LE 4 Management System/Plan Information

Classroom Focus (20 points)

Overall Management Plan

Mrs. Prices overall management plan is based on PBIS--Positive Behavior Intervention

Support--and is designed to highlight and reward positive behavior, instead of punishing
negative behavior. While she does have a consequence system for identified negative behavior,
her ideology is structured around rewarding students when they choose to follow our classroom
and school expectations.

Classroom Rules:

Mrs. Price has three explicitly stated Classroom Rules. They are:

1. Follow directions
2. Pay attention
3. Act friendly

Behavior Management System:

Mrs. Prices Behavior Management System is rooted in PBIS, and, up until last year, was used
school-wide at Hillandale Elementary School.

Bead System:

As part of Mrs. Prices positive behavior reinforcement management system, she uses beads to
reward students for their good behavior, for a job well done, when they are friendly to other
students, and when they are seen helping others. Mrs. Price likes to catch students, being
good, rather than only focus on correcting negative behavior. This system has previously been
part of our school-wide PBIS initiative [and was used in every classroom], but this year, the
teachers in our school are allowed to use their own systems of positive reinforcement in the
classroom. My CE chose to stay with the bead management system.

A few days into the school year, Mrs. Price introduces the students to the bead system, and
gives them each a ziploc bag (we call them our bead bags) and a necklace chain that stays
in each students desk. Mrs. Price may give students beads when they:

Follow directions the first time

Stay on task
Finish/turn in their work
Put strategies into practice while they are working that we have taught/discussed
in class
 Pay attention
Sit criss-cross applesauce
Demonstrate good effort and willingness to learn
Push through a hard task

Mrs. Price may give students beads as a positive reinforcement when a student (or a group of
students) is behaving negatively, or not following the rules.

For example:

Lets say the students are supposed to be working on their writers workshop assignments for
Student of the Day. They are supposed to work individually, and keep talking with others to a
minimum, or not at all, so they can focus on their writing. A few students around the room
continue to talk with one another, or make distracting noises, and either stop briefly, then restart,
or do not stop at all when Mrs. Price redirects them. In this situation, she might give each
student who is on task two beads for following directions, and for working hard; she might also
give some positive verbal feedback to the students who are doing what she has asked-- Thank
you for working so hard, Susie*. I appreciate that you are following directions. She could also
give more general feedback: I am looking for the students who are working quietly and
following directions. The verbal feedback + giving of the beads will often attract the attention of
the students who are misbehaving, and will often motivate them to join the others, and follow
directions.

Once a student collects ten beads, he/she may trade those beads in for a special/larger bead
on Fridays; students are also allowed to wear their bead necklaces, but only on Fridays. Once
students collect enough special beads, they are allowed to trade those beads in for a paw
that they can add to their necklaces. These necklaces seem to be highly motivating for our
students; I talked with my CE about her motivation plan, and she said that at this age, in her
opinion, our students need this type of extrinsic motivation. She also told me that later in the
year, she is able to implement more intrinsic motivation into her motivation plan.

We also have a class necklace that hangs in the front of the classroom. When our whole class
does something worthy of a class compliment (behaves well as a class, stays on task and
works hard at seatwork, follows hallway expectations exceptionally well, etc.), our class can
earn a class bead for their class necklace.

For example:

I facilitated Calendar and Student of the Day on Monday and Tuesday of this week, and
Monday, our students followed expectations [i.e., by sitting criss cross applesauce, hands in
their laps, eyes forward and paying attention] in a way that they have not done while I have
been teaching. I thanked our students for paying such great attention, and for being respectful,
and when my CE came back into the room, I told her I thought our class deserved a class bead.
Our kids love earning class beads, because there are classwide rewards associated with
earning these beads.
When our class earns ten class beads for their class necklace, we get to color in one of five
parts on our Class Paw poster. Every ten beads, we get to color in one more part of the class
paw. After the paw is completely colored in, the students get to vote and decide on a classwide
reward. The following is a picture of the Class Paw poster a few weeks ago:

When our class fills up one paw and chooses a reward, we start over again on our class
necklace, and work towards a new reward.
Listening Cards:

My CE has a listening card chart posted on the wall in her classroom, and each student has a
pocket with his/her name on it, and a yellow listening card that stays inside his/her pocket.

When a student is not listening to directions, is playing or talking during instructional time, or is
consistently not paying attention to my CE while she is teaching, my CE will first call on that
student, or employ another method to redirect the behavior [i.e., proximity, teacher look,
nonverbal communication, highlighting the positive behavior of others]. If the student is
unresponsive to those interventions, my CE will warn the child that if he/she does not
discontinue the inappropriate behavior, he/she will be asked to pull his/her listening card.

My CE will give 1-2 warnings to the student in question, and after the second warning, the
student will be asked to pull his card. When the student pulls his card, he places it in the pocket
at the bottom right of the listening cards poster.

The next morning, after Calendar time, any student[s] who kept their listening cards the day
before (those who were not asked to pull their cards) are called over to the chart by my CE (or
me), and are given 1-2 beads for keeping their cards. They are expected to use their manners
when receiving beads by looking my CE in the eyes, and saying, Thank you. Students who
had to pull their listening cards the day before are not given any beads. This procedure is in
place to motivate students to work hard to keep their listening cards (by following directions and
classroom expectations).

The following is a picture of the Listening Card Poster:

Clear Description of Strategies Utilized for Student Motivation:

Candidates Perception of Plans Effectiveness:

Clear Description of Management Procedures:

Class Jobs:

Every Monday morning during Calendar time, we choose new class jobs. The following is a
picture of our Class Jobs Poster:
Each student has a magnet with his/her name on it, and each Monday, we rotate the magnets
one space to the right on the chart. Each space is labeled either with a Class Job, or with the
phrase, Week Off. About half of our class has a job each week, while the other half has a week
off. Our students actually love their class jobs, and most would rather have a job than a week
off!

Our Class Jobs Are:

Line Leader
The Line Leaders job is to walk at the front of the line of students,
and to stop in the hallway at the designated stopping points, and (as much as
possible) without being prompted. The Line Leader is also expected to watch for
the teachers directions.
End-of-Line Leader
The End-of-Line Leaders job is to walk last in line, unless the
class is returning from lunch, in which case the Lunch Cart person needs to walk
behind the End-of-Line Leader, since he has to pull the cart. The End-of-Line
 leader is responsible for making sure no one gets lost (typically, no one should
walk behind him/her), and acts as a protector of the class.
Door Holder
The Door Holder walks immediately behind the Line Leader in line
(second in line), and his/her responsibility is to hold all doors for the class, until
every student has passed through.
Lunch Cart Person
Traditionally, the job of the lunch cart person has been to pull the
class lunchboxes in a rolling cart--this involves bringing the cart to the
playground before lunch, to the cafeteria, and back to the classroom after lunch.
However, this year, we have more student lunch boxes than will fit in the Lunch
Cart. Therefore, my CE has altered the job requirements; right now, she only
requires the lunch cart person to bring the cart back from lunch (our Teachers
Assistant brings it to lunch, and it now it carries hand sanitizer, and recess
supplies/games for our student with a broken arm), and has asked our students
to carry their own lunch boxes.
Paper Person Table #1
Paper Person Table #2
Paper Person Table #3
The Paper People are responsible for finding the correct papers
(from the paper rack) and distributing those papers to their assigned tables.
Divider Person Table #1
Divider Person Table #2
Divider Person Table #3
The Divider People are responsible for gathering and handing out
one cardboard divider to each person at their assigned tables. They are also
responsible for collecting the dividers, and putting them back in their designated
spot.

We announce the new class jobs (after rotating the names) each Monday morning. To help
students remember what their jobs are, sometimes my CE or I will ask students with jobs to
stand as we call their names and assigned jobs. After all students names have been called, we
may call out the class jobs in reverse order, and ask students to sit down when they hear their
class job called. This helps us to see if the students with those assigned jobs remember what
their jobs are; if not, we may quickly review. We may also dismiss those with class jobs to the
mat for group time, before those with a week off, and we do this by calling the students jobs,
rather than their names, to see if they can remember their jobs.

My Perception of Effectiveness: In general, I like the way my CE manages class jobs,

particularly the existence of the End-of-Line Leader job (my safety-loving heart loves this!).
However, I would make a couple of changes:

(1) I would require our Paper People to bring me completing papers from their
assigned tables (rather than just distributing the papers), and
(2) I would not have a lunch cart person, but would instead require students to carry
their own lunchboxes.
Desks:

Most of the student desks are arranged in clusters of four, so students can work with partners
and as a table, when need be. One desk is arranged in a cluster of six, because of the layout of
the room. Mrs. Price typically places two boys and two girls at each desk cluster, but this year,
we have fifteen boys, and six girls, so she has had to adjust her typical management procedure
to fit the needs of our current group of students.

When students struggle to focus in groups, are consistently failing to follow directions, or are
causing disruptions among the group (excessive talking, playing, fighting with peers, etc.), that
student may be moved by Mrs. Price, and may be required to sit by himself (not in a cluster with
the other students).

When a student is struggling with focus, or is not working well with their table group, Mrs. Price
might announce, Moving Day! and move the student closer to she or Mrs. Levi; she typically
tries to make this a fun experience, rather than a negative change. However, if a student is
consistently defiant, refusing to follow directions, or is causing major problems among his table
group, he may be moved by Mrs. Price (to be alone), and she will explain to him why he is being
moved. In this situation, the student would have the opportunity to show that he can be diligent
in his work, and could eventually be moved back, or moved to a different group.

My Perception of Effectiveness: This procedure can be effective to an extent, primarily if the

student who is being moved has been causing a disruption at his table, and is keeping other
students from learning. I also value a flexible classroom, and I appreciate the way my CE
integrates flexibility into our classroom. Something I would do differently is I would allow
students to potentially earn the right to be moved back to their tables. I would also try different
combinations of students, so that the students who are moved are not isolated for the entire
school year. I am an advocate of collaborative pairs and group learning, and requiring students
to sit alone for an extended period of time could do more harm than good. I would be interested
to hear several different perspectives on this issue.

Pencils:

Each student has a pencil pouch in his/her desk, and is given one box of crayons, two pencils,
one pair of scissors, one glue stick, and one pink eraser if needed. These school supplies are
typically provided by our students families at the beginning of the year. This year, I helped Mrs.
Levi, our Teachers Assistant, unpack the school supplies from our students families, label the
supplies, and fill the students pencil pouches.

Mrs. Price has two pencil baskets on her countertop: one has a smiley face sticky note on the
outside, and the other is labeled with a frowny face sticky note. When a student needs a sharp
pencil, he/she takes his dull pencil and places it in the frowny face basket, and takes one new,
sharp pencil from the smiley face basket. This system helps avoid wasted time (i.e., students
sharpening pencils during instructional time), and helps students get back to work quickly. Mrs.
Price takes the time to sharpen the students pencils herself, so that she can focus on learning
during classroom time.

My Perception of Effectiveness: This procedure is effective, and I will likely use something very
similar in my own future classroom. The only thing I would change is I would take a few minutes
to introduce this procedure (which my CE may have done in my absence), so students can
replace pencils independently [we still have several students bring dull pencils to us, or ask us
what they should do].

Paper:

The paper we use on a daily basis (spelling paper, handwriting paper, plain white drawing paper,
etc.) is kept in a leveled paper tray where our paper people can easily reach it. Each week, we
have three new paper people who are responsible for distributing papers to their assigned
tables [the paper people may not be assigned to distribute papers to their tables, but other
tables instead].

When my CE calls on the paper people, they are expected to stand up, find the appropriate
papers (as directed by my CE), and hand them out to the students at their assigned tables.

My Perception of Effectiveness: I would also ask paper people to gather the papers when it is
time to stop working, so I do not have to go around to each childs desk to collect papers, and
as a way to avoid having 10 students attempting to hand in papers at the same time. I would
also have a designated space for collected papers, depending on the subject area.

Notebooks:

My CE uses Composition Books instead of regular notebooks for our students writing work
during SMILES/Letterland Groups, Reading Groups, and IE.

Additionally, our students each have a poetry binder that holds poems that we work through as
a whole class. My CE takes the pre-printed poems home and three-hole punches each sheet.
She then tapes over the holes with clear, Scotch tape, then three-hole punches each sheet
again. She does this in hopes that our students will not rip these poem pages, particularly since
they are printed on regular printer paper (as opposed to notebook paper with hole
reinforcement).

My Perception of Effectiveness: This procedure is helpful for students, but is a lot of work on the
teachers end of things. I may just use hole reinforcement stickers instead; however, this could
end up being just as much of a time investment.

Also, while composition books are a good size for our students, they can be difficult to hold
open, particularly for left-handed students (as I know from first-hand experience).
Clear Description of Transitions:

Morning/Breakfast:

In the morning, students are expected to enter the classroom and immediately take their Husky
folders out of their backpacks, and drop them off in the Husky Folder basket. They are also
expected to hang their backpacks and coats in their cubbies, and to put their lunchboxes away.

At Hillandale, free breakfast for all students is served every morning in the Cafeteria. We
encourage our students to eat breakfast, particularly if they cannot tell us what they have eaten
at home for breakfast.

Each morning, my CE, our Teachers Assistant, or I will put student breakfast cards on their
appropriate student desks. If a student chooses to go to breakfast, he must take his breakfast
card (from his desk) with him to breakfast.

Students line up and wait for our Teachers Assistant to lead them to breakfast, with their
breakfast cards in hand.

If students come into the classroom after the main group of breakfast students have left for the
cafeteria, my CE will send them to breakfast on their own, or with a buddy.

When students return from breakfast (or if they do not go at all), they are expected to begin
working on their Morning Work, called, Math Message. The instructions for Math Message
are written on the whiteboard for students to see. Once students have finished their morning
work, they know to bring it to my CE or I to have it checked. If there are errors or mistakes on
our students work, we give our them further directions, and may even deliver some brief, one-
on-one intervention/instruction. Once students turn in their completed morning work, they
receive two beads each for their bead bags, and they take their Math Message notebooks
back to their designated basket.

Lining Up:

When lining up, our students are expected to line up in a specific order:
(1) Line Leader
(2) Door Holder
(3) Student of the Day
(4) The Rest of the Students
(5) The End-of-Line Leader

Our students are expected to line up quietly, and to refrain from talking with their neighbors.
They are also expected to keep their hands and feet to themselves, and their eyes and heads
facing forward, to show that they are ready to walk safely down the hallway.
Hallway Procedures:

In the hallway, students are expected to walk on the right side of the hallway, to the right of the
colored tiles, and stop at designated points along each hallway (Typically at the end of the
colored tile sections. Sometimes, stopping points are signified by certain doors on the hallway).

Students are expected to keep their hands and feet off of the walls and their classmates, and
are expected to walk with their eyes forward, so they can help keep themselves and others safe.

Mrs. Price typically walks in front of the line of students, since Mrs. Levi often walks with the
class as well. When I asked her about it, Mrs. Price said that if she was walking with the class
alone, she would typically walk next to them, somewhere close to the middle of the line, so she
is able to to monitor all students behavior.

When the line of students reaches the end of a hallway/approaches a doorway, the students are
to stop, and wait for the rest of the line/end of the line to catch up, before turning the corner. It is
the line leaders job to manage stops, and check to see if the line is keeping up. The door holder
always stands immediately behind the line leader, and his/her job is to hold any doors open until
our entire class walks through.

The Student of the Day (chosen at random, at Calendar time in the morning) walks third in line,
immediately behind the line leader and the door holder.

The end-of-the-line leaders job is to always walk last, to ensure that no students get separated
from the class as we move from place to place. The only exception is that during lunchtime, the
lunch cart person typically walks behind the end-of-the-line leader, so that no one trips over the
cart (The lunch cart is designed to carry our students lunchboxes back from the cafeteria, and
can be a lot to manage for our first graders, especially when they are still so little! Sometimes
Mrs. Levi or I will help them out with it if they are having any trouble).

Bathroom Procedures:

When we walk as a class to the hall bathroom, the girls line up next to the entrance of their
bathroom, and the boys do likewise. Mrs. Price sends five boys in at a time, and six girls in at a
time, according to how many students each bathroom will accommodate. Students are to use
the restroom quickly, and always wash their hands. My CE monitors handwashing from outside
of the bathroom, primarily the boys handwashing, since they are more prone to playing with the
soap or water.

When the boys and girls come out of the restroom, they line up on the third row of tiles from the
wall, facing whatever direction we are walking. The line leader, door holder, SOTD, and end-of-
line leader hop back into their places in line, and we do a count of all students before moving
on.
Packing/Snack Procedures:

When it is time to pack up to go home for the day, students must pull their Husky Folders out of
their desks, retrieve their backpacks and lunchboxes from their cubbies, and zip their Husky
Folders into their backpacks. The students Husky Folders must also be zipped into their large
ziploc Husky bags, before being packed away in their backpacks. Backpacks must be hung on
the backs of the students chairs. After students are packed, they may eat their afternoon snacks
(brought from home, or provided by us) at their desks, and Mrs. Price or Mrs. Levi will usually
play 1-2 Bookflix videos, while our students are eating. Healthy snacks are encouraged, and
water is the only beverage allowed during snack time.

Dismissal:

Information for how students go home each day is posted on the wall by our classroom door, as
well as on the door. Students are dismissed in the following order:

(1) 1st Load Bus (2:55)

(2) Car Riders (2:58)
(3) 2nd Load Bus
(4) PSPM/Boys and Girls Club/Salvation Army

We have kids in all four stages of dismissal, and each group dismisses at a specific time.

When we call our students to line up for dismissal, we call the by category, and they are
expected to have:

(1) Thrown away all leftover snack and trash

(2) Put their chairs on top of their desks so our room can be vacuumed
(3) Put their Husky Folders in their backpacks, and zipped their backpacks up
(4) Removed their lunch boxes from their cubbies to be taken home
(5) Put their backpacks on their backs
(6) Quiet/no voices so they can listen for their dismissal

Clear Description of Protocol to Respond to Inappropriate Behavior:

Time-outs/Time-out notes:
Pulling listening cards:

Proximity:

Verbal warnings:

Individualized Behavior Contracts:

At teacher discretion, students may have index cards taped to their desks that are titled
something like, "I followed directions the first time." When my CE notices the student following
directions the first time, he gets a tally on his card (which is also cool because our kiddos
learned some in K how tallies work and need to review in 1st grade). At the end of the day, this
note is sent home with the child as a positive reinforcer, and also shows parents how well their
child can do! (esp. if child has been sent home with a time out note/behavior note).

Clear Description of how Positive Reinforcement is Utilized in Classroom:

Clear Description of Cooperative Group Protocols:

Clear Description of Strategies Utilized for Student Motivation:

Clear Description of Communication Strategies Used with Parents/Guardians:

Welcome Letter:

At the beginning of the year, Mrs. Price sends home a welcome letter with students and parents.
This year, the letter was handed out during our Meet the Teacher/Open House time, and was
given in English and Spanish, depending on which primary language our students parents
spoke. The welcome letter outlines details for our class snack time, procedures for lunch money
and for visiting a student during lunch time, books order information (for Scholastic books orders
that are sent home periodically), class temperature (our room can be cold!), birthday
celebrations, Husky Folders, and our three classroom rules. At the end of the letter, there is also
an addendum that introduces the bead system, and the timeout and timeout note policies.
Regular Parent Communication:

On a day-to-day basis, my CE uses our students Husky Folders as the primary means of
communication with parents/guardians. In each students Husky Folder, there is a Reading Log
where nightly homework is recorded and signed off on by parents. To the right of the Initials
column, there is a Comments column where Mrs. Price might write a quick note to a parent, or
where a parent may write a note to Mrs. Price.

When Mrs. Price reads a parent note on the Reading Log, she makes sure to write back, and
check off that she has read the message.

If a parent sends a note on a separate piece of paper in his/her childs Husky Folder, my CE
reads the note, and if it is not already dated, she adds the date received to the top of her paper
for her records.

If a parent wishes to change the way his/her child is transported to or from school, the parent
must send a note in the childs Husky Folder, and that note must be sent to the school office in a
special delivery folder. All notices of transportation change must be received in written form, to
protect the child, and to protect my CE from any potential issues that could come with changing
transportation through word-of-mouth.
Notes from Home Folders:

In my CEs classroom, each student has a folder with his/her name on it. These hanging folders
were initially designed to house any copies of notes sent to/received from parents, for my CEs
records. When my CE receives a note, she places it in that students folder for future reference.

These folders are also home to student work (which is always dated for my CEs records),
copies of timeout notes that have been sent home, or any other important papers. These
documents come in handy during Parent-Teacher meetings, and IEP/Tier meetings, when
evidence is often requested anyways.

My CE keeps copies of all communication with parents to protect our students, as well as
herself.

Relevant artifacts included to reinforce descriptions listed above:

See artifacts throughout the document. Artifacts have been inserted in the sections with which
the most closely correspond.

School-Wide Focus (20 points)

Reported school-wide positive reinforcement policies detailing expectations for positive

behavior support:

Specific Details for SWPBIS:

Our school uses the PBIS system (the overarching Behavior Management System), and
integrates it with a unique hybrid model of The 7 Habits of Happy Kids, by Sean Covey, and the
NC Character Education Curriculum.

The goal behind PBIS it to reward positive behavior, rather than punishing negative behavior.
Teachers are expected to reinforce this system with their students, and in their individual
classrooms.

Our students may receive compliment cards, which are the equivalent of a positive office
referral. One of the previous SIP goals at Hillandale has been to reduce the amount of negative
office referrals, and these 7 Habits-based compliment cards are a positive alternative to the
negative stigma behind traditional office referrals.

Once a month, Hillandale has a 7 Habits Assembly, where one of the seven habits is introduced
to the students. That month, one student per class may be nominated by his/her teacher to be a
Leader of the Pack [of Huskies] in this area/7 Habit. The nominee is invited to each a special
lunch in the Guidance Counselors office with other Leaders of the Pack.

This vision is communicated to students through the Husky Pledge, which is recited by all
students every morning, as the pledge is communicated over the intercom during the morning
announcements. See a copy of the Husky Pledge below:

There is also a Paws-itivie Behavior Expectations behavior matrix, as seen below:

Include specific details for CHAMPS:

Our school does not use CHAMPS as a Behavior Management/Classroom Management model.

Include details from school handbook outlining discipline:

The Student Handbook outlines (the following is directly quoted from the Student Handbook):

School-wide rules
Listen to and respect all adults and students
Keep your hands and feet to yourself
Use polite and kind words
Arrive at school promptly, prepared to learn, and no earlier than 30
minutes before the
start of school
Balls, toys or other personal game paraphernalia are NOT allowed
at school

Playground rules
 "Freeze" when
you hear an adult calling
Line up when instructed
Use all play equipment and balls appropriately
Students must stay in designated play areas. Students must get
teacher / staff permission
before leaving playground area
Snack and popcorn must be eaten in the designated area. All
garbage must be thrown away in the trash.
All games must be played correctly and follow the specific rules to
that game.
No football or any contact games (such as tag) are allowed.

Hallway rules
Walk at all time. Running in the hallway is not allowed.
Always have a hall pass
Keep hands and feet to yourself.
Walk quietly and do not disturb other classes and students.

Cafeteria rules
Walk quietly into the cafeteria
Eat lunch with your best manners
Food and drinks must stay in the cafeteria
Classes are expected to clean up before being dismissed

Restroom rules
Have a hall pass
Use the bathroom properly and in a timely manner
Wash your hands with soap and water. Throw paper towels into
the trash.
Playing in the bathrooms is not allowed

Cell phone rules

Assembly rules
Be respectful
Pay attention to the speaker(s)
Sit properly so that others may also enjoy the assembly.

Bus rules

These rules are reinforced in the School-wide Behavior Matrix.

Within the context of the Student Handbook, a Bus Incident Plan is also outlined:

First Offense- Bus driver will talk to student and explain to them what rules was
violated and the child will sit in the front seat for 3 days.
 Second Offense- Referral to administrator.
Third Offense- Bus Suspension

Link to the Student Handbook:

http://www.hendersoncountypublicschoolsnc.org/hil/files/2016/01/StudentHandbook1516HIL.pdf

Link to Henderson County Public Schools Student Code of Conduct:

http://www.hendersoncountypublicschoolsnc.org/administrative-services/files/2016/01/SCoC-
ENGLISH-FINAL-2016-17.pdf

Relevant artifacts included to reinforce descriptions listed above:

Artifacts have been included in the document in the appropriate sections (as visual aides to the
corresponding content).