June 18Th PBS Planning Meeting Notes

June 18th PBS Planning Meeting Notes

RESOURCES:

“Goofy Games” by Kagan
“More Activities to Teach” by Tom Jackson
“Large Group Guidance Activities”
“Silly Sports & Goofy Games” Dr. Spencer Kagan
“Social Skills Activities” Darlene Mannix
“Teaching Children to Respect and Care for Others” Joe Wittmer & Mary Ann Clark
“Tribes” Jeanne Gibbs

A look at what we will do for the First 20 Days of PBS

Second Steps has 1 lesson/week for the first 20 days

Ortega’s 5 rules of Respect: self, learning, others, adult expectations & property

oDiscussing making rules with the students that fall under these

Introduce Ortega’s Behavior Documentation
Using the district’s first 20 days in each subject to guide instruction on the first 20 days of PBS
Programs we could use: Tribes and Second Steps (which is the program that the district uses to teach SEL – organized by Castle)

oReal Question is: Do we want to use Tribes AND the Second Steps program that the district is using?

John spoke Sheri Raven (director of SEL) and she suggested we wait to incorporate Tribes until 2013-2014.

oA little difficult to decide on templates prior to going to a training

Eat with the students the first 20 days of school in the cafeteria (suggestion)

DRAFT SCHEDULE: what is our time commitment for each lesson? Using the second step and other resources we can assign an activity for each day in the first 20 days. Special areas will also use these lessons.

Week 1:

First few days: PBS expectations
Routines
Reflection of what has been working.
Towards end of the week – look at the first lesson within skills for learning (learning to listen, listening to learn)
Team building activities (communication, listening,

Week 2:

Scope & Sequence of Second Steps: Each Unit lasts 5 weeks – Each scope has a specific number of lessons (they are each 45 minutes long and should last all year) Q: do we complete each unit before moving on or do we work on all units (one lesson at a time?)

Skills for Learning

Empathy

Emotion Management

Problem Solving

FOLLOW UP

We can make the Ortega Stars
Recreate Ortega’s Behavior Documentation
Create teacher notes home
Back to school night packet:

oInclude discussion on adult expectations when meeting with teacher during the back to school day

Have signs posted reminding adult visitors to check in
Park Rules Posted
Security badge entrance out of the 200 wing because of portables – concern about parent entrance
On Tuesday, June 18th – use a blank calendar and plug in lessons. Work on the primary ones and then in July work on the secondary.

Brainstorming & sharing what we do at the beginning of the year to create community and team build:

Set a class goal by asking students to make a suggestions and then vote
Have students write a letter to themselves that they will read at the end of the year
Ask students to list/discuss expectations they have for you the teacher and for each other

oWith sentence stems

oAsk them how they resolve conflicts at home

Create a system/discuss a way to resolve conflicts in the class (discuss with Autumn)

oPossibility to create a place in the room where the students can go to give themselves a time out.

Create student based rewards/consequences

oDo we want to have school wide ones? – a part of the documentation plan

Not sending students out of the classroom (sending the student to another teacher with work?)

oWhen discussing consequences, it will be a guide for the teacher and not for the student. We should have a consistent, school wide method of responding to students(?)

A better idea is to tell the student you are thinking of a consequence that you will tell them about later. Giving the teacher an opportunity to decompress. Sometimes, the consequence is never discussed.

Something that we need to address school wide. So we have consistency.

oRewards: leaving the student expectations as is

Simple things at the end of the week – eating in the classroom

Send them to the administration

Note & Call home

Introduce planning/self reflective time
Active Supervision in common areas:

oSentence stems for teachers to say to students

oExpectations that every teacher/adult should follow when working with students

Arrival/Morning Duty/Morning Assembly (Cafeteria & Gym?)

Adult/Teacher

Be at your designated area no later than 7:30
Greet students and adults with a smile
Direct students to appropriate areas
Actively monitor all classes
Model good behavior
Remind students of expectations
Be consistent in reinforcing students expectations

Adult/Parent

If arrive after 7:30, must sign in (We should have signs posted everywhere so a parent knows where they need to go) – create automaticity.
Greet students and adults with a smile
Model good behavior (by following Ortega’s 5 rules of suspect?)
Voices off during any assembly

STUDENT EXPECTATIONS

Student

Be on time
Walk in the crosswalks and follow safety patrol directions
Enter through the designated doors
Go straight to your designated area and wait for your teacher to pick you up

Student-

Sit in classroom line, facing forward, with backpack close to your side
Voices off
Read independently
Respect speaker (listening, participating, no talking)
Exit quickly and quietly

Upon Entering the Building Expectations for/Adult Visitors

Ring bell (office will inquire who it is) & announce who you are & state your purpose for your visit
Parents should have an appointment (previous arrangement)?
Check in/Sign in the office for a visitor sticker
Walk quietly in the hall
Follow Ortega’s 5 rules for respect: (have posted on office counter)
Check out/Sign out when leaving

Hallway

Adult/Teacher

Remind students of expectations before they begin moving
Teachers use inside voices
Be positioned to see all students
Use non-verbal cues to remind students of expectations

Adult/Parent

Use inside voices
Silent cell phones
Keep Visitor Sticker Visible

Restrooms

Adult- (100 wing)

Designate specific times to go as a group
Send 3 students at a time
Be consistent in modeling and reinforcing student expectations

Adult/Visitor

Supervise students
Use student restrooms only

Student-

Voices off
Go, flush, wash, dry, dispose, exit

Playground

Adult-

Monitor students by walking around, watching, and not talking to other adults
Active involvement with student activities
Remind students of expectations
Be consistent in reinforcing student expectations

Student-

Use Ortega’s 5 rules of respect
Pick up playground equipment only – do not throw rocks
Stay in the designated areas
Use the steps to go up the slide; slide down on your bottom
Keep your hands and feet to yourself
Line up when signaled to do so

Cafeteria

Teacher Expectations

Remind students of expectations
Be consistent with reinforcing rules/consequences to support cafeteria staff (follow up the next day by…..
Occasionally actively monitor
Occasionally eat with the students
Administrator presence

Student Expectations ******

No cross talk
Respect all adults

Dismissal:

Busses:

Ideas: park on side by cafeteria, make the street one way, on chico,

Adult-

Display primetime list outside homeroom classroom & ensure there are explicit directions for substitutes
Have class lined up at or before 2:45 separating students for bus, prime time, tutoring, etc.
Release primetime students to Pre-K teachers
Walk to the front of the school with your class
Stay outside and actively supervise students until 3:00
Take remaining students to office at 3:00

Student-

Sit or stand with your teacher
Ask permission from teacher to get snacks
Tell your teacher when you are leaving
Follow directions from safety patrol
Walk only on sidewalks or cross walks

Parent involvement:

oHave a family tribes night (once a month?) to celebrate community

oStudents can plan

oWe can create packets for the end of the first 20 days and then do different programs