ResponsiveClassroomApproach SubmittedBy: CourtneyVecchioneCooper FulfillmentforMasterofEducationDegree AmericanInternationalCollege EDC477

TableofContents

Abstract.3 Introduction..45 LiteratureReview..58 DataCollectionandAnalysis916 Summary....1718 ReferencesCited...19 Appendices...2026

 Abstract

Intodayseducationsystem,classroomteachersareupagainstanarrayofacademic demandssuchasstatewideassessment,teachereducationandtestingregulations, andeverchangingcurriculumregulations.Withthesedemands,manyteachersfind itachallengetoincorporateakeysocialcurriculumintotheirprogram.However, mostteachersbelievethattheremustbeafocusoncreatingwellrounded individualsandthatitisimperativetoaddresssocialandemotionalneedsalong withstudentsacademicneeds.Theanswertothisdilemma,accordingtomany educators,istheResponsiveClassroomapproach.ResponsiveClassroomisawidely used,researchbasedapproachtoelementaryeducationthatincreasesacademic achievement,decreasesproblembehaviors,improvessocialskills,andleadsto morehighqualityinstruction.Theapproachisbasedonthepremiseofteaching11 classroomstandards(responsiveclassroom.org).Thisactionbasedresearchproject examinesthesocialinteractionsof14kindergartenstudentsbeforeandafterthe additionoftheResponsiveClassroomapproachintheclassroom.Thegoalofthis researchistodetermineiftheResponsiveClassroomapproachimprovesstudents socialinteractionsbetweenclassmatesandteachers.Furthermore,thisresearch examinesthequalityofparentteacherrelationshipsthroughtheResponsive Classroomapproach.OverasixweekperiodthedatashowedthattheResponsive Classroomapproachimprovesstudenttostudent,studenttoteacher,andparent teacherinteractions.

 Introduction PineGroveSchoolisasmallprivateschoolfoundedin1985.PineGrove

SchoolislocatedinFalmouth,MaineanupperclasssuburbofPortland.PineGrove SchoolhostsstudentsfromFalmouthandothersurroundingtownsandcitiessuch asPortland,Yarmouth,Cumberland,andScarborough.WhileFalmouthisan affluentcommunity,bothmiddleandupperclassfamiliespopulatethesurrounding towns.Therefore,PineGroveSchooleducatesstudentscomingfromasmallvariety ofsocioeconomicbackgrounds. AllteachersatPineGroveSchoolhaveaminimumofafouryearcollege degree,andareregisteredwithMaineRoadstoQualityRegistryanorganization directedtowardssupportingeducatorsthrougheducationandadvancementinthe educationalfield(muskie.usm.maine.edu/maineroads).Severaloftheteachersof PineGroveSchoolareMaineStateCertifiedteachers(PineGroveSchool,2011). PineGroveSchoolismadeupoftwopreschoolclassroomsandone kindergartenclassroom.Theactionbasedresearchwillbedoneinthekindergarten classroom.Inthisclassroom,thereareatotalof14studentswithoneteacher.The teacherinthisclassroomiscertifiedinelementaryeducationbythestateofMaine. Thekindergartenprogramrunsfrom8:00amuntil3:00pmwithanafterschool programavailablefrom3:00pm5:30pm.Thechildrenattendschoolfivedaysa week,MondaythroughFriday.Theclassroomismadeupofchildrenwhoarefiveto sixyearsoldandhavecompletedapreschoolprogrameitheratPineGroveorat anothereducationalinstitution.AfterthekindergartenprogramatPineGrove

 School,studentsmoveontofirstgradeatlocalpublicandprivateschools.Public

schoolsincludeFalmouthPublic,YarmouthPublic,CumberlandPublic,andPortland Public.PrivateschoolsincludeWaynfleteSchoolinPortland,andBreakwater SchoolinPortland.ThekindergartenprogramatPineGroveSchoolmeetsallofthe DepartmentofEducationregulationsforthestateofMaine,includingbeingleadby aMainestatecertifiedteacherandhavingabalancedcurriculumofmath,literacy, science,music,andmovement(maine.gov/education). PineGroveSchoolencouragesfamiliesandpeopleinthecommunitytobea

partoftheirstudentseducation.Parentsareencouragedtovisittheschool regularlyandhaveweeklycommunicationwiththeteachers.PineGrovestudents takepartinactivitiestobenefitthecommunityandwelcomemembersofthe communityintotheirschooloften. Thetargetstudentsusedforthisactionbasedresearcharesatisfactorily

meetingtherequirementsofcurriculumforPineGroveSchool.Thegroupof fourteenstudentsismadeupof10boysand4girls.Theypopulatethesmallvariety oflocaltownsmentionedaboveandcomefromuppermiddleclassfamilies.Of thesestudents,onestudentspeaksfluentJapaneseathomeandislearningEnglish asasecondlanguage.Onestudentinthistargetgroupiscurrentlyexperiencingthe divorceofherparents.

 LiteratureReview Intodayseducationsystem,classroomteachersareupagainstanarrayof

academicdemandssuchasstatewideassessment,teachereducationandtesting regulations,andeverchangingcurriculumregulations.Withthesedemands,many teachersfinditachallengetoincorporateakeysocialcurriculumintotheir program.However,mostteachersbelievethattheremustbeafocusoncreating wellroundedindividualsandthatitisimperativetoaddresssocialandemotional needsalongwithstudentsacademicneeds.PositiveBehavioralInterventionsand Supports(PBIS),anevidencebasedframeworkfordevelopingpositivebehavior,is usedinschoolsnationwidetocreateapositiveclimateforlearning.TheU.S. DepartmentofEducationiscurrentlyencouragingschooldistrictstousestimulus fundstoimplementPBIS(pbis.org).TheResponsiveClassroomcurriculumoffers manypracticalstrategiestoachieveahighqualityPBISinschools. TheResponsiveClassroomapproachisawidelyused,researchbased

approachtoelementaryeducationthatincreasesacademicachievement,decreases problembehaviors,improvessocialskills,andleadstomorehighquality instruction.Theapproachisbasedonthepremiseofteaching11classroom standards(responsiveclassroom.org): MorningMeeting:gatheringasawholeclasstogreetoneanother,share news,andwarmupforthedayahead. RuleCreation:helpingstudentscreateclassroomrulesthatallowallclass memberstomeettheirlearninggoals. InteractiveModeling:teachingchildrentonoticeandinternalizeexpected behaviorsthroughauniquemodelingtechnique.

 PositiveTeacherLanguage:usingwordsandtonetopromotechildrens activelearningandselfdiscipline. LogicalConsequences:respondingtomisbehaviorinawaythatallows childrentofixandlearnfromtheirmistakeswhilepreservingtheirdignity. GuidedDiscovery:introducingmaterialsusingaformatthatencourages creativityandresponsibility.

AcademicChoice:increasingstudentmotivationbydifferentiatinginstruction andallowingstudentsteacherstructuredchoicesintheirwork. ClassroomOrganization:settingupthephysicalroominwaysthat encourageindependence,cooperation,andproductivity. WorkingwithFamilies:hearingfamiliesinsightsandhelpingthem understandtheschoolsteachingapproaches. CollaborativeProblemSolving:usingconferencing,roleplaying,andother strategiestoresolveproblemswithstudents. Endofdaycircle/meeting:gatheringasawholeclasstosaygoodbyetoone another,sharethoughtsabouttheday,andsetgoalsandgiveremindersforthe followingday. TheResponsiveClassroomapproachalsoincludespracticesthatschool communitiesadoptonaschoolwidebasis.Thisisdonetocreatecontinuityinthe environment.Thesepracticesinclude: AligningpoliciesandprocedureswithResponsiveClassroomphilosophy: makingsureeverythingfromthelunchroutinetothedisciplinepolicyenhances theselfmanagementskillsthatchildrenarelearningthroughtheResponsive Classroomapproach. AllocatingresourcestosupportResponsiveClassroomimplementation: usingtime,money,space,andpersonneltosupportstaffinlearningandusing theResponsiveClassroomapproach. Planningallschoolactivitiestobuildasenseofcommunity:giving childrenandstaffopportunitiestolearnaboutandfromallschoolmembers throughactivitiessuchasallschoolmeeting,crossagerecessorlunch,buddy classrooms,andcrossagebookclubs. Welcomingfamiliesandthecommunityaspartners:involvingtheminthe childrenseducationbymaintainingtwowaycommunication,invitingparents andotherstovisitandvolunteer,andofferingfamilyactivities.

8 Organizingthephysicalenvironmenttosetatoneoflearning:making sure,forexample,thatschoolwiderulesarepostedprominently,studentwork isemphasizedindisplays,andeveryspaceintheschooliswelcoming,clean, andorderly.

From20012004,researchersattheUniversityofVirginiasCurrySchoolof

Educationconductedalongitudinal,quasiexperimentalstudyonhowthe ResponsiveClassroomapproachaffectschildrensacademicandsocialskills.This studycomparedchildrenatsixschoolsinanurbandistrictintheNortheast.Three schoolsimplementedtheResponsiveClassroomapproachandthreeschoolsdidnot. ThequasiexperimentaldesignisoneofthetwotypesthatNoChildLeftBehind considersappropriateforeducationalresearch.Thestudy,ledbyDr.SaraE.Rimm KaufmanandfundedbytheDuBarryFoundation,foundthattheResponsive Classroomapproachisassociatedwithbetteracademicandsocialoutcomesfor elementaryschoolchildren(Kaufman,2008). Thestudyyieldedsixkeyfindingsaboutchildrenandteachersatschools

usingtheResponsiveClassroomapproach: 1. Studentsshowedgreaterincreasesinmathandreadingtestscores. 2. Teachersfeltmoreeffectiveandpositiveaboutteaching. 3. Childrenhadbettersocialskills. 4. Teachersofferedmorehighqualityinstruction. 5. Childrenfeltmorepositiveaboutschool. 6. Teacherscollaboratedwitheachothermore. TheresearchcompiledbytheCurrySchoolisEducationattheUniversityof Virginiashowthaturban,suburban,andruralschoolsnationwidethathave

 implementedtheResponsiveClassroomapproachconsistentlyexperience higherteachingquality,increasedstudentengagement,academicgains,and fewerdisciplineproblems(Kaufman,2008). EducatorscanlearnmoreaboutResponsiveClassroom,andbe

trainedintheapproachthroughavarietyofdifferenttrainingopportunities. ResponsiveClassroomoffersonedayworkshops,weeklonginstitutes,followup consultations,andschoolwideconferencesorconsultations.Theseworkshops includeTheResponsiveClassroomSampleranoverviewofthecurriculum, whichallowsteacherstoexperiencemorningmeetingandtoseethepracticesof ResponsiveClassroominaction;AnOverviewforAdministratorsaworkshop targetedatschooladministratorswhichofferswaystoincorporateResponsive Classroomintotheschoolandcommunityonabroadlevel;andChild DevelopmentMattersaworkshoplookingatthedevelopmentofK8students inregardstoasocialcurriculum. WhileKaufmansstudy(2008)ofResponsiveClassroomshowsclear

benefits,theapproachprovestobeteacherandparentintensive.Inatime whereteachersarepushedtomeetstateguidelinesalongwithdealingwitha hostofotherchallenges,manyeducatorsquestionifthissocialcurriculumisa realisticadditiontotheirclassroom.Intheactionbasedresearchincludedin thisreport,theapplicationandbenefitsofResponsiveClassroomwillbe reviewedtohelpdeterminethecostandbenefitofthiscurriculum.

 DataCollectionandAnalysis

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Overasixweekperiodeachstudentinthetargetgroupwillbeintroducedto

thebenchmarksoftheResponsiveClassroomcurriculum.Duringthisintervention, Interactivemodelingwillbeusedwhenexplainingtostudentswhatbehavior(s)are expectedofthem,alongwithpositiveteacherlanguageatalltimes,andlogical consequencesfornegativebehavior.Parentrelationshipswillbefosteredthrough ResponsiveClassroomrecommendedcommunications.Allstudentswillparticipate inadailymorningmeeting,createpositive,clearrulesfortheclassroom,participate inguideddiscoveriesofclassroommaterialsandstations,andparticipatein collaborativeproblemsolving. Thefocusofthisactionbasedresearchprojectistoimproveatargetedgroup ofstudentssocialinteractionswiththeirclassmatesandteacher.Furthermore,this actionbasedresearchisfocusedtowardsimprovingteachertoparentinteractions withinasixweekperiodusingvariousactivitiesbasedontheResponsiveClassroom socialcurriculum.Itisexpectedthatoverasixweektimeperiodofintervention, studentssocialinteractionswithclassmatesandteacherswillimprove.Itisalso expectedthatparentswillbesatisfiedwiththeirparentteacherrelationshipand communications. Theinterventionfocusedonfourteenstudents,tenmalesandfourfemales whowillbereferredtoasstudentsAtoNthroughoutthisdocument.Thefourteen studentsusedinthisresearcharesatisfactorilymeetingtheacademicguidelinesof PineGroveSchool(PineGroveSchool,2011).

11 Thetargetedstudentsare5and6yearoldmaleandfemalestudentswhoare

inkindergarten.StudentsAthroughJaremaleandstudentsKNarefemale. StudentMisJapaneseandspeaksEnglishasasecondlanguage.StudentKis experiencingthedivorceofherparents.Shespendstwodaysaweekwithher fatherandthreedaysaweekwithhermother.Weekendsaresetupasabiweekly custodyagreement.Thetargetstudentswerechosenatrandom. Thefollowingdatawascollectedpriortointroducinginterventionstothe

targetstudents.Studentswereobservedthroughouttheschoolday,andlabeledas havingbeenintroduced,developing,orconsistentlyperformingthebenchmarks listedbelowinthetable(AppendixAandAppendixB).Thestudentswerethenre observedafterthe6weekinterventiontodeterminechangesinsocialinteractions. TableI:TargetStudentsObservedStudenttoStudentInteractionin Septemberof2011. SocialInteraction

DisplaysGraceand Courtesy Isrespectfulto classmates Lendsahelpinghandto otherswithoutdirection Expressesfeelings verballyandengagesin conflictresolutionsteps Communicateswith peersfreely Initiatesactivitieswith peers Worksandplaysin cooperationwithothers Enjoysbeingarole model Participatesingroups activitiesand discussions

Introduced D M A,D,E,G,H D,E,K,M D,K, D,E,G,K A,D,E,G,H,J,K D,E,H,J

Developing A,H,J,M A,D,G,H,J C,J,M A,G,H,J E,G,H,J,M A,H,J A,D,E,G,H,J,M C,M A,C,G,K,M

Consistently B,C,E,F,G,I,K,L, N B,C,E,F,I,K,L,N B,F,I,K,L,N B,C,F,I,L,N A,B,C,F,I,L,N B,C,F,L,I,M,N B,C,F,I,K,L,N B,F,I,L,N B,F,I,L,N

12 ThedatainTableIshowthat5outofthe14targetstudentsareconsistently

displayingpositivestudenttostudentinteractionsinallareasonadaytodaybasis atPineGroveSchoolinSeptember2011.Nineoutofthe14targetstudentsare developingtheirsocialinteractionswithpeers,with8studentsnotperforming someofthebenchmarksatall(introduced). TableII:TargetStudentsObservedStudenttoTeacherInteractionsin Septemberof2011. SocialInteraction

Transitionstoprogram smoothly Responds appropriatelyto greetings Isrespectfultoteacher Communicateswith teacherfreely

Introduced D,K,L,M D,G,M D,K,M

Developing E,G,J, C,H,J,L A,G,H,J A,C,E,G,H,J,L

Consistently A,B,C,F,H,I,N A,B,E,F,I,K,N B,C,D,E,F,I,K,L, M,N B,F,I,N

ThedatainTableIIshowthat4outofthe14targetstudentsareconsistently

displayingpositivestudenttoteacherinteractionsinallareasonadaytodaybasis atPineGroveSchoolinSeptember2011.10outofthe14targetstudentsare developingtheirsocialinteractionswithteachers,with5studentsnotperforming someofthebenchmarksatall(introduced).

 TableIII:TargetStudentsQualityofObservedStudenttoStudent InteractionsinNovemberof2011. SocialInteraction

DisplaysGraceand Courtesy Isrespectfulto classmates Lendsahelpinghand tootherswithout direction Expressesfeelings verballyandengages inconflictresolution steps Communicateswith peersfreely Initiatesactivitieswith peers Worksandplaysin cooperationwith others Enjoysbeingarole model Participatesingroups activitiesand discussions

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Introduced

Developing D,H,J,M D,G,H,J A,D,E,G,H,J D,E,G,H,J,M

Consistently A,B,C,E,F,G,I,J, K,L,N A,B,C,E,F,I,J,K,L, N,M B,C,F,I,J,K,L,N, M A,B,C,F,I,J,K,L,N

K D,E,H,J J

D,E,G,J,M D,E,G,J D,E,G,H,J A,G,K,M D,E,G,M

A,B,C,F,H,I,J,K, L,N A,B,C,F,H,I,J,K, L,M,N A,B,C,F,I,J,K,L, N,M B,C,F,I,J,L,N A,B,C,F,H,I,J,K, L,N

ThedatainTableIIIshowthat,afterthe6weekintervention,6outofthe14

targetstudentsareconsistentlydisplayingpositivestudenttostudentinteractions inallareasonadaytodaybasisatPineGroveSchoolinNovember2011.8outof the14targetstudentsaredevelopingtheirsocialinteractionswithteachers,with4 studentsnotperformingsomeofthebenchmarksatall(introduced).Thisdata showsthatthetargetstudentsstudenttostudentinteractionsimprovedinalmost allareasduringthe6weekperiodoftime.

 TableIV:TargetStudentsQualityofObservedStudenttoTeacher InteractionsinNovemberof2011. SocialInteraction

Transitionstoprogram smoothly Responds appropriatelyto greetings Isrespectfultoteacher Communicateswith teacherfreely

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Introduced D M M

Developing

Consistently A,B,C,E,F,G,H,I, J,K,L,N A,B,C,D,E,F,G,H, I,J,K,L,N A,B,C,D,E,F,G,H, I,J,K,L,M,N A,B,C,D,E,F,G,H I,J,K,L,N

ThedatainTableIVshowthat12outofthe14targetstudentsare

consistentlydisplayingpositivestudenttoteacherinteractionsinallareasonaday todaybasisatPineGroveSchoolinNovember2011.Twooutofthe14target studentsaredevelopingtheirsocialinteractionswithteachers,withallstudents reachingsomebenchmarksconsistently.Thisdatashowsthatthetargetstudents teacherstudentinteractionsimprovedinallareasduringthe6weekperiodoftime. Thefollowingdatawascollectedthroughastudentquestionnaire.Targetstudents receivedthequestionnaireandwerereadthequestions.Answerswerecollected throughasmileyfacesurvey(AppendixC).Studentswereremindedofthe possibleanswers(always,mostofthetime,sometimes,ornever)aftereach question.

 TableV:TargetStudentsResponsestoStudentQuestionnaire Question# 1 2 3 4 5 6 7 8 9 10 11 ThedatainTableVshowthat,attheendofthesixweekperiod,most Always 7/14 9/14 6/14 10/14 9/14 12/14 11/14 12/14 12/14 14/14 10/14 Mostofthe time 4/14 3/14 4/14 2/14 3/14 2/14 3/14 2/14 1/14 0/14 1/14 Sometimes 3/14 2/14 4/14 2/14 2/14 0/14 0/14 0/14 1/14 0/14 3/14 Never 0/14 0/14 0/14 0/14 0/14 0/14 0/14 0/14 0/14 0/14 0/14

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studentsfelttheywereexperiencingpositivesocialinteractionsintheclassroom. Morespecifically,90%oftargetstudentsperceivetheirsocialinteractionstobe positiveeitherallormostofthetime.Tenpercentofstudentsfeltthattheirsocial interactionswerepositivesomeofthetime,and0%ofstudentsfeltthattheynever hadpositivesocialinteractionsintheclassroom.Furthermore,78%ofstudentsfelt thatmorningmeetingandotherresponsiveclassroombenchmarksleadtothem feelingmorecomfortablewiththeirclassmatesandteachers.21%ofstudentsfelt

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thattheirfeelingstowardstheirclassmatesandteachersdidnotchange,and0%of studentsfeltthattheywerenegativelyaffectedbyresponsiveclassroom benchmarks. Thedatabelowwascollectedthroughaparentquestionnaire(AppendixD).

Parentswereprovidedthequestionnaireinthetheirchildshomeworkfolder. Whilealltargetstudentsparentswereprovidedwithquestionnaires,only10 parentscompletedandreturnedthequestionnaire. TableVI:ParentResponsestoParentQuestionnaire Question# 1 2 3 4 5 6 7 8 9 10 11 12 10/10 10/10 9/10 10/10 10/10 10/10 9/10 10/10 8/10 10/10 10/10 10/10 Yes RoomforImprovement 0/10 0/10 1/10 0/10 0/10 0/10 0/10 0/10 2/10 0/10 0/10 0/10

17 ThedatainTableVIshowthat,attheendofthesixweekperiod,allparents

surveyedweresatisfiedwiththeirteacherparentrelationship.Morespecifically, 100%oftargetparentsperceivetheirteacherparentrelationshiptobepositiveand interactive.10%ofparentsfeltthattherewasroomforimprovementintermsof teacherssharingobservations,and20%ofparentsfeltthatthecommunitybulletin needsimprovement.

 Summary Basedonthedataandanalysiscollectionforthisactionbasedresearch

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project,ResponsiveClassroomimprovessocialinteractionsbetweenstudent, studentteacher,andparentteacherrelationships.Allfourteentargetstudents improvedinsomesocialinteractions.UsingtheResponsiveClassroomapproach wasbeneficialisraisingstudentssocialinteractionsfromintroducedordeveloping interactionstoconsistentlyinteractinginsuggestedforms. Atthestartofthisstudy,fivestudentswereconsistentlyperformingpositive

studenttostudentinteractions,withninestudentsdevelopingtheirsocial interactions.Eightofthosestudentswerenotperformingsomeofthesocial benchmarksatall.Fourstudentswereconsistentlyperformingpositivestudentto teacherinteractions,withtenstudentsdevelopingtheirsocialinteractions.Fiveof thosestudentswerenotperformingsomeofthesocialbenchmarksatall.Once ResponsiveClassroomwasintroducedtotheclassroom,sixstudentswere consistentlyperformingpositivestudenttostudentinteractions,witheight studentsdevelopingtheirsocialinteractions.Justfourstudentswerenot performingsomeofthesocialbenchmarksatall.Studentteacherinteractions improvedtotwelvestudentsconsistentlyperformingallsocialinteractions,with twostudentsdevelopingtheirinteractionsandallstudentsconsistentlyperforming somebenchmarks.Studentandparentquestionnairesshowedallaround satisfactionwithstudentstudent,studentteacher,andparentteacher relationships.

 BasedonthisdataitisclearthattheResponsiveClassroomapproach

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improvessocialinteractionsintheclassroom.Theseresultswerebasedon observationsandquestionnairesadministeredtoarandomlychosengroupoftarget students.Itispossiblethat,ifthisobservationandquestionnairewerefocusedona differentgroupofstudents,theresultswouldvary.Morespecifically,ifthetarget studentswerefromalowersocioeconomicstatus,parentinvolvementandpositive studentsocialinteractionsmaybemorechallengingtoachieve.

 ReferencesCited

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Kaufman,Sara(2011).ResponsiveClassroomEfficacyStudy(RCES).Charlottesville, Virginia:UniversityofVirginia,CurrySchoolofEducation. MaineDepartmentofEducation.(2011)LearningStandardsandGuidelines. RetrievedSeptember2011,fromhttp://www.maine.gov/education/standards.htm MaineRoadstoQuality.(2011)Promotingandsupportingprofessionalisminthe earlycareandeducationfield.RetrievedSeptember2011,from http://muskie.usm.maine.edu/maineroads PineGroveSchool.(2011)Studentandteacherprofiles.RetrievedSeptember2011 fromPineGroveSchoolFalmouth,ME. PositiveBehavioralInterventionsandSupport.(2011)EffectiveSchoolWide Interventions.RetrievedSeptember2011,fromhttp://www.pbis.org ResponsiveClassroom.(2011)Educatorscreatingsafe,challenging,andjoyful elementaryschools.RetrievedSeptember2011,from http://www.responsiveclassroom.org

 Appendices

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 AppendixA StudenttoStudentInteractionObservation StudentName: SocialInteraction

DisplaysGraceand Courtesy Isrespectfulto classmates Lendsahelpinghandto otherswithoutdirection Expressesfeelings verballyandengagesin conflictresolutionsteps Communicateswith peersfreely Initiatesactivitieswith peers Worksandplaysin cooperationwithothers Enjoysbeingarole model Participatesingroups activitiesand discussions

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Developing

Introduced

Consistently

 AppendixB StudenttoTeacherInteractionObservation StudentName: SocialInteraction

Transitionstoprogram smoothly Responds appropriatelyto greetings Isrespectfultoteacher Communicateswith teacherfreely

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Introduced

Developing

Consistently

 AppendixC StudentQuestionnaire

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Readaloudtostudents.Aftereachquestion,studentswereremindedwhat eachfacerepresents. 1.) Doyoufeelthatyourclassmatesarekindtoyou?

Always MostofthetimeSometimesNever

2.) Doyoufeelthatyouarekindtoyourclassmates?

3.) Doyoufeelthatyourclassmatesarehelpfultoyou?

4.) Doyoufeelthatyouarehelpfultoyourclassmates?

 5.) Doyoufeelcomfortablediscussingproblemsorworrieswithyour classmates?

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6.) Doyoufeelcomfortableaskingyourclassmatestoplayorworkwithyou?

7.) Doyoufeelthatyouhavewehaveanopportunitytodiscussthingsasa wholeclasseachday?

8.) Doyouenjoymorningcircletime?

9.)Doyouunderstandandagreewiththerulesofourclassroom?

 10.)Doyoufeelcomfortabletalkingtoyourteacheraboutproblemsorconcerns?

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11.)Doyoufeelmorecomfortablewithyourteachersandclassmatesnowthatwe havemorningmeetingandotherscheduledtimestodiscussourdayandother thingsgoingonintheclassroom?

Yes AlittlebetterIfeelthesamewayIalwayshaveIfeelworse

 AppendixD ParentQuestionnaire 1. Mychildsteachersaregettingtoknowmychilds personalityanditsobviousfromtheirinteractionsthat theyareconnectingwithhim/herandare attentive/responsivetohis/herneeds Thestaffshowssensitivitytomychildsseparation issues,andskillfullyhelpstofacilitateapositive transitionwhenappropriate. Ihavefoundthatmychildsteachersfindadaily opportunitytoshareanobservation,tidbitof informationorananecdoteaboutmychildsdayat schoolwithparent/babysitter. Forlearningthebasicsaboutwhatsnewinthe classroom,IfindtheWhiteBoardhelpfulin communicatingspecificinformationtome. Othermethodsofcommunicationsuchasclassroom newsletters(viaemail),flyersfromtheoffice,email notice,etc.keepmeinformedaboutupcomingevents. Iamcomfortablewiththestyleandformofguidance andlimitsettingusedbymychildsteacher. Ihaveadequateopportunitytodiscusswhatmychild islearningandunderstandhowmychildsprogressis measured. IfeelasenseofcommunityatPineGrove. IfindtheCommunityBulletinusefultofindoutabout specialeventsmyfamilycanenjoyoutsideofPine Groveinthecommunity. Eventsthatparentsareinvitedtocontributetothe communityfeelatPineGrove. Mychildsteacherasksmeaboutourfamilys backgroundandcultureanddiscusseswithmehow thatmayaffectmychildseducationalexperience. Mychildsteacherisfriendly,efficient,attentivetomy calls/emailsandresponsivetomyconcerns. Yes

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Roomfor Improvement

2. 3.

4. 5. 6. 7. 8. 9. 10. 11. 12.