WEST SEAFORD IS “THE BEST IN THE WEST”

1. WEST SEAFORD IS “THE BEST IN THE WEST”

2. Agenda • Welcome • Handbook • Discipline • Gangs/Bullying • Ruby Payne • Lunch

3. New Ranch Hands • Natasha Waters - Kindergarten • Billy Whitaker – 5th grade special education • Daniel Hopkins – Custodian • Kiara Collins - ILC • Moves (changes) • Diana Zlock is back! • Matt Cohee • Julie Kirby – Café manager • Janice Wilson

4. Ranch Updates - Summer months • Learning Focused • Scheduling • School Climate • Summer school • Courtyard – Thanks Ralph Palmer and friends! • Custodians • Tech Camp • Spelling City – Krystal Wright • Math Trailblazers Upgrade • Recharging by staff • Farm Teams • Fast Forward • Compass Update – Odyssey • New School Website • Ruby Payne • Hospitality • What havewe missed?

5. Committees • Committees 2009-2010 • Leadership/Grade Level Chair • Clusters • IST • Farm Teams

6. Ranch Handbook

7. What is the data telling us? Settle by the campfire and get ready!

8. Referrals – Bus and Office • Office – 194 (21 by ILC students) • Bus – 118 (7 by ILC students) • Total – 312 (176 from low-income housing areas: Chandler Heights, Seaford Meadows, Meadow Bridge, Woodland Mills, Front/Market Sts.) • Referrals generated by special education students – 131 (42%) • By ethnicity: • African Americans – 230 (74%) • White – 62 (20%) • Hispanic – 16 (5%)

9. Referrals – Bus and Office

10. Office Referrals • 194 Total • 147 by males (76%) • 47 by females (24%) • 21 by ILC • 63 by other special education students • 84 by all special education students (43% of total office referrals)

11. Office Referrals by Location With a partner can you identify the locations (where did the referrals take place)?

12. Office Referrals (by year)

13. % of students with 90% or more of points in the second semester

14. Bus Referrals

15. Bus Referrals • 118 by 67 students • 90 by African American students (76%) • 88 by males (75%) • 7 by ILC students • 46 by special education students (39%)

16. Bus Referrals (by month)

17. Now let’s have a fire side chat before we move forward….with a partner… • What is the data saying? • What do we need to do to Reduce our referrals and support behavioral expectations? • Share out…..

18. West Seaford Positive Behavior Plan T • each expectations for all areas of the school. • pply/Model expectations after they are taught and/or as needed. • einforce expectations verbally and with “Winner Bucks” A R

19. Common Vocabulary Instead of having a list of rules, we have made groups of expectations using common terms… Be Respectful, Be Responsible, Be Safe

20. Be Respectful • Listen Carefully • Follow adult directions the first time • Use a quiet voice when necessary • Use good manners • Help others when needed

21. Be Responsible • Be in your seat and ready to learn • Have everything you need • Cooperate with others

22. Be Safe • Use materials appropriately • Keep hands, feet, and objects to self • Move around the room calmly • Help others when needed

23. Displaying the Vocabulary • Same language throughout school and on buses • Displays have been made for all areas (color coded) • Students can create posters to be hung in classrooms and hallways • Gives students ownership • Show examples

24. See the Behavior Matrix

25. Possible Vocabulary Displays

26. And Another…….

27. Common Vocabulary • Turn to a partner and discuss the advantages of having common vocabulary across all areas of the school

28. Teaching Expectations ( ) T • Expectations for all areas of the school will be taught by classroom teachers • Using a Lesson Timeline each week is assigned an area (s) and lesson (s) • On Tuesdays and Thursdays these lessons are taught (should only take 10 minutes) • See packet for timeline and lessons (more will be forthcoming)

30. Teaching Expectations - Timeline

31. Apply/Model Expectations ( ) A • Model expectations yourself • Role play expectations (as identified in lessons) • Continue to use “teachable” moments as needed

32. Reinforce Expectations ( ) R • Remind students of expectations • Reinforce verbally • Reinforce with “Winner Bucks”

33. Ways to Earn “Winner Bucks” • When students apply behavioral expectations (what was taught) • Making positive choices • Use school wide matrix for ideas of earning “Winner Bucks” • “Winner Bucks” can be given to any student, any where, by anyone (adults) • hallways, specials, classroom, bus, cafeteria, Playground, assemblies, et cetera

34. Reinforce - “Winner Bucks”

35. How to Protect the “Winner Bucks” • Attach to bulletin board • Lunch bags - cut down • Envelopes • Baggies • Pocket Charts • Students may keep them in their desk in baggies or envelopes • Climate has baggies or envelopes if needed

36. Ways to Spend “Winner Bucks” • Classroom Incentives • Each teacher will have a slew of resources bagged by recommended amounts • Other lassoing ideas (see Suggested Incentive Pricing document and following slides) • Teachers may select their incentives • Wallabies will come around and drop off incentive bags and “Winner Bucks” to each classroom teacher

37. Incentive Ideas • Small rewards and amounts for reward can be decided in classrooms • Just some ideas: - 5 bucks: mini erasers, sticker • 10 bucks: pencil, eraser cap, read to the class • 20 bucks: bookmark, lunch with a friend, special seat, read to another teacher or class • 30 bucks: Sit by a friend for the day, Sit at teacher’s desk, Homework pass

38. 5 Winner Bucks • Free reading time • Use an Ink Pen

39. 10 Winner Bucks Special Seating Read to your class Teach part of a lesson Line leader Sit by a friend E-mail or write to a parent or teacher Homework Pass

40. 20 Winner Bucks • - Sit at the teacher’s desk • - Bring a healthy snack • Stay in from recess with a friend to play a game • - Invite a friend from another class for lunch • - Move your desk to a favorite location • - Play with clay • - Courtyard lunch

41. “Lots” of Winner Bucks • Choose a special job for the week • Create a bulletin board • Be a helper in a room with younger children • Lunch with an administrator • Take home a class game for a few nights • Extra computer time • Create a podcast or record a story on a tape or digital recorder (see Dr. Fishburn to borrow) • Use a video camera or digital camera to create a story • Ice cream pass • Ask students to come up with some of their own

42. How do I manage cash out times? • During silent reading, journaling, DPP, seat work, recess • Weekly, bi-weekly, immediate • Set up incentives • Pull sticks, call teams, or pairs • Those who want to cash out can do so, others may want to save for larger incentives • Communicate plan to students • Try not to take away from instructional minutes

43. Large Round-Ups • 2 times a year (December 18th & June 1st) • Teachers will be the ranch hands to help with the activity they enjoy • Students will know at beginning of year what the round up choices will be • Students earn these by not having any referrals • More information will be forthcoming

44. “Best in the West” – Behavior Plan • Teach expectations • Apply/Model expectations • Reinforce expectations • “Winner Bucks” • Verbal Praise • Weekly “Cash-out” • Large Rewards (2) • No referrals T. A. R.

45. YES We Focus on Positive, BUT there are Still Consequences • If expectations are not followed after being taught, applied, and reinforced (TAR), consequences may need to be given • Follow the sequence of consequences (next slide) • Possible flip card display, clipboard, etc – teacher has choice on how they manage the system, but the consequences must be followed • Supplies will be given to set up your “system”

46. Classroom Management Sequence

47. Classroom Management • Non-negotiable • Green, Yellow, Orange, Blue, Red sequence • Earning back colors if a student is able to turn their day around (within reason) • Negotiable • Purple • How and where to display/use the system (flip cards, clipboard, sticks, cups…) • Your incentive plan

48. Take a Deep Breath and Sit Back in Your Saddle Questions……… Comments………

49. Bus Arrival & Dismissal • Kathy Edwards

50. Locks for Love, Book and Game Drive or Other • Do we want to do any of this?