Classroom Engagement Plan Component What How When Be respectful Be responsible Be safe Be your best Students will work together in each class to come up with a list of expectations of the classroom. The expectations that the students come up with will be compiled into 3-4 expectations to be included in the classroom social contract. Students will define what each expectation looks like, sounds like, and feels like. This will create a clear understanding of each expectation for all students. Students will consistently be expected to follow all class expectations outlined in the social contract and will be referred to the social contract when needed Each class will have the expectations of the social contract outlined in the first two days of school. After creating the expectations students will spend three days creating what each expectation looks like, feels like and sounds like. This will include teacher modeling and students practicing the expectations. The classroom wide social contract will be completed in the first week of school. Routines Entering the classroom Call for attention Do Now Independent reading Read 180 computers Read 180 whole group group Transitions between stations Independent work time T.A.B. In and T.A.B. Out & Back When I am finished Dismissal CPR Restorative Circle All Routines will be taught by: Creating the steps of each routine with students. Students will provide input of what each routine should look like, sound like and feel like. Teacher Modeling Student modeling Ongoing practice of the routines Routines will be maintained by: Reminding students of expectations Practice of routines Students fix it, when routine isn’t working Routines will be focused on the first two weeks with explicit teaching and modeling. During the second week of school each student will teach and model one of the routines for the class. Modeling and practice of routines will continue throughout the year Routines will be modified as needed If routines are not being followed, the routines will be re-taught to students and practiced by students.
Re-teaching and re-modeling of routines when we do not meet expectations Students will be to describe and model routines randomly throughout the year. Relationship Development Community Building Circle of Power and Respect (CPR) Restorative Circle Peer Mediation Guided reflection Explicit teaching of how to work together Teaching of social skills The Developmental Design program is where many of these activities come from. The training and resources of DD will be the guide for relationship development and community building. As the community of the classroom is built throughout the year students will have the opportunity to lead and guide community building activities. CPR and activities will be used routinely throughout the year. Restorative circle will be used on an on-going basis to develop community and consistently restore community to the group. Peer mediation will be used as need. During the first two weeks there will be a heavy focus on community building and students and teachers getting to know one another. CPR and activities will be used routinely throughout the year. Restorative circle will be used on an on-going basis to develop community and consistently restore community to the group. Peer mediation will be used as need. During the first two weeks there will be a heavy focus on community building and students and teachers getting to know one another. Social Emotional Learning Perseverance – I will not quit when work gets hard. Compassion – I have concern for others and want to help others. Organization – I am efficient and complete tasks in an orderly and timely manner. Responsibility – I am accountable for the actions I take. Growth Mindset – I can improve These traits will be learned and experienced through DD procedures and practices. Students will be encouraged to explore and practice each of these traits. Students will be challenged to perseverance through constant practice of skills and multiple opportunities to keep trying Students will learn to have compassion for others through practice in restorative circle, CPR and developmentally appropriated community building activities These traits will be taught discussed with students the first week of school. We will continue to focus on these things throughout the year. Students will have the opportunity to develop these traits through rigorous course work and high expectations. Students will have the opportunity to reflect weekly on their growth as a student through restorative circle and through written and oral refelctions.
Students will learn organization through weekly binder checks and being consistently and constantly challenged to be prepared for class. Students will learn responsibility Acknowledge/Reinforce Positive Engagement Specific and consistent verbal praise Positive phone calls home Public Recognition through shout outs Earning bonus points throughout class to be used to earn incentives (as based on IEPs and BIP’s of students.) Jewel Jar incentive I will to my students with respect in order to show them their value and importance in my classroom I will make at least one positive call home a month for each of my students to share student success. I will share student success with Ms. Pawalek and Ms. Melander so they can also recognize students when working with them I will give specific recognition to students instead of just saying good job Positive reinforcement and bonus points will start immediately on the first day of school and will continue throughout the year. Students will receive at least one positive phone call a month. Students will receive bi-weekly positive notes or shout outs Respond/Redirect to Student Misbehavior Non-verbal cues and redirection Verbal Redirection Specific Clear Positive language Supports social contract One to one conversations Conference with parents T.AB. (Take a Break) I will explicitly explain and model non-verbal cues and expectations for T.A.B. Students will practice and model T.A.B. and responding to non-verbal cues. Phone calls home to support students getting back on track when they are struggling These procedures and routines will be focused on with intensity in the first two weeks of school. Students will practice these expectations multiple times a week during the first two weeks of school. Procedures will be retaught and practiced when the procedures are not effective during student misbehaviors. Responding to Extreme Student Misbehavior T.A.B. Out & Back Contact family Contact Behavior Dean/Flow Chart Procedures Follow Behavior Intervention Plans I will meet with students individually to go over their Behavior Intervention Plans (BIPs) and ask each student for input about the strategies that are listed in the BIP This will be addressed in the first two weeks of school after the social contract is established. Students be taught and given the opportunity to practice TAB out and back procedures.