2014-2015 Long Range Plans With SC Standards and ccss-2

2014-2015 Long Range Plans Carla A.
Cozart
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Carla A. Cozart
English Teacher
Room F135
Greenwood High School

English II Honors/AVID
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--------------------------------------------
CCSS & S.C. Standards

2014-2015 Long Range Plans Carla A. Cozart
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PD 1: Long-Range Learning and Developmental Goals
Carla A. Cozart
English II Honors/AVID Grade 10
Blocks 1 and 4
Part 1:

A. Describe the ability and developmental levels of your
students.

Students enrolled in this English course have fulfilled the requirements of
Grade 9 English I Honors. These students are prepared to improve their
skills in oral and written communication through a comprehensive study of
grammar, composition, and literature. Students will use the library and the
world-wide-web along with a variety of technology tools to complete one or
more major research assignments and several mini research assignments.
In addition, students will practice proper speaking and listening skills.

B. Describe the social and cultural backgrounds of your
students.

Students enrolled in these classes come from a variety of social and
cultural backgrounds. Many students share the common factor of not liking
school very much because it is too boring, does not fit their learning styles,
and/or not having experienced many successes within the school setting.
These students need encouragement, understanding, and high
expectations. Much of the work in this course is completed within the
ninety minute period, while the homework is comprised of studying
academic vocabulary, Word within the Word vocabulary, and independent
reading of assigned novels. Although these are honors students, many of
these students are not used to independent assignments and critical
homework. Some do not live in environments conducive to home study
nor do they have access to the internet or a printer. Some of these
students are not aware of the opportunities available to them in the future.

C. Describe the learning styles of your students.

These students span the entire range of learning styles from auditory and
kinesthetic to visual and tactile. They learn best when a variety of
environments are available to them during their initial acquisition and then
deeper analytical learning. They like to experience first-hand the
importance of their English assignments by putting together a variety of
sentence and paragraph forms. Also, many of these students learn more
from what they hear and discuss than from what they read and try to

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decipher for themselves. Many of these students need to strengthen their
critical thinking skills and have to be asked a litany of open-ended
questions to foster independent thought processes. These students benefit
the most from individual assistance, peer collaboration and immediate
feedback on their work, especially on work that is in progress. Technology
is helping to reduce the gap between a finished assignment and feedback
on performance. I use preferential seating, retests, extra time and testing
with special education teachers as well as the ESOL teacher to ensure the
success of my students with special needs. In order to accelerate my more
gifted students, I use higher standards and differentiated instruction to push
them to gain even greater proficiency.

D. Describe any significant interests or special needs the
students may have.

The special needs of these students are many. They are desperate for
attention and positive feedback on their work and other activities. Phone
calls to significant others in their lives is essential. They have to know that
I, the teacher, communicate with parents and guardians. These kinds of
contacts make a big difference in classroom behaviors. Students in this
class do not tolerate direct confrontations. They have to be treated with
care and respect in terms of getting one's point across. Once I have
gained their attention, they generally are cooperative and hardworking
young people. Assignments have to be relevant and "real" to them. They
have to know the "higher purpose" for what they are doing. Many of these
students are very involved in football, basketball, volleyball, soccer,
cheerleading, band, color-guard, and ROTC as well as the Reading Club,
community, and church activities.

Part 2:

The broad skills and abilities that my students are expected to achieve by
the end of this term are defined in the following publications:

--The Greenwood High School Program of Studies
--English II Honors Pacing Guide
--2008 S. C. State Teaching Standards for English Language Arts
--Common Core State Standards

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ENGLISH II OBJECTIVES

See Master Copy of S. C. State Standards.

REQUIRED TEXTBOOKS
GRADE 10 ENGLISH Honors

Literature

Elements of Literature: World Literature
Holt
Grammar and Composition

Writers Choice
Grade 10
Glencoe -- McGraw Hill

PARALLEL READING
GRADE 10 HONORS ENGLISH
Frankenstein
Belle Praters Boy
Lord of the Flies
Antigone

Julius Caesar
*Night
*Things Fall Apart
*Macbeth

*Time permitting

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English II

Pacing
Guide

Greenwood School District 50

Emerald High School
Greenwood High School

August 2012

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S.C. Power StandardsGrade 9 &10

Understanding and Using Literary Texts
Standard E2-1 The student will read and comprehend a variety of literary texts in print and
nonprint formats.
E2-1.2 Analyze the impact of point of view on literary texts.
E2-1.3 Analyze devices of figurative language (including extended metaphor, oxymoron, pun, and
paradox).
E2-1.4 Analyze the relationship among character, plot, conflict, and theme in a given literary text.
E2-1.5 Analyze the effect of the authors craft (including tone and the use of imagery, flashback,
foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.
Understanding and Using I nformational Texts
Standard E2-2 The student will read and comprehend a variety of informational texts in
print and nonprint formats.
E2-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of
particular information, and unsupported opinions).
E2-2.7 Analyze propaganda techniques in informational texts.
Building Vocabulary
Standard E2-3 The student will use word analysis and vocabulary strategies to read
fluently.
E2-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.
E2-3.3 Interpret euphemisms and the connotations of words to understand the meaning of a given text.
Developing Written Communications
Standard E2-4 The student will create written work that has a clear focus, sufficient detail,
coherent organization, effective use of voice, and correct use of the
conventions of written Standard American English.
E2-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and
outlines.
E2-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a
coherent thesis, and use support (for example, definitions and descriptions).
E2-4.4 Use grammatical conventions of written Standard American English, including
subject-verb agreement,
pronoun-antecedent agreement,
agreement of nouns and their modifiers,
verb formation,

pronoun case,
formation of comparative and superlative
adjectives and adverbs, and
idiomatic usage.
(See Instructional Appendix: Composite Writing
Matrix.)

Producing Written Communications in a Variety of Forms
Standard E2-5 The student will write for a variety of purposes and audiences.
E2-5.2 Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use
figurative language and word choice to create tone and mood.
E2-5.3 Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that
use sensory images and vivid word choice.
E2-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a
clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).
Applying the Skills of Inquiry and Oral Communication
Standard E2-6 The student will access and use information from a variety of sources.
E2-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or
visual works the information gathered from a variety of research sources.
E2-6.3 Use a standardized system of documentation (including a list of sources with full publication
information and the use of in-text citations) to properly credit the work of others.
E2-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions,
accessing resources, evaluating credibility, and organizing information.

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ELA CCSS Power Standards
9-10
RL
4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
RI
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning.

W
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 13 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of Language standards 13
up to and including grades 910 on page 54.)
SL
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively. (d)
L
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific
meanings and add variety and interest to writing or presentations.
7 TOTAL POWER STANDARDS
11-12
RL
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.

RI
4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.)

W

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4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 13 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of Language standards 13
up to and including grades 1112 on page 54.)
SL
2. Integrate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among the
data.

English II Honors Pacing Guide
Teaching Windows and CCSS Formative Assessment Windows

Week
(days)
Power Standards and
Common
Assessment &
Benchmark Weeks
*Critical Skills Literature Unit/
Curriculum

(Reading)
Writing/
Presenting
(Writing/
Speaking and
Listening)
Grammar
(Language)
1 (1-5) L.2-Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing
SL.1

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Collection One-The
Ancient Middle
East-3000 BC-
100 AD

(Selections from but
not limited to oral
traditions from
Mesopotamia,
Egypt, Greece,
and selections
from various
sacred texts)

Write an
abbreviated
research
paper with a
minimum of
three sources-
two written
sources and
one online
source.
Library time
needs to be
scheduled.
Collaborative
groups
research,
prepare and
present a unit
review for
final exams.
Conv. of
standard
English
punctuation-
Pg. 54 in
CCM.
Semicolon
and colon.
Independent
clauses.
Spell
correctly.

Word within the
Word
Lesson 75
2 (6-10) L.2 Reasses R.3 Conv. of
standard
English
punctuation-
Pg. 54 in
CCM.
Semicolon
and colon.
Independent
clauses.
Spell
correctly.

Word within the
Word
Lesson 75

10
3 (11-14) R.2-Determine a
theme or central
idea of a text and
analyze in detail its
development over
the course of the
text, including how
it emerges and is
shaped and
defined by specific
details; provide an
objective summary
of the text.
W.4 Create a
persuasive
essay-cite two
sources
Word within the
Word
Lesson 76
4 (15-19) R.2 Reassess

Collection Two-
Ancient Greek
and Roman
Literature-800
BC-200 AD

not limited to
Homer, Sappho,
Thucydides,
Plato, Sophocles,
Virgil, Catullus,
Horace, Ovid,
Tacitus

Collection Three-
Literature of India,
China, and Japan-
2500 BC-1800s AD

not limited to Rig-
Veda, Bhagavad-
Gita,
Panchatantra,
Ramayana,
Confucius,
Chuang-tzu, Lie-
Extended
response for a
particular
audience to
show variety
in sentence
structure, a
synthesis of
information,
and proper
use of MLA
citations.
Word within the
Word
Lesson 77
5 (20-24) L.1-Demonstrate
command of the
conventions of
standard English
grammar and
usage when writing
or speaking.

Word within the
Word
Review 75-77

6 (25-29) L.1 Reassess Create an
informational
essay.
Word within the
Word
Lesson 78

Letter to editor or
a persuasive
essay
developing
and
supporting a
point
Parallel
structure,
various
types of
phrases and
clauses-fig.
language
and word
relationships
, denotation,
connotation.

Word within the
Word
Lesson 79
R.1- Cite strong and
thorough textual
evidence to
support analysis of
what the text says
explicitly as well as
inferences drawn
from the text.

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7 (30-34) An,, Li Po, Tu Fu,
Po Chu-I, Han-
shan, Ise,
Mitsune,
Komachi,
Tsurayuki,
Saigyo, Basho,
Onitsura, Issa,
Buson,
Shonagon))

Letter to editor or
a persuasive
essay
developing
and
supporting a
point
(continued).
Word within the
Word
Lesson 80
8 (35-39) R.1 Reassess
BENCHMARK 1

Collection Four-
Literature of Africa
and the Middle
East-700 BC-AD
1800s

not limited to
Pygmy, Togo,
Zanganeh, al-
Khansa,
Khayyam, Rumi,
Gdula, Saadi)

Recurrent mini-
research/writi
ng
assignments
reflecting
themes,
central ideas
and their
development
over the
course of text
(assignments
based on the
reading
selections).
Word within the
Word
Lesson 81
9 ( 40-44) R.4-Determining the
meaning of words
and phrases as
they are used in
the text, including
figurative and
connotative
meanings; analyze
the cumulative
impact of specific
word choices on
meaning and tone
(eg., how the
language evokes a
sense of time and
place; how it sets a
formal or informal
tone). (Pg. 40 in
CCM)

Collection Five
European
Literature from the
Middle Ages to
Enlightenment
500 to 1800s

Produce clear and
coherent
writing.
Development,
organization,
style,
purpose, and
audience
Word within the
Word
Lesson 82

12
10 (45-
48)
W.2-Write
informative/explan
atory texts to
examine and
convey complex
ideas, concepts,
and information
clearly and
accurately through
the effective
selection,
organization, and
analysis of content

R.R.1; *L.1;

Constructed
response-ex.:
compare two
poems with
focus on
figurative
language-
teacher
choice.
Word within the
Word
Lesson 83
11 (49-
53)
RI.8--Delineate and
evaluate the
argument and
specific claims in a
text, assessing
whether the
reasoning is valid
and the evidence is
relevant and
sufficient; identify
false statements
and fallacious
reasoning.
Create and
present
Power Point
on various
topics/credibili
ty and
accuracy.
Fig. language
and word
relationships
, denotation,
connotation

Word within the
Word
Lesson 84
12 (54-
57)
RI.8 Reassess
Collection Six-
European Literature
from the Middle Ages
to the Enlighement-
500-1800

not limited to
France, Troyes,
The
Nibelungenlied,
Alighieri, Petrarch,
Shakespeare,
Rosard,
Cervantes,
Voltaire, Lorenzi)
Create and
present
Power Point
on various
topics/credibili
ty and
accuracy
(continued).
Word within the
Word
Lesson 85
13 (58-
64)
W.1-Write arguments
to support claims in
an analysis of
substantive topics
or texts, using valid
reasoning and
relevant and
sufficient evidence
Friendly letter Word within the
Word
Lesson 86
14 (65-
69)
R.4-Determining the
meaning of words
and phrases as
they are used in
the text, including
figurative and
connotative
meanings; analyze
the cumulative
impact of specific
word choices on
meaning and tone
(eg., how the
language evokes a
sense of time and
place; how it sets a
formal or informal
tone). (Pg. 40 in
CCM)
Constructed
response
summary to
show how the
main idea is
developed in
a given text.
Word within the
Word
Lesson 87

13

15 (70-
74)
R.4 Reasses

Holt-Collection
Seven-Modern
and
Contemporary
World Literature-
1900 to Present-

not limited to
Achebe, Kincaid,
Solzhenitsyn,
Marquez,Neruda,
Wiesel, Dinesen,
Kafka)

Selections will include
drama, poetry,
short stories,
informational
texts, and
speeches.

Analyze how complex
characters
develop over the
course of a text,
interact with other
characters, and
advance the plot
or develop the
theme.

Novels/Plays: Night,
Tragedy of
Macbeth,
Fahrenheit 451,
Things Fall Apart,
The Book
Thief,Edith
Hamiltons
Mythology,
Letter from
Birmingham Jail-
King, Hope,
Despair and
Memory-Wiesel.
Note: These will
be covered
throughout the
year and as
resources
permit.

Produce clear and
coherent
writing.
Development,
organization,
style,
purpose, and
audience.
Word within the
Word
Lesson 88
16 (75-
81)
SL.2- Integrate multiple
sources of
information
presented un
diverse media or
formats evaluating
the credibility and
accuracy of each
source

Word within the
Word
Lesson 89
17 (82-
84)
. SL.2 Reasses Word within the
Word
Lesson 90
18 (85-
90)
BENCHMARK 2 Word within the
Word
Review 65 90

Final Exam:
Word within
the Word

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A. PHILOSOPHY

Good classroom discipline is the result of the following components:

1. Activities that promote positive student self-concepts.
2. A confident, professional teacher.
3. A classroom management plan that is clearly understood by students,
parents, and administrators.
4. A well-planned, organized, and fast-paced instructional program.
5. A consistently implemented school-wide and district-wide behavior plan .

With these items in place, I can provide for students a learning environment that is
productive, constructive, and safe. A classroom that fosters a win-win atmosphere
encourages students to feel good about themselves and to experience regular success
in attaining their academic and personal goals. Not only must I be competent in my
subject matter, but also I must be knowledgeable about creating a positive, inviting
classroom environment that fosters positive student growth and development.

B. PREVENTION STRATEGIES

Time spent in planning and implementing prevention strategies is time well spent in my
role of being a teacher. The successfulness of my prevention strategies are contingent
upon my planning before discipline problems occur in my classroom. To be most
effective in my teaching practices, I need to maximize classroom time spent in
instructing students as opposed to classroom time spent in administering discipline.
Such strategies are an outgrowth of my ability to plan and organize materials for a
designated class in anticipation of what the students need to know or do.

The most important prevention strategies take place during the first days of school. A
written management plan is a necessary first step. With this plan in hand, I will begin
Day 1 with a set of carefully sequenced activities, which provide an organized
classroom experience. First impressions are very important; therefore, it is essential
that I promote personal professionalism through my planned presentation of relevant
information. Also, students need the opportunity for input in the development of
classroom rules, agreements, or promises, with my knowing in advance which
behaviors to encourage or discourage. My students and I will determine together what
my teaching responsibilities to them are. After these class guidelines, including student
and teacher responsibilities, are formulated, I will post a copy of the finished product on
the bulletin board. In addition, each student will take home a copy of this posted for
parents to read and sign. For the first few days, I will review the classs rules and
expectations until my students are thoroughly familiar with them.

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Other prevention strategies that I may choose to use throughout the term include the
following items:

Follow my classroom management plan in a consistent way.
Move among my students during class time.
Arrange my desks so that I have a clear view of all students faces and
possessions.
Make fair, consistent decisions.
Practice appropriate reinforcement strategies.
Skillfully use proximity to diffuse potential problems.
Practice non-verbal intervention such as using post-it notes.
Avoid talking too much in verbal interactions regarding discipline-related issues.
Use effective questioning techniques and, if necessary, limit students responses to
yes or no.
Concentrate on five positives comments for every redirection.
Generously award Golden Tickets.
Reinforce all PBIS SOAR3 expectations.

C. RULES AND AGREEMENTS

In my high school English class, cooperation and respect are essential elements for a
students successful classroom experience. I expect each student to respect these
following guidelines:

1. Be in class before the tardy bell rings and be seated. Request permission to leave
your desk for any reason. Idle wandering around the classroom is distracting and
undesirable behavior.

2. School policy is followed for the discipline of tardies, cheating, attendance, and
dismissals. Also, please remember that school-wide policy prohibits eating,
drinking, or chewing gum in any school area other than designated locations listed
in your student handbook.

3. After the tardy bell has rung, be prepared to listen and receive instructions for the
class period. Unnecessary, loud talking is disruptive to our classroom business
and will result in appropriate disciplinary action depending upon its frequency and
severity.

4. Bring your book(s), notebook, and pen/pencil to each class period. If you have
been assigned other materials, you are also responsible for bringing them to class.
Failure to have materials in class will have a negative effect on your daily
participation grade. If forgetting your materials becomes a habit, then your grade
principal, counselor, and parents/guardians will be contacted.

5. Make-up work is your responsibility. On your first day back to school after an
absence, schedule a make-up date. Announced tests are to be made up within
three school days except in extreme cases when a student is absent an excessive
number of days. No make-up work will be given during the regular class period.

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6. Maintain a positive, cooperative, and respectful attitude throughout your day. Stay
out of trouble so that you do not waste valuable class time in BIC or out on
suspension days.

7. Requests to go to the restroom should be kept to a minimum and reserved for
emergency situations only. Frequent requests will be monitored, and appropriate
action will be determined after an individual conference. Two restroom passes will
be allowed each nine weeks.

In addition, each student should be aware of the following items:

No spiral-bound paper edges will be accepted on work to be handed in to this
teacher. Follow Rules for all Written Assignments.

All work is to be kept in an orderly, organized manner for future reference. Your
nine weeks test and semester examination is cumulative, and it will be necessary
for you to keep all work.

You will be informed of your progress in this class at each interim and progress
report date. You will have access to your folder in which you will file your tests,
writing, exercises, etc.

Parent conferences are scheduled through your guidance counselor.

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D. REINFORCEMENT PLAN

I will reinforce positive behaviors in the following ways:

Non-verbal responses
Smiling
Nod of the head
Thumbs up
Pat on the back
Notes

Verbal responses
Good job!
Im proud of you.
Keep up the good work.
You are making excellent progress in your writing skills.
You draw very well. Would you like to create a poster for our class
novel?
I like the way that you are wearing your hair today.

Computer-generated certificates for various achievements
Most Improved Attitude
Most Improved Composition Skills
Best Smile Award
Excellent Attendance

Positive phone calls to students and
parents/guardians

Praise about students successes to others
(counselors, other teachers, principals, community
groups, etc.)
Golden Tickets awarded generously for being ready,
respectful, and responsible.

E. CONSEQUENCES

In our high school English class, cooperation and respect are essential elements for a
students successful classroom experience. I expect each student to respect these
following guidelines:
1. Be in class before the tardy bell rings and be seated. Request permission to
leave your desk for any reason. Idle wandering around the classroom is
distracting and undesirable behavior.

2. School policy is followed for the discipline of tardies, cheating, attendance, and
dismissals. Also, please remember that school-wide policy prohibits eating,
drinking, or chewing gum in any school area other than designated locations
listed in your student handbook.

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3. After the tardy bell has rung, be prepared to listen and receive instructions for the
class period. Unnecessary, loud talking is disruptive to our classroom business
and will result in appropriate disciplinary action depending upon its frequency and
severity.

4. Bring your book(s), notebook, and pen/pencil to each
class period. If you have been assigned other
materials, you are also responsible for bringing them
to class. Failure to have materials in class will have
a negative effect on your daily participation grade. If
forgetting your materials becomes a habit, then your
grade principal, counselor, and parents/guardians
will be contacted.

5. Make-up work is your responsibility. On your first day back to school after an
absence, schedule a make-up date. Announced tests are to be made up within
three school days except in extreme cases when a student is absent an
excessive number of days. No make-up work will be given during the regular
class period.

6. Maintain a positive, cooperative, and respectful attitude throughout your day.
Stay out of trouble so that you do not waste valuable class time in BIC or out on
suspension days.

7. Requests to go to the restroom should be kept to a minimum and reserved for
emergency situations only. For each restroom visit, the student is assigned a
fifteen-minute after-school detention on Thursday afternoon of each week. A
fifteen-minute detention is due for each restroom visit within a weeks time
period. (If a real problem exists, the student should have on file in his/her
guidance counselors office a note of medical necessity from a family physician.)

In addition, each student should be aware of the following items:
No spiral-bound paper edges will be accepted on work to be handed in to
this teacher. Follow Rules for all Written Assignments.
All work is to be kept in an orderly, organized manner for future reference.
Your nine weeks test and semester examination is cumulative, and it will
be necessary for you to keep all work.
You will be informed of your progress in this class at each interim and
progress report date. You will have access to your folder in which you will
file your tests, writing, exercises, etc.

F. SEVERITY CLAUSE

When prevention, preventive intervention, and assertion strategies do not resolve a
students chronic discipline problem, then I will use the components of a problem-
solving approach by doing one or more of the following items:

19
Maintain a behavior log documenting relevant behavioral details
exhibited by the student over a set period of time.
Use open-ended questions during student-teacher conferences.
Practice skills of empathic listening.
Offer assistance in situations where I can be of help.
Create a behavior contract, if feasible.
Encourage parent participation and support through frequent
communication (phone calls or conferences).
Consult with students school counselor and other school-based
personnel.
Seek administrative involvement, if necessary.

SEVERLY DISRUPTIVE BEHAVIOR, as distinguished from chronically disruptive
behavior, will be handled immediately. In short, any student who is blatantly
disrespectful or physically injurious to another student will be immediately referred to the
principal or assistant principal.

G. PARENT COMMUNICATION

Parent involvement is one of the most important elements in helping troubled students
get settled into an acceptable behavior pattern. In the past, I have formed strong
alliances with parents; these relationship have reinforced our efforts at home and at
school to help students experience classroom success and reach their goals of
receiving course credits.

If parents are not informed, then they cannot be expected to participate in solving
problems about which they have no knowledge. When a student understands that a
positive line of communication exists between his teacher and parent(s), improved
student behavior is often the result. However, some students problems are so severe
in nature that even strong teacher-parent alliances are unsuccessful. While it is
imperative that I use parental support when available, I realize that some conflicts exist
which I cannot resolve within the school setting. Parental involvement is especially
essential in the assertion, problem-solving, and referral steps of the De-escalation
Model.

One way I establish parental contact is to send home a Letter to Parents during the
first days of the semester during which I will be teaching those parents child. In this
letter I ask the parents to read the classs brochure for rules and agreements. After
reading the letter, the parent signs and dates it to return it to me to file in my classroom.
Each student signs directly his or her copy of the classs brochure. I check off each
signature in my grade book for a daily grade.

20
H. REFERRAL
I should handle ninety-five percent of my classroom discipline. However, when my
classroom efforts and strategies prove ineffective, I seek outside help by making an
appropriate referral. In the case of a referral, I have several options, which are the
following:
Counselor
Administrator
Special Services Teacher
School Case Worker
I understand that if I overuse administrative referrals, then I diminish my effectiveness
as a classroom disciplinarian. Students and administrators will lose respect for my
teaching effectiveness. With the training and knowledge that I now possess after
eighteen-years of teaching experience, I know better than to send every disruptive
student to a principal. Fortunately, I have established a positive working relationship
with my administrators who are most supportive of me and who know that I only refer
chronically disruptive students to an administrator as a last resort. Also, I have
established in my school the reputation of being a fair, consistent, and caring
professional who has high expectations for her students.

2014-2015 Long Range Plans With SC Standards and ccss-2

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