. Guidance counselor and committee members will develop a 504 plan which spells out the modifications and accommodations that will be needed for these students to have an opportunity perform at the same level as their peers.

A 504 plan, which falls under the Americans with Disabilities Act, is an exercise in civil rights, an attempt to remove barriers and allow students with disabilities to participate freely. An IEP, which falls under the Individuals with Disabilities Education Act, is much more concerned with actually providing educational services. Students eligible for an IEP, or Individualized Education Plan, represent a small subset of all students with disabilities. They generally require more than a level playing field -- they require significant remediation and assistance, and are more likely to work on their own level at their own pace even in an inclusive classroom. Only certain classifications of disability are eligible for an IEP, and students who do not meet those classifications but still require some assistance to be able to participate fully in school would be candidates for a 504 plan.

Student Review Team

The Student Review Team process is designed to ensure that appropriate interventions have been utilized to help students overcome their learning or behavioral problems before referring for special education assessment, behavioral interventions, 504 plan development, or any other barriers that may impede learning. The Student Review Team will review the available information and plan appropriate intervention services. When intervention plans have failed to ameliorate the problems, the SRT will refer the student for additional services (such as functional behavior assessment/behavior intervention plan, 504 eligibility review, special education evaluation, mental health services, and speech-language evaluation).

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Teacher Resource Links

All commonly used resources can be found on the link listed below: BTW Classroom/Instructional Request Website: http://btwinstruction.weebly.com/ BTW Resource Links: http://www.scsk12.org/schools/btwashington.hs/site/resources.shtml

Please use the table provided to write in any individual resources that you might find helpful. Make sure to share them with your colleagues.

Name/Website address Purpose

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