connection game
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Connection Game. Crossing the Line. That’s Me/Crossing the Line. I have more than 10 years experience in education. I remember when there was a choice between VHS and Beta Anyone who feels that h/she knows very little about hi/her cultural heritage I have had a parent pass away - PowerPoint PPT PresentationTRANSCRIPT
Connection Game
Crossing the Line
That’s Me/Crossing the Line• I have more than 10 years experience in education.• I remember when there was a choice between VHS and
Beta• Anyone who feels that h/she knows very little about
hi/her cultural heritage• I have had a parent pass away• I’ve never used a pay phone.• I remember when we didn’t have the internet.• Teaching was not my 1st career choice• This is my first year at Winterfield.• I have experienced the impact of alcoholism and/or drug
abuse in my family• I am an only child• Anyone who has not yet crossed the line • I am a person of color• I am a child of a single parent• Sometimes I worry about not being a good
teacher/leader
• I am the oldest child in my family• I am the youngest child in my family• I am a N.C. transplant• I have visited another country• I had a set of encyclopedias when I was growing
up.• I know how to do the Dougie and the Wobble.• I graduated college before 2000• I have flown in a plane• I have trouble getting to work at 7:10 am• Since my first year of high school has been in love
and been hurt • I remember what I was doing when President
Reagan was shot.• I am a fluent speaker of another language• This will be my 1st year of teaching• Anyone who is adopted• My family owned an 8 track and a record player.• I was an ESL student
Processing Questions
• What kind of feelings did you have as you participated? • How did you feel when there were very few of you on
one side of the room? • What does this activity have to do with leadership? • Did you find yourself making judgments of others? • How did the movement of others influence you? • What did you learn through this activity that can make
our environment more welcoming? • What did you learn through this activity that will make
you a better person or leader?
Positive School Cultures
• Foster effectiveness and productivity• Improves collegial and collaborative activities the foster
better communication and problem-solving practices• Fosters successful change and improvement efforts• Builds commitment and identification of staff, students,
and administrators• Amplifies the energy, motivation, and vitality of school
staff.• Increases the focus of daily behavior and attention on
what is important and valued.
My Learnings About Adult Culture @ WES
• Some people are fearful, disengaged.• Teachers and staff have good relationships.
with one another. Administration is an other…• Culture of micromanagement.• Many do not feel like they were treated like
professionals.• People are excited about the possibilities of
the coming school year.
My Learnings About Adult Culture @ WES
• Many wonder if the new administration will the same or different as the former administration.
• Some feel that their growth as professionals was not a priority.
• People want to bring the “family” back into Winterfield.
Grant’s Key Beliefs About Being an Educator
• EVERY child and EVERY teacher can learn, grow, and excel in the right environment.
• Everyone is important: – Every child deserves an EXPERT teacher– Every teacher deserves to be a part of an EXPERT community.– Every school needs adults who can pool their intelligence to help the
entire school get smarter.• Working in a high poverty school is hard work, but coming to
work should be a joy…EVERYDAY.• Teachers should freely participate in professional development,
welcome feedback, and work hard to increase their effectiveness.
• A family atmosphere is the best way to nurture teachers and grow students.
How do we change our culture?
• Build relationships• Celebrate one another• Make school fun…again• Provide freedom with accountability• Treat everyone like professionals• Laugh• Take risks…• Innovate
Working Agreements
• Become and remain open to new ideas• Be fully engaged and present• Honor time agreements• Speak your truth respectfully• Share responsibility for the success of our
work together• Silence/vibrate all technology
What’s Gone?
• Key codes on the copy machine• Low limits of copies and paper• Restrictions on lamination• Posting perfect attendance and uniforms on the
door.• Submitting parent contact logs• Detailed substitute folders• 4 planning meetings a week• Supply request forms
The Winterfield WaySchool-Wide Disciplinary System
Desired Outcomes
• At the conclusion of this session, we will have– A commitment from all teachers to maintain a
positive culture that enhances teacher morale.– Clarity about expected daily routines, procedures,
and actions for Winterfield Elementary School.
Adult Expectations
ADULT EXPECTATIONS
Adult to Student Communication
• Use words and a tone of voice that communicate dignity and positive regard for each student.
• Listen to students before judging and punishing.• Show students how to meet the expectations and give them a
chance to learn from their mistakes.• Do not embarrass, humiliate, or insult students under any
circumstance.• Always act in a professional manner when speaking with
students, parents, and community members.• Never discipline students when angry or frustrated. They will
only focus on our emotions, not the consequence of their actions.
Professionalism• Faculty/staff members are not to use personal
technology for personal reasons in the presence of students.
• Dress professionally everyday (dark jeans are permissible on Fridays)– No leggings– No sweatpants– No revealing clothing– No flip flops (think: Old Navy)
• Limit teacher/assistant sitting during instructional time! Active teaching promotes active learning.
Professionalism
• Be on time! All staff must be in their classroom or office by 7:10 a.m.
Student Safety
• Students must be supervised at ALL times by a certified teacher or instructional assistant.
• When traveling without a teacher, Pre-K-2 Students will ALWAYS use the buddy system during transitions to the restroom, office, cafeteria, media center, etc.
• Teachers must lock doors and close/lock windows when classrooms are not occupied.
Student Safety
• All staff members should keep a watchful eye on areas adjacent to their classrooms, hallways, and open areas.
• All visitors must have an official VISITOR BADGE visibly displayed. A stranger is anyone without a VISITOR BADGE. Strangers should be reported immediately to the office and politely asked to return to the main office to sign in.
• Do not prop open outside access doors under any circumstance. Propping doors can provide access to strangers and unwanted critters.
Staff Attendance
• Sick: Call Ms. Grant AND assigned GLA the night before the sick absence.– Grant: 704-588-9657– Stagle: 704-840-9012 (Pre-K-2nd)– James: 213-718-7231 (3rd-5th, Special Area)– Complete a Request for Absence upon return to school– Doctor’s note required for 3 consecutive absences.
• Annual Leave: Not allowed during the school year. • Personal Leave: Must request AND receive approval
from Ms. Grant.
Staff Attendance
• Submit Request for Absence (for Personal Leave, PD, Jury Duty, etc. ) to Ms. Rushing AND await a return copy of the form with approval or denial.
• Plan ahead; forms are due 5 days before requested absence.
• Approval of personal leave is not automatic.
Break Time!
Daily Routines & Procedures
What is Consistency?
• Consistency means that rules and expectations are the same from one time to another.
• Benefits:– Increase feelings of security.– Increased levels of peace.– Increased student responsibility.
Parents on Campus
• Parents may walk students to class if:– They are carrying heavy items to class or– They have a scheduled conference with a teacher.
If you schedule an early morning conference with parents (prior to 7:10) please notify your GLA and the front office team.
Otherwise—Parents are NOT permitted to walk students to class in the morning.
Morning Music
• Music can inspire and motivate adults and students and counteract anything negative that may have happened earlier. Plus…It’s a fun way to start the day and encourage smiles.
• Morning music will play every day from 7:10 AM to 7:45 AM.
Morning Duty Expectations
• Monitor your classroom and the hallway• Do the half-way shuffle• Arrive on time and start duty @ 7:10 a.m.• Smile and welcome students—Be the
sunshine in their day.
Student Arrival: Classroom
• Greet students at the door with a genuine smile.
• Shake hands and make eye contact.• Make a positive comment.• Ensure students complete classroom opening
routines.
Morning Announcements
• Everyone stops and listens---even adults.
• All students will learn and recite the school pledge
• All students will stand for the Pledge of Allegiance; they do not have to recite it. Keep this important national ritual sacred. See Ms. Rushing if you do not have a classroom flag.
Announcements begin at 7:45 a.m.
Tardy Students
• Must have a pass to enter• If they do not have a pass, call the office and
send the student back to get a late pass.
Sick Bears & The Nurse
• Sick students must be escorted to the health room by a classmate or an adult. Be sure to call the main office to notify them that a sick student is in route.
• Students may be sent back to class if a parent is not able to transport the student home.
• Classroom teachers/assistants are not permitted to dispense any medications. This includes over-the-counter drugs such as aspirin, ointments or salves.
• Students are not to transport prescription or non-prescription medication to or from school or have medication in their possession at any time.
Student Arrival: Cafeteria
• Quiet, single file line.• Stay with students until they are seated.• Make sure students say PLEASE and THANK
YOU.• Seat students at your assigned table.• Students may not get up without permission.
Teacher Lunch Duty
• Sit with your students!• Talk with your students!• Monitor student behavior!• Limit socializing with other adults—you are
there to build relationships with your students.
Goal: Build Relationships
Campus CleanlinessHelp keep our campus clean
Classroom Cleanliness
Classroom Cleanliness
• Classroom Windows:– You may cover the bottom row of your windows
with paper.– Keep your blinds open; no caves allowed!
Afternoon Announcements
• Begin at 2:40 p.m.• Everyone stops and listens---even adults.• Transportation changes will be announced.
How Am I Getting Home?
• Keep a chart in your classroom to update student transportation:– Bus Riders– Car Riders– Van Riders– Walkers– ASEP– Orchestra
Dismissal
• Order of Dismissal:– ASEP and Orchestra– K-2 Car Riders: • K-2 Building line up in hallway and escorted by…
– 3-5 Car Riders– Van Riders– Bus Riders (called by Bus for early buses)
Dismissal
• Do not allow students out of your classroom (water and bathroom breaks, to deliver items, etc.) during dismissal. KEEP them in the room!
• Be prepared with an academic enrichment activity to help maintain order while waiting for bus dismissal.
The Winterfield Way
This is what we believe and value.This is what we expect of you and expect of
ourselves.This is how we treat each other.
This is how we work and learn together.This is how we correct mistakes, get back on track, repair harm, restore community, and
make things right.
Adults shape the school climate and culture ~ not the kids!
This Is How We Do SchoolRespect Responsibility
Self-Discipline
Coop
erati
on Hard W
ork
The Winterfield Way
Values BehaviorExpectations
Core BeliefsAcademic
Focus
Core Beliefs1. When a discipline situation arises, every attempt will be
made to maintain the dignity and self-respect of both the student and the teacher.
2. Students will be guided and expected to solve their problems, or the ones they create, without creating problems for anyone else.
3. Students will be given opportunities to make decisions and live with the consequences of their actions, be they good or bad.
4. Misbehavior will be handled with natural or logical consequences instead of punishment, whenever possible.
Core Beliefs
5. Misbehavior will be viewed as an opportunity for individual problem solving and preparation for the real world as opposed to a personal attack on school or staff.
6. Students are encouraged to request a “due process” hearing whenever consequences appear to be unfair. We are always open to calm, rational discussion of any matter.
7. School problems will be handled by school personnel. Criminal activity will be referred to the proper authorities.
Values
• At Winterfield Elementary School all staff and scholars demonstrate five values: – Be Respectful– Be Cooperative– Be Prepared– Be Self-Disciplined– Be a Hard Worker
Core Values
Urban Prep AcademyThe Urban Prep Creed
We believe.We are the young men of Urban Prep.
We are college bound.We are exceptional-not because we say it, but because we work hard at it.
We will not falter in the face of any obstacle placed before us.We are dedicated, committed and focused.
We never succumb to mediocrity, uncertainty or fear.We never fail because we never give up.
We make no excuses.We choose to live honestly, nonviolently and honorably.
We respect ourselves and, in doing so, respect all people.We have a future for which we are accountable.
We have a responsibility to our families, community and world.We are our brothers' keepers.
We believe in ourselves.We believe in each other.We believe in Urban Prep.
WE BELIEVE.http://www.youtube.com/watch?v=4rj88qomVZk
Harlem Children’s zone
• http://www.youtube.com/watch?v=Ca9rd4aA_t0
• “Don’t Blame Me”
Winterfield Scholar Pledge
We are the Scholars of Winterfield Elementary
We are dedicated, committed, and focusedWe prepare for greatness by doing our best everydayWe cooperate with our classmates, teachers, and staff
We respect ourselves and all peopleWe know that hard work is the key to success
There are no limits to how far we can goWe dream big, believe, and achieve
We will succeed!
ExpectationsSchool-Wide Behavioral
ExpectationsClassroom Behavioral
Expectations Expectations for behavior
(communication, hallways, cafeteria, and restrooms)
Created by administration and enforced by ALL
Expectations for behavior in individual classrooms
Created and enforced by each classroom teacher
Aligned to school-wide behavior beliefs
SCHOOL-WIDE BEHAVIOR EXPECTATIONS
Positive Communication
Use polite speech and positive body language in all interactions with adults and peers.
Hallway Expectations
1. Silently walk in a straight, single file line on the right side of the hallway.
2. Always have a pass when traveling without an adult.3. Quickly return to class when your business is
finished.4. Always hold the door for the next person.5. Keep hands and feet to self.6. Follow directions of ALL staff (even when the adults
are not looking.)
Bear Transition Card
• One child has the clipboard• Class follows expectations• 10 adults sign• Submit sign• Win a prize
Cafeteria Expectations
1. Quietly enter the cafeteria in a single file line.2. Politely order food and thank cafeteria staff.3. Select all utensils/condiments before checking
out. 4. Quietly walk to assigned table. 5. Get permission to leave your seat.6. Follow directions of ALL staff. 7. Clean up area and put all trash in the trash can.8. Quietly line up when your teacher arrives.
Restroom Expectations
1. Always have a pass to use the restroom.2. Remember one person per stall to give
privacy.3. Flush toilet when finished AND wash hands.4. Be purposeful and quickly return to class
when finished.5. No horseplay in the restroom!
SCHOLAR CULTURE & COMMUNITY
Quarterly Academic Assemblies
• Honor outstanding academic and social achievement achievement for the previous quarter.
Quarterly Incentive Dates
• 1st- Books, Blankets and Board Games• 2nd Bear Dance• 3rd Movie Day• 4th-Game Truck
Fun at School
• Book Character Dress Up Day• Fall Fun Week• Turkey Trot• Winter Classroom Parties• Assemblies• Valentine Class Parties
Food Incentives
Food Incentives• CMS staff is encouraged not to
use food or beverage as a reward for academic performance or good behavior.
• The School Health Advisory Committee (SHAC) will develop guidelines for healthy alternatives to food or beverages for use as student rewards. In addition, in disciplining students, CMS staff shall not withhold food or beverages.
Food Rewards• In accordance with federal
law and State Board of Education policy, the sale of food or beverages of any kind other than by the cafeteria is forbidden until the last lunch has been served.– To avoid a conflict with federal
law and state policy, food rewards MUST be served after the cafeteria is closed for the day.
UNIFORM POLICY
Uniforms @ WES
• Why Uniforms?• Uniform Policy– Colors– Tucking– Belts
Adult Support for Uniform Policy
• We will encourage students to wear the uniform by:– Wednesday is staff uniform day– Providing surprise incentives for in uniform
students.– Providing a monthly uniform free day for all
scholars
Uniform Violations
• Uniforms are checked during breakfast AND during morning hall duty.
• OOU students will receive a pin from the office signifying that they have been spoken to.
BEHAVIOR MANAGEMENTThe Winterfield Way
Teacher Leadership
Guiding Principles for Classroom Leadership:• Well-planned lessons, time on task, and ENGAGEMENT• Listen and try to remember what it was like to be a
child.• Allow students to question without feeling threatened.• Praise publically, reprimand privately.• Avoid addressing general behaviors with an entire class,
or punishing the entire class for the misbehavior of a few students.
• Build Relationships
Sample Classroom Guidelines
• You may engage in any behavior that does not create a problem for you or anyone else in the classroom.
• If you find yourself with a problem, you may solve it by any means which does not cause a problem for anyone else in the world.
• You may engage in any behavior that does not jeopardize the safety or learning of yourself or others. Unkind words and actions will not be tolerated.
What About Behavior Charts?
• Feel free to use any positive method to reinforce appropriate behaviors.
Wow! This chart is
great for holding
student I.D. Badges!
Classroom Managed Office
Managed
Types of Behaviors
Classroom Managed Behaviors
Daily infractions that occur when students violate the established routines and procedures in their classroom. These issues should be addressed in the classroom unless they become chronic and persistent. Examples:• Talking in class, side-bar conversations, or giggling• Not handing in or completing assignments• Not bringing appropriate materials to class• Throwing paper• Students’ non –participation in class• Tardy students • Basic non-compliance with classroom procedures
Basic Chronic Persistent
Levels of Behavior
•Same behavior occurs frequently over the course of four to five days•The teacher has issued (3) interventions/consequences, made parent contact and;•There is no observable change in behavior.
Interventions/logical consequences
Request for Support Referral
Support for Classroom Managed Behaviors
• Off-site professional development opportunities
• Quarterly survey to identify needs/trends• Student observation by Counselor or
Psychologist• Support w/ developing a behavior
management plan (Psychologist)
Classroom Managed Behaviors
Do not call the office or write a referral where the SOURCE of the conflict, problem, and
misbehavior is a classroom managed behavior.
OFFICE MANAGED BEHAVIORS
Hook Activity: Who Should Handle This?
• Work as a team to sort the student behavior issues into three categories: Teacher, Counselor, Administrator.
5 MINUTES
Office Managed Behaviors
• Must be handled by an Administrator in accordance with the CMS Rights and Responsibilities Handbook.
• It is our goal to keep students in the instructional environment. Please make every effort to help the child make a good choice and demonstrate the appropriate behaviors.
Referral Do’s• Describe the exact unwanted behavior • Describe the circumstances during which the
unwanted behavior occurred• Note the frequency, duration, and/or severity of the
behavior• Note the exact language that was unacceptable• Note if aggressive behavior or speech was directed at
a specific person• Note any suggested interventions in which you would
like to be involved• Note how you intervened BEFORE the incident
Referral Don’ts
• Use the following words: Disruptive, Disrespectful, Distracting, and Disobedient. These words are vague! Write the specific actions.
• Engage in non-professional discourse with students regarding a referral (yelling, arguing, power struggle, sarcasm)
• Just put a student out of the classroom—you are responsible for their safety!
• Call office for classroom managed behaviors
Referral Process
• Call office for all referrals! Do not place referrals in mail boxes!
• An administrator will immediately remove students for the following:– Stealing– Weapons– Student to student aggression– Student to teacher aggression
What Happens to My Referral?All students have due process rights:• Students are interviewed, they provide statements and
give names of witnesses. Those witnesses are interviewed and give statements. Administration must investigate claims made by students.
• Teachers may asked to provide additional information or a written statement.
Administrative Decision-Making Factors
• The precipitating events: What does each party say happened?
• The Child’s Intentions: What did the child mean to do?
• The personality and temperament of the child: Who is the student?
• What actually happened: What happened?• The damage or hurt caused by the misbehavior or
rule violation: Who has been harmed but the incident?
Teacher Neutrality
• The issuance of school consequences is an administrative responsibility.
• Consequences will be assigned after a review of evidence.
• Teachers may be consulted, but the final decision regarding a consequence resides with administration.
Special Categories: EC, MCV, 504
• Once a special category student has received more than 10 days (think: day 11) of OSS, a manifestation meeting must be held to determine if the offense is a manifestation of their disability.
• Suspensions alter the IEP for every EC student. We must ensure we are providing services aligned to their IEP.
Please Remember…
• Administration will be as supportive as possible when issuing a consequence regarding referrals.
• However, once you have submitted a referral, you have relinquished the right to handle the situation.
ANTI-BULLYING PLAN
Definition
• “a student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students” (Olweus, 1993, p. 9). – Target must have difficulty defending him/herself– There must be an imbalance of power or strength
BullyingCategory DescriptionPhysical Physical bullying includes hitting, kicking,
tripping, pinching and pushing or damaging property.
Verbal Verbal bullying includes name calling, insults, teasing, intimidation, homophobic or racist remarks, or verbal abuse.
Covert Covert bullying is often harder to recognize and can be carried out behind the bullied person's back. It is designed to harm someone's social reputation and/or cause humiliation.
Cyber Cyber bullying is overt or covert bullying behaviors using digital technologies.
Teachers & Bullying
• Research shows that teacher perception of bullying behavior determines how they respond.
• More likely to respond to bullying observed vs. bullying reported.
Teachers and Bullying
• Individual factors influencing teacher response to bullying (observed & reported):– Gender– Years of Experience– Grade Level– Perceived seriousness of bullying
Teacher Responsibilities
• When a student reports bullying, immediately inform an administrator AND school counselor via email.
• Plus-write and submit a referral• Provide a description of what you learned,
noticed, or were told.
Teacher Response Tips
• Stop the bullying immediately.• Refer to school rules regarding bullying.• Support the bullied child.• Offer guidance to bystanders.• Impose immediate consequences.• Notify colleagues and parents.• Follow up and intervene as necessary.
WES Bullying Plan
Initial Complaint
1. Gather information2. Make a determination3. Contact parents4. Bullying Contract
Re-occurences1. a bullying intervention
counseling group2. suspension3. central office
mediation4. exclusion from
activities5. placement in
alternative settings/schools
WES Bullying Plan
• Review and provide feedback to your Grade Chair. We will adjust as necessary.
• Bullying Prevention Month (October)• Classroom Guidance lessons