Playbook for creating a learner-centered environment

WhatisthePlaybookforCreatingaLearner-CenteredEnvironment?

ThePlaybookforCreatingaLearner-CenteredEnvironmentisourcoreresourceforstaffthatprovides expectations,strategies,andtoolkitsforimplementingourcoresocial,emotional,andbehavioral developmentandmanagementpractices,whichinclude:designingalearner-centeredenvironment, cultivatingalearner-centeredenvironment,managingalearner-centeredenvironment,andreinforcinga learner-centeredenvironmentthroughthedesignoflearningexperiences.Withineachcorepractice, teacherswillpurposefullychoose,andimplement,strategiesthatwillbuildthesocial,emotional,and behavioralskillsofstudentsthatresultinasafeandlearner-centeredenvironment.Allfourcorepracticesare necessaryandrequiredwithourapproachtosocial,emotional,andbehavioralgrowthanddevelopment. Thestrategiesandtoolsthatteacherspurposefullyselectandimplementarepersonalizedtoleveragethe strengthsandmeettheneedsoflearners

DesigningaLearner-CenteredEnvironment

● Knowyourselfasalearner

● Knowyourlearners(name,strength,interest,needs)

● Learningenvironmentisdesignedforthelearnerstoengagewiththelessons/learning

● Determinewhatroutinesneedtobeestablished,includingthoseroutinesthatmayneedtobe co-createdwithstudents

● Determinehowtoco-createnormswithstudents

CultivatingaLearner-CenteredEnvironment

● Gettoknowyourstudentsandletyourstudentsgettoknowyou

● DailyMorningMeeting(K-6)

● Co-createnorms

● Establishattentionsignals

● Cultivaterelationships

● Buildcommunity

ManagingaLearner-CenteredEnvironment

● UnderstanddecisionpointsforC,BandAbasketbehaviors

● ImplementstrategiestoredirectCandBbasketbehaviors

● KnowtheprocessforcallingforsupportforAbasketbehaviors

● KnowwhentoandhowtomakeaPitCrewreferral

Reinforcingalearner-centeredenvironmentthroughdesignoflearningexperiences

● Inadditiontodesigning,cultivating,andmanagingalearner-centeredenvironment,teachers intentionallyusebackwarddesignofunitsandlessonstoreinforcetheskillsneededforstudentsto demonstrateCareerandLifecompetencies

○ EmbedspecificengagementtoolsthatalignwithCareerandLifeCompetenciesinthe backwarddesignoflearning

○ Embedhighleverageengagementstrategiesinthebackwarddesignoflearning

WhyisaPlaybookwithcorepractices,strategies,andtoolkitsimportant?

Themostimportantsinglevariableintheprogressofstudentsishighqualitycoreinstructionandpractices, builtaroundhighexpectationsandconsistentapplicationofstrategiesandtoolsthatalloweachstudentto besuccessful.Wecannotinterveneourwayoutofpoorimplementationofcorepractices.Commoncore practiceshavebeenestablishedtoprovideguidanceandlimitthevariabilityofthestudentexperiencefrom onelearningenvironmenttoanother.Whenwecollectivelybringthesecorepracticestolife,studentswill developtheskillsanddispositionsthatleadtoasafe,learner-centeredenvironment.

HowdoesourPlaybookforaLearner-CenteredEnvironmentcometolife?

Ourbeliefsaroundsocial,emotional,behavioralgrowthanddevelopmentcometolifethroughourcore practicesandinteractionswithstudents.Whileeachlearningspacewillencompasseachofourcore practicesarounddesigning,cultivating,managing,andreinforcingalearner-centeredenvironment,thetools andstrategiesweusecanbepersonalizedtotheuniqueneedsofthelearnersinthatenvironmentbasedon knowledgeofourstudents,bestpractices,andformativedata.

OurBeliefsaboutSocial,Emotional,BehavioralGrowthandDevelopment

IntheSpringLakeParklearningcommunity,ourvisionisthateachstudentandstaffmemberfeelsvalued, inspired,andhasasenseofbelonging Wedeveloptheskillsanddispositionstobecomeengaged, enthusiasticlearnersbyimplementingculturallyresponsivecorepracticesthatalignwithpersonalized learning.

Webelieve:

● Allstudentsandstaffdesiretohavepositiveandpersonalrelationships.

● Eachstudenthasadesiretolearn,andtheirengagementisdirectlyinfluencedthroughthedesignof studentworkandlearningexperiencesandtheirrelationshipswithinthelearningenvironment.

● Eachstudentbringsvaluetoourlearningcommunity;werecognizethateachstudentbringsunique assets,experiences,andvoicetotheschoolandclassroomenvironment.

● Werecognizethatfamiliesareessentialpartnersinourshareddesireforeachstudenttobecome positive,caringcontributorstoourschoolsandcommunity.

● Itisourcollectiveandindividualresponsibilitytoprovideclear,consistent,andcaringexpectations, andtoteachtheskillsneededforeachstudenttofindsuccessthatleadstopredictableandsafe learningenvironmentsforbothstudentsandstaff

● Challengingorunexpectedbehaviorwilloccur,andisaformofcommunication.

● Behavioriscultural,andweunderstandthatinordertoguidelearnersindevelopingsocial, emotional,andbehavioralskills,wemustpursueourowndevelopmentintheseareas,which includesexpandingourunderstandingbasedonthecultureswithinourcommunity.

● Classroomandschoolcultureisadynamicprocessthatiscreatedbystaffandstudentscollectively.

● Weindividuallyandcollectivelyinfluencethebehaviorandcultureofaclassroomandschool throughourresponses,andpatternofresponses,tochallengingorunexpectedbehavior.Partnership amongstaffisnecessarytosupportstudentsandoneanother.

StudentExpectations

Asetofcommonstudentexpectationshasbeenestablishedtolimitthequantityandvariabilityof expectationsfromonelearningenvironmenttoanother.Theseexpectationswillbecommunicated, modeled,andpracticedwithlearnersthroughoutthedistrict.

● Studentswillengageinwordsandactionsthatresultinasafephysicalandemotional environment.

● Studentswillpromoteapositiveschoolcultureandasenseofbelongingforeachstudent throughtheirwordsandactions

● Eachstudentwillbeastewardoftheirschoolenvironment,creatingaplacetheyareproudto calltheirschool.

● Studentswillbeawareof,andadvocatefor,theirsocial-emotionalandlearningwantsand needs.

● Studentswilladjusttheirbehaviortomatchthelearningactivityandenvironmentandbe opentofeedbackwhentheyhavedifficulty.

HowweDefineSocial,Emotional,BehavioralGrowthandDevelopment

Whileitisimportanttoclearlydefineeachareaofdevelopment–social,emotionalandbehavioral –weknowtheseskillscannotbeaddressedinisolationandmustbeapproachedwithanintegrated approach.

Social

Socialskillsaretheskillsweusetointeractwithothersaroundus.Socialdevelopmentisthe processbywhichwelearnhowtousetheseskillstointeractwithotherseffectively.

Emotional

Emotionalskillsaretheskillsweusetounderstandwhatfeelingsandemotionsare,andhowand whytheyoccur.Emotionaldevelopmentistheprocessbywhichwelearnhowtorecognizeourown feelingsandthoseofothersaroundus,andhowtosafelyexperience,process,andrespondtoour ownfeelingsandemotions.

Behavioral

Behavioralskillsaretheskillsweusetorespondtodifferentstimuliorsituationsinour environment.Behavioralskillsareinfluencedbyoursocialandemotionaldevelopment,ourlife experiences,andthenormsofourcultures.Behavioraldevelopmentistheprocessbywhichwe learnhowtosuccessfullynavigateexpectationsofbehaviorandmanageourresponsetothose expectations.

Social,emotional,andbehavioralgrowthanddevelopmentistheprocessthroughwhich individualsbuildselfandsocialawarenesstodevelopsocial,emotional,andbehavioralskills. This processresultsinanenhancedcapacityto:

● buildhealthyrelationships

● minimizeemotionalstressofselfandothers

● demonstratebehaviorsappropriatetothesituation

● connectwithindividualsofdiverseperspectives,cultures,identitiesandabilities

● maximizelearningandacademicgrowthandachievement

MentalHealth

TheWorldHealthOrganizationdescribesmentalhealthas“astateofmentalwell-beingthat enablespeopletocopewiththestressesoflife,realizetheirabilities,learnwellandworkwell,and contributetotheircommunity.…Itexistsonacomplexcontinuum,whichisexperienced differentlyfromonepersontothenext”(WHO,2022).Throughoutlife,therearebothrisksand protectivefactorsthatmaycombinetoeitherprotectorunderminethementalhealthofourselves andourstudents.“Eachsingleriskandprotectivefactorhasonlylimitedpredictivestrength.Most peopledonotdevelopamentalhealthconditiondespiteexposuretoariskfactor,andmanypeople withnoknownriskfactorsstilldevelopamentalhealthcondition”(WHO,2022)

Becauseofthecomplexnatureofmentalhealthalongthecontinuum,aswellasthevariabilityin risksandprotectivefactors,wewanttobeawareofhowwedescribestudentneedsalongthis continuum.Insocietytoday,itʼscommontohear“mentalhealthneeds”and“trauma”todescribe whyastudentneedssupport;however,usingthesetypesofbroadlabelsordescriptionsmay unintentionallyplacelimitsonourstudentsornegativelyimpactourrelationshipswithstudents andfamilies.Whileweknowthatwehavestudentsdiagnosedwithmentalhealthconditions,and thatwehavestudentswhohavehadadversechildhoodexperiences,thepresenceof“these challengingorthreateningcircumstancesaresometimes,butnotalways,traumaticexperiences” andcanbeunderstoodandperceiveddifferentlyacrossvariouscontexts,cultures,and communities(Lingras,Greifer,Sheikh,&Fabre,2019).

Whenweobservewarningsignsthatmayindicatethatastudentʼsmentalwell-beingisatrisk,itis importanttosharethoseconcernswithyourschoolʼsStudentServicesSpecialist(elementary),or thestudentʼsCounselorforPersonalizedLearning(secondary),usingspecificdescriptionsof observedbehaviorsorconversationsratherthanbroadtermsorperceivedlabels.Thesespecific descriptionscanhelpthoseschoolprofessionalsbetterunderstandwhatastudentmayneed,as wellasidentifytheappropriateindividualtoprovidetargetedsupport.Ourco-locatedmental healthservicesandsupportcanbeaccessedforstudentswhoneedthislevelofsupportthrough yourschoolʼsPitCrewreferralprocess.

OtherStudentNeeds

Theremaybetimesastudentdemonstratestheneedforsupportthatisduetootherlifeor situationalfactors.Theseneedsmaybeforbasicneeds(e.g.,housingorfoodinsecurity),or situationally-based(e.g.,adeathinthefamily).Ifyoususpectastudentmightbeinneedofthis kindofsupport,pleaseuseyourschoolʼsPitCrewreferralprocess.

HowOurSocial,Emotional,BehavioralGrowthandDevelopmentBeliefsCometoLife

Inadditiontoourcorepracticesdescribedabove,ourbeliefsaboutsocial,emotional,and behavioralgrowthanddevelopmentcometolifethroughtheimplementationofourCareerand LifeCompetencies,LearnerProfiles,andtargetedsupportsandinterventions.

CareerandLifeCompetencies

OurCareer&LifeCompetenciesarecommonK-12outcomesthatgrowincomplexityovertime. Theseskillsandmindsetstransferacrossgradelevels,contentareas,andareusedthroughoutlife. TheyareintentionallyembeddedintoK-12studentworkandlearningexperiencesandgive studentsopportunitiestocontinuallypracticeandreflectontheirdevelopmentovertime.The competenciesleveragestudentself-reflection,whichleadsto growthandresultsinstudentagency.

LearnerProfiles

LearnerProfilesarecomprehensive,multidimensional,andco-createdbystudents,familiesand teachers.Profileshavemanycomponents(demographicinfo,livingcircumstances,interests, strengths,barriers/challenges,etc.).Themostpowerfulusersoftheprofilearethelearners themselves,buildingcapacitytolearnwithoutus.Ownershipisprogressiveovertime,startingwith youngerstudentsidentifyingimportantpiecestoaddandculminatingwithgraduatesbeing incrediblyself-aware,sotheyknowhowtonavigateanunpredictableever-changingworld.

Ourcontinuumofstudentsupportsandinterventions (clicklinktoviewgraphic)includescore,targeted,and individualizedsupportstomeetourstudentsʼunique andvariedneeds.

Wehavemanypeoplewhosupportourstudentsin theirsocial,emotional,andbehavioralgrowthand developmentatvariouspointsinthecontinuumof support.Classroomteachers,studentservices specialists,innovativeandpersonalizedlearning specialists,counselorsforpersonalizedlearning,andstudentadvocatesaretheprimarypeople thatsupportourstudentsthroughimplementationofourcorepractices.Whenstudentsshowa needforadditionalordifferentlearningandsupportbeyondimplementationofhigh-qualitycore practices,oursocialskillsspecialists,schoolpsychologists,behaviorspecialistsand paraprofessionals,andschoolsocialworkersmaylayertargetedinterventioninadditiontocore practices.Whenstudentneedsrequiremoreintensivesupport,studentsmayreceiveadditional supportandservicesfromcasemanagers,specialeducationserviceproviders,specialeducation center-basedteachers,andco-locatedmentalhealththerapists.Targetedsupportsand interventionsareguidedby,andresponsiveto,dataonstudentprogressandrequirepartnership andconsistentcommunicationbetweenallstaffwhosupportthestudent.Additionalinformation ontargetedsupportsandservicescanbefoundinSLPʼsAcceleratingStudentLearningframework.

Thelinksbelowprovidespecifictoolsandstrategiestoimplementourcorepracticesofdesigning, cultivating,managing,andreinforcingalearner-centeredenvironment.Whentoolsandstrategies areimplementedconsistentlywithineachofthecorepractices,wecansupportthesocial, emotional,andbehavioralgrowthofstudentsthatresultsinasafeandlearner-centered environment

Elementary(K-6)PlaybookforCreatingaLearner-CenteredEnvironment

● IncludedinthiswillbeaSchoologylinktotheMorningMeetingToolkit

● IncludedinthiswillbeaSchoologylinktotheCareerandLifeCompetenciesToolkitK-6

● IncludedinthiswillbeaSchoologylinktotheengagementStrategiesToolkit

Secondary(7-12)PlaybookforCreatingaLearner-CenteredEnvironment

● IncludedinthiswillbeaSchoologylinktotheCareerandLifecompetenciesToolkit7-12

● IncludedinthiswillbeaSchoologylinktotheengagementStrategiesToolkit

Jumptoyoursection:

Elementary(K-6)Playbook forCreatinga

Learner-CenteredEnvironment

TableofContents(K-6)

Resources:DesigningaLearner-Centered Environment

● KnowYourselfasaLearner

● Learnaboutyour“who”

● SetuptheLearningEnvironment

● PlantoCo-createNormswithStudents

● RespectAgreements

● DetermineRoutines

● InteractiveModeling

● GuidedDiscovery

● Co-createIs/IsNotand Examples/Nonexamples

● CulturallyResponsivePedagogy

● Windows&Mirrors

Resources:CultivatingaLearner-Centered Environment

● KnowingandUsingStudentNames

● BuildingaPartnershipwithFamilies

● MorningMeeting

● EmpoweringLanguage

● 2x10

● VoiceScales

● IceBreakers

● HopesandDreams

● LearnerProfiles

● OpportunitiesforChoice

● EmpathyMaps

● ProvidingFeedback

● BehaviorSpecificPraise

● Redirection:LevelsofPrompting

● LimitSetting

● ClosingCircle

● The3Pʼs

● CreatingaCollaborativeClassroom

● TriageattheDoor

● RestorativePractices

○ RestorativeMindset

○ BreakIt,FixIt

○ I-Messages

○ AngerVolcano

● OurClassisaFamily

Resources:ManagingaLearner-Centered Environment

● Proximity

● SocialConferencing

● PlanB(CollaborativeandProactive Solutions)

● BehaviorContracts

● SupportiveBodyLanguage

● RebuildingRelationshipsBetween Individuals

● De-escalationStrategies

○ 5Things:Mindfulness

○ Connect&Redirect

○ Prevention,De-escalation, Restoration,Reflection

● StaffDecisionPointandResponse

● Cbasketbehaviors

● Bbasketbehaviors

● Abasketbehaviors

Resources:ReinforcingaLearner-Centered EnvironmentthroughDesignofLearning Experiences

● UsetheCareerandLifeCompetencies ToolkitforK-6toconsiderhowyou mightembedcareerandlife competenciesintothelearningdesign

● UsetheEngagementStrategiesToolkit toconsiderwhichhigh-leverage Engagementstrategiestoembedinthe learningdesign

● MorningMeetingToolkit

Resources:Designinga

Learner-CenteredEnvironment

Priortostudentsstartingschool,orbeforeintroducingnewexperiencesandroutines,itisessential thatteacherslearnabouttheirlearners,andanticipateandplanforstudentneeds.

● KnowYourselfasaLearner

● Learnaboutyour“who”

● SetuptheLearningEnvironment

● PlantoCo-createNormswithStudents

● RespectAgreements

● DetermineRoutines

● InteractiveModeling

● GuidedDiscovery

● Co-createIs/IsNotandExamples/Nonexamples

● CulturallyResponsivePedagogy

● Windows&Mirrors

KnowYourselfasaLearner

Whatitis

Takingthetimetoreflectonwhatyou,asanadult,havelearnedtovalue,assume,andbelieve aboutyourselfandtheworldaroundyouspecifictosocial,emotional,andbehavioralgrowthand development,aswellastakingthetimetoidentifypersonalstrengthsandareasforgrowth.

Whywedoit

Whenitcomestosocial,emotional,andbehavioraldevelopment,whatweteachandthewaywe teachitisanexpressionofculture.Infact,weteachsocial,emotional,andbehaviorallearningatall timesoftheday–verballyandnonverbally,explicitlyandimplicitly–includingwhenweare mindfulofit,andwhenwearenot.Takingtimeforreflectionandexplorationwillraiseour awarenessaroundwhatwesharewithstudents,whyweshareit,andthewayinwhichwedoso. Thiswillsupportourcollectiveefforttoincreaseourintentionality,inclusivity,adaptability,and efficacyaroundoureffortstobuildthesocial,emotional,andbehavioraldevelopment ofstudents.

Howwedoit

Explore

● ChooseaCareerandLifeCompetency.Startbyexploringthecompetencycriteriaand rubricsatthehighestgradelevelband,andthenworkyourwaybackwardsuntilyouhave readthedescriptionsforeachgradelevelband.

● Checkinwithyourself:

○ WhatdoIunderstand/notyetunderstandaboutwhatisdescribed?

○ WhatdoIfindpersonallymeaningfulorvaluableaboutwhatisdescribed?

○ InwhatwaysdoIpersonallypractice/notyetpracticewhatisdescribed?

○ HowamIcurrentlyembedding/notyetembeddingthisintomyteachingpractices?

○ WhatdoIknow/notyetknowabouthowstudentsandfamiliespracticeand approachthiscareerandlifecompetency?

● Consider:

○ HowelsecanIlearnmoreaboutthisCareerandLifeCompetency?

○ Whoinmylifeisgoodatpracticingthisalreadyandcanhelpme?

○ Whatismynextbeststep?

Reflect (adaptedfromTeamWorksInternational)

Consideryourresponseswithinyourexploration.Usingthevisualbelowasaframe,wherewould yousayyouarenowinyourownsocial,emotional,andbehavioraldevelopment?

● Aware:HavinggonethroughyourexplorationofCareerandLifeCompetencies,whatareyou awareofnowthatyouwerenotawareofpreviously?

● Acknowledge:Whatnewinformationdidyoulearnaboutyourselforothers?

● Accept:Whatdoesthisnewinformationmeanforyouasanindividual?Whatdoesitmean foryourworkwithstudentsandfamilies?Whatareyouwillingtoreconsiderordo differently?

● Acquire:Whatadditionalknowledgeorskillsdoyouwantorneedtogainnow?Whoorwhat cansupportyouindoingso?

● Act:Whatareyoucurioustobetterunderstandordodifferentlynow?Whatisyournextstep?

FindyourStrengths (adaptedfromCampbellJones,B,Keeny,S,&CampbellJones,F (2020) Culture,class,andrace:Constructive conversationsthatuniteandenergizeyourschoolandcommunity ASCD CopiesofthebookareavailableattheDistrictServicesCenter)

Everysinglepersonhasstrengthsandareasforgrowth.Whatifwewere“strengthsfinders”foreach other,andoen?

Gather1-2trustedcolleagues,friends,orfamilymembersandpracticelisteningforand acknowledgingoneanother'sstrengths:

● Step1:Eachpersonthinksofanaccomplishmentofwhichtheyareproud

● Step2:Eachpersontakesaturnsharingthestoryoftheiraccomplishment.Listenerswrite downone-worddescriptorsofstrengthstheyidentifyinthepersonsharing,basedonthe storytold

● Step3:Listenerssharetheirone-worddescriptorswiththepersonwhotoldtheirstory, includingabriefcommentaboutwhytheychosethatdescriptorforthepersonbasedon theirstory.

● Step4:Storytellerthankslisteners.Repeattheprocessuntileverypersonhassharedtheir storyandhadtheirstrengthsreflectedback.

Learnaboutyour“Who”

Whatitis

Takingthetimetobecomefamiliarwithyourstudentspriortoschoolstartinghelpsusgetahead startonourpromisetoknoweachstudentbyname,strength,interest,andneed

Whywedoit

Whenweknowourstudentsʼstrengths,interests,andneeds,wecanusethemtoworkwithour studentstodesignlearningexperiencesthatleadtodeeperlevelsofstudentengagement.By personalizinglearning,wecreatetheconditionsforstudentstobecomepowerful,independentand curiouslearners.

Howwedoit

Stafflearnabouttheirstudentsbyinvestigatingaseriesofquestions:

● WhatcanwelearnaboutourstudentsfromtheirLearnerProfilesandPersonalLearner Maps?

● Strengths,interests,futuregoals

● Academicstrengthsandneeds

● WhoarethestudentswhohaveIEPsor504Plans?

● Whatskillsaretheyworkingtodevelop?

● Whataretheaccommodationsandmodificationsthatsupporttheirsuccess?

● WhoarethestudentsidentifiedasEnglishlearners?

● Whatisthehomelanguage?

● Whichofthelanguagedomains(listening,speaking,reading,writing)dotheyhave strengthsandneedsinEnglish?

● WhoarethestudentsidentifiedasGiedandTalented?

● Whataretheirstrengths?

● Whatskillsaretheyworkingtodevelop?

● Whatarethemodificationsthatextendandsupporttheirsuccess?

● Whoarethestudentsthathaveabehaviorsupportplan,andwhatdoesitsay?

● Whatskillsaretheyworkingtodevelop?

● DoIhavealloftheresources/supporttofollowtheplan?

● Makeaconnectionwithfamiliesofyourlearners.Askthemtoshareinformationthatthey believeisimportantforyoutoknowabouttheirchild.

SettinguptheLearningEnvironment

*adaptedfromPoorvuCenterforTeachingandLearningandFutureReady:Useofspaceandtime.

Whatitis

Teachersanticipatepossibleusesandareintentionalindesigningspacestomeetthelearning needs.

Beforestudentsevenenterthephysicalorvirtualspace,weneedtoaskourselves:

● Whattypesofspacewillbestservethelearningexperiences?

● Whatisthebestdesignforthespace?

● Whattypesoflearningexperiencesrequireaconsistentspace?

● Whattypesoflearningexperiencesrequireaconsistenttimeframe?

● Whenisflexibletimeandspaceessentialforstudentsorthelearningoutcome?

Teachersshouldalsoconsiderhowtomakethephysicalandvirtualspacesinourbuildings conducivetolearning,collaboration,andself-direction.Thisincludes:

● HowamIorganizingmymaterials?

● HowdoIsupportstudentstoorganizetheirmaterials?

● Whatexpectationsneedtobevisibleforstudentsatalltimes?

● HowamIensuringstudentsknowwhattoexpectintheirdailyschedule?

● HowamIensuringstudentsunderstandthelearningoutcomes?

Whywedoit

Theconfigurationofaclassroom(physicalorvirtualspace)ismorethananorganizationalor stylisticchoicebytheteacher.Flexiblelearningenvironmentsincreasestudent-centeredlearning throughcollaborationandprovideopportunitiesforinterdisciplinarywork Thedesignofthe physicalorvirtualspaceshouldbeconducivetostudentsreceivingadditionalsupportthrough areasofchallengeandmoreopportunitiesforfeedback.Intentionaluseofspaceanddesignallows teacherstovaryengagementapproachesandchangelearningenvironmentsinordertotailorto theneedsofthestudentsandthelessons.

Theclassroomarrangementhasanimpactonhowstudentsinteractwithoneanotherandonhow teacherscommunicatewithstudents,whichimpactsengagementandfocus.InSpringLakePark Schools,weaimtosetupourphysicalandvirtualspacesinawaythatislearner-centered.

Howwedoit

PhysicalSpaces:

Thephotosshowexamplesthatcanbeadaptedwithanyspaceorfurniture

● Openingmovablewallsandutilizingother largespacesallowsclassroomsto collaborateandengageininterdisciplinary learningexperiences.

● Thehorseshoeorsemi-circleoffersa modifiedroundtablesetup,whereall participantsfaceeachotherwhilethe instructorcanmoveabouttheroom. Thisencouragesdiscussionbetween studentsandwiththeinstructorandcan beparticularlyeffectivewhenthe instructorwishestoprojectanddiscuss course-relatedmaterialinthefrontof theclass.

● Openspaceandadjacentclassroomsa conducivetoteacherorsmallgroup conferencingandbuildingstudent self-direction.

● Thepodorpairarrangement(cooperative arrangement)canbedesignedwithmany differenttypesoftablesordesks.Teacherscan alsousethistocreatestationsandform studentgroupsorpairs.Thisarrangementcan beespeciallyadvantageouswhenstudents willworkingroupsorpairswiththeir classmatesforalargeportionofclasstime. Thisarrangementcommunicatesalearning communitywherestudentsregularlyengage inworkwithoneanother.

VirtualSpaces:

Seesawisthedigitalportfoliothatisusedinkindergartentograde2. Seesawisatoolthat empowersstudentstocreate,reflect,share,andcollaborate.Studentsareableto“showyouwhat theyknow”usingphotos,videos,drawings,text,PDFs,andlinks.Seesawisusedtoshowstudent learningandgrowth. PleaseseethecompleteSeesawResourcesincludingvideohow-toʼsfor expectationstosetupyourvirtuallearningspace.

SchoologyistheLearningManagementSystemforstudentsingrades3-12. SpringLakeParkhas designedasetofSchoologyExpectationssothatnavigationbetweenteachersisasimilar experience.Organizingyouronlinelearningenvironmentinthis waythatmakesthematerials, assignments,discussionsandgradeseasilyaccessibletostudentsandfamilies.Pleaseseethe completeSchoologyResourcesforexpectationstosetupyourvirtuallearningspace.

Sources:

All4Ed(n.d.).Useofspaceandtime.

https://futureready.org/ourwork/future-ready-frameworks/use-of-space-and-tim/

YalePoorvuCenterforTeachingandLearning(n.d.).Classroomseatingarrangements.

https://poorvucenter.yale.edu/ClassroomSeatingArrangements

PlantoCo-createNormswithStudents

*adaptedfromELEducation.Collaborativeculture:Norms.

Whatitis

Establishingconversationandinteractionnormswithstudentscreatesanatmosphereofrespectand safety.Thenormsarepersonalizedforeachclassthroughtheco-creationprocess.Studentshelpto determinewhatisimportantfortheirparticipationandlearningbasedonthevariousexperiencesthey bring.

Whywedoit

Engaginginclassroomdiscussionandexperiencesrequiresstudentstotakerisksinfrontofothers. Co-creatingnorms,supportedbyroutinesandstrategicscaffolding,enablesstudenttalkand participationtoflourishastheyknowcontributionsarevalued.Co-creatingnormssetsthestagefor eachstudenttobeconnected,toparticipateandtocollaborateinawaythatincludeseveryoneʼs perspectives.

Howwedoit

● Teachersreviewthecommonbehaviorexpectationsandanticipatehowtoconnectthe co-creatednormstothesecommonexpectations

● Earlyintheyear:

○ Teacherssharewithstudentsthevalueofcreatingnormsforthelearningtheywilldo together.

○ Teachersuseopenendedpromptstoworkwithstudentstoco-createtheclassroom normsforhowtheywillcommunicateandworktogether.

■ Ensureallstudentshaveavoice toparticipateintheco-creation:Studentsmight thinkindividually,sharewithapartnerorsmallgroup,thenaddtoasawhole class.

■ Examplepromptstoconsider:

● Whatisimportanttoyoutofeelsafeandincluded?

● Whathashelpedyouparticipateinothersettings?

● Whatmakesithardforyoutoparticipate?

○ Narrowto4-6normsthattheteacherandstudentscanrememberanduse

● Teachersdemonstrate,withthehelpofstudents,whateachofthenormssoundslikeandlooks likewheninpractice.

● Teachersandstudentsmustknowandowntheongoingapplicationofthenorms.

○ Thenormsarereferencedforallconversationsandinteractionsintheclassroom

○ Teachersmonitorandpointoutwhenthenormsareworkingwellandprovideadditional scaffoldingandsupportwhenneeded.

○ Studentslearntoreflectonandgivefeedbacktothemselvesandothersontheuseofthe norms

● Teachersgatherdataonhowstudentsfeelthenormsarebeingimplemented.

○ Utilizeexitticketstogetinputfromeveryoneonaspecificnormorallnorms.Students mightdescribetheimplementationusing“beginning,inprogress,proficient”or“red, yellow,green”

○ Usethisasareflectionpromptduringclosingcircle.

RespectAgreements (BuildingCommunityNorms)

Whatitis

Respectagreementsareonemethodofestablishingwaysforwholeschool/classroomcommunities toexplore,articulate,andestablishtheexpectationsandstandardsforconductforallmembersof thecommunity.

Whywedoit

Oneofthepowerfulinsightsofpositive disciplineistheimportanceofshiing attentionawayfromnegativebehaviors-those behaviorswedoNOTwishtoseeinour community-toanexplicitfocusonthe behaviorsweDOwishtoseeinourcommunity. Howdowewantpeople-studentsandadultstoacttowardoneanother?Themoreweare concrete,clearandexplicitaboutour expectationsforpositivebehavior,themore wenurture,nourishandpromotethatbehavior withinourculture(CircleForwardBoyes-Watson&Pranis).

Theseagreementsarestrategicallydesignedto helpteacherscultivateacultureofrespectintheirclassroomsinanefforttominimizedisruptive behaviorandmaximizelearning RespectAgreementsareaneffectivestrategythatateachercan implementandusetoaddressbehaviorthatclassroomrulesdonʼt Specifically,our“petpeeves” thatcausemuchdisruptioninaclasswhenstudentsandteachersunknowinglygetoneachothersʼ nerves.

Howwedoit

CreatingaRespectAgreementisacollaborativeprocessthatrequiresinputfromthegroupitis intendedfor(shouldnʼtbeunilaterallycreatedbytheteacher).KeepinmindthataRespect Agreementisavisualreminderoftheimplicitunderstandingsreachedbytheclass.ARespect Agreementiscreatedwitheachgroupofstudentsateacherworkswith.

I StudenttoStudent:Focusesonhowstudentswanttobetreatedbyoneanother

II StudenttoTeacher:Quadrantfocusedonhowteacherswanttobetreatedbytheirstudents

III Teachertostudent:Quadrantfocusesonhowstudentswanttobetreatedbytheteacher

IV EveryonetotheClassroom:Focusesonhoweveryoneintheclassroomagreestotreatthe physicalstateoftheclassroom

BuildingaRespectAgreement:

Step#1:CollectMaterials YouwillneedapieceofchartpaperorposterwithatemplateoftheRespect Agreement. Giveeachstudentatleast4indexcardsorstickynotestowritetheirrespectstatements. Choosea“talkingpiece”itemtousetofacilitatetheRespectAgreementCircle -itmayormaynothavea particularmeaningorpurposeforthisparticularcirclebutishelpfulifitdoeshavemeaning.

Step#2:DeveloptheAgreement TheclassneedstocometogethercollectivelytodeveloptheRespect AgreementandthebestwaytofacilitatetheconversationisinaRestorativeCircle. Usingacirclewill helpensurethateverystudentʼsvoicehasanopportunitytobeheardandeventuallyhonored. Inclusivenesscreatesbuy-in,soyouwanttobesurethateverystudentfeelstheyhavetheopportunity toparticipateintheprocess.

Step#3:CreatetheAgreement AttheconclusionoftheRespectAgreementcircle,theteachershould haveallthestudentsʼresponsesforquadrantsone,three,andfour(quadranttwoisfortheteacher only). Withoutthestudents,theteachercansortthroughtheirresponsesforeachquadrantandgroup theresponsesthatarethesameorsimilar. Alloftheresponsesthatarethesamecanbecombinedinto onerespectstatementthatrepresentsthegroupofresponses. Anystudentresponsesthatarenʼtthe sameneedtobetheirownrespectstatement.Theagreementdoesnʼthavetobeelaboratebutitcanbe. YoucanbeascreativeasyouwantwithyourRespectAgreementaslongasyoumaintaintheintegrityof theplacementofthefourquadrants.

Step#4:ReviewtheAgreement NowthatyouʼvecreatedtheAgreement,youcanpresentittoyour class. ThegoalistomakesureeveryoneʼsvoiceishonoredontheRA,becauseeveryonewillbeheld accountabletoit.OnceeveryonesaystheywillhonorthestatementsontheAgreement,everyone, includingtheteacher,signstheRespectAgreement.

Step#5:Teachersandstudentsmustknowandownthenormsongoing.Thenormsarereferencedfor allconversationsandinteractionsintheclassroom.Teachersmonitorandpointoutwhenthenormsare workingwellandprovideadditionalscaffoldingandsupportwhenneeded Studentslearntoreflecton andgivefeedbacktothemselvesandothersontheuseofthenorms.Thismeansthattherespect agreementshouldberevieweddailyinsomeway,shape,orformtodiscussandrecognizestrengthsand areasofgrowthwithintherespectagreementtoachievecommongoals.Studentsmayalsodoa self-reflection(eg,*thumbsup,middle,down”)onhowtheyfeelinregardstotherespectagreement

Respectisexpressedindifferentwaysindifferentcultures Whatisconsideredrespectfulinoneculture maybethoughtrudeinanother Forexample,interruptinginsomeculturesisasignofconnectionand engagement,whileinotherculturesitisconsideredselfishandrude Whatotherexamplesofthishave youexperiencedorareawareof?Forthisreason,itisimportantthatgroupsco-createthemeaningof "respect"fortheclassroomculturethataparticulargroupdesiresforitself Co-creationhappens throughdialogueaboutwhat"respect"lookslike,soundslike,feelslike Thefollowingbooksmaybe supportiveinfacilitatingconversationsaboutkindandrespectfulbehaviors:

● DoUntoOttersbyLaurieKeller

● TheJuiceBoxBullybyMariaDismondy&RobertSorenson

● MeanJeanRecessQueenbyAlexiOʼNeill

● RespectandTakeCareofThingsbyCheriJ Meiners

● WhatifEverybodyDidThat?ByEllenJavernick

DetermineRoutines

Whatitis

Aclassroomroutineissimplyawell-rehearsedbehaviorataspecificpartofthedayortoaresponse toastaffmemberʼsrequestordirection.Staffneedtoanticipateanddetermineinadvancethe recurringneedsthatwillcomeupeachdayandweekthatneedtobecomeroutineforstudents.

Whywedoit

Routinesareimportantsothatstudentsknowwhattodoinordertobesuccessfulandfeel confident.Routinesallowstudentstosafelyandefficientlyaccomplishday-to-dayresponsesor tasks.Routineshelptocreatemoreorganizationandsmoothertransitionsbetweenactivitiesand thereforeallowfeweropportunitiesforconfusionanddisruptionstooccur.

Howwedoit

Staffanticipateandwalkthrougheachpartofthestudentexperiencetodeterminewhatstudents needtoknowandbeabletodoonaregularbasis.

Aerstaffhavedeterminedtheroutinesneeded,seethesectiononInteractiveModelingtobeused withstudentstoteach,practice,andgivefeedbackontheroutines.Someroutinesmightbebest describedbyutilizingthesectiononco-creatingIs/IsNotorExamples/Non-Examplewithstudents.

Whenwedoit(Examples)

● ArrivalandDismissalProcesses

● Transitioning(betweenlearningexperiences,withintheclassroomandbetweenlocationsin thebuilding)

● Lunchroomprocesses

● AccessingandReturningSupplies

● Leavingtheclassroomtousethebathroomorseethenurse

● Technologyuse

● Eatingordrinkingintheclassroom

● Movingaroundtheclassroom

● Turninginwork

● Toestablishacommonsignaltogainattention(Muhammed&Hollie,2012)

○ Giveme5

■ Eachfingerisassociatedwithanaction:eyesonspeaker,quietvoices,ears listening,handsfree,bodystill

■ Oncestudentsknowtheactions,theprocessiscuedbyeitherverbal(Giveme 5)ornon-verbal(raisehand).

○ WhenIsay…

■ Staffgivesdirectionsduringthecallandresponse. Forexample,theteacher says,“WhenIsaypeace,yousayquiet.” Staffsays,“Peace,”andthestudents respondwith,“Quiet.” Staffcanchangethewordsinthischanttofitthe situation.

○ HollaBack

■ Staffcallsoutaphrasefromapopularsongandthestudentsrespondwith thesecondworkofthesong. Forexample,thestaffsays,“Holla!”and studentsrespondwith“Back!” Staffcanuseany2wordsorphrasesthat studentsarefamiliarwith.

○ Catchthebeat

■ Staffsnapsorclapsarhythm,andstudentsrespondbackwiththesame rhythm.Thiscallsforstudentstohavetheirhandsfreeto“catchthebeat.”

■ Thebeatchangeseachtimesothatstudentsarenotsettothesamerhythm.

○ Voicecheck

■ VoiceCheckisusedtochangethevolumeofstudentvoicesintheclassroom. Staffsays,“VoiceCheck”inthetoneandlevelofvolumeinwhichheorshe wantsthestudentstorespond Thestudentsthenrespond,“One,two one, two.”

InteractiveModeling

*adaptedfromResponsiveClassroom(2017).Whatisinteractivemodeling?

Whatitis

Interactivemodelingisastrategyusedtoteachrules,routines,andexpectedbehaviorsmodeledby ateachertotheclass Itisproactiveandcanbeusedbyanyandalladultsworkingwithstudents K-12.

Whywedoit

Interactivemodelingshouldbeusedanytimeanewprocedureforwhichthereisonlyoneexpected methodforcompletionisbeingintroduced Thisisespeciallyimportantatthebeginningofthe schoolyearoranytimesomethingnewisintroduced.

● Interactivemodelingshouldbeusedaerbreakstorevisitexpectedprocedureswhen studentsarelikelytohaveforgottenorareoutofpractice.

● Interactivemodelingshouldalsobeusedtorevisitclassroomproceduresifthemajorityof theclassisnotexhibitingexpectedbehaviors

Whenwemightdoit(Examples)

● ThinkPairShare

● Usingmathematicsresources(oranycurricularresourcesthathaveonewaytouse)

● Usingclassroomspace

● Standinginlineforlunch

● Enteringandexitingtheclassroom

● Askingaquestion

● Classroomroutines

● Completinganexitticket

Howwedoit

Staffshouldexplicitlystatethebehaviorsʼimportance,modelbehavior,invitestudentstomodelthe behavior,andfacilitateadiscussionofwhatstudentsnoticeaboutthebehavior.

Staffexplanationof whatwillbemodeled andwhy

Staffmodelthe expectedbehaviorthe rightway

Staffasksthestudent whattheynotice

Studentsmodel behaviorforpeers

Stafffacilitate discussion

Allstudentsmodel behaviorwithstaff coaching

Staffprovidesgroup feedback

● Staffexplainwhatwillbemodeled

● Staffexplainwhytheywillmodelthis

● Staffuseage-appropriatelanguageinexplanation

● Staffmodelexpectedbehavior

● Staffmodelswithorwithoutwordsasappropriate(e.g. thereshouldbenonarrationtomodelsilentlypushingina chair)

● Staffpromptwith“whatdidyounotice?”

● Staffpromptstudentstoidentifymissedkeydesired behaviorspriortomovingontothenextstep.

● Staffinvitestudentstomodeluntiltaskproficiencyis observed

● Staffallowthemtomodelandarequietwhentheyare modeling

● Staffdonotprovidecorrectionwhenstudentsare modeling

● Staffpromptwith“whatdidyounotice?”

● Staffpromptstudentstoidentifymissedkeydesired behaviorspriortomovingontothenextstep.

● Staffinviteallstudentstopractice

● Staffobservestudentspracticing,coachingasneeded

● Staffgivepointedfeedbackonthegroupmodelproviding“Inoticed”or“Iobservedstatements”

● Staffprompttheclasstorepeatthisstepuntilallhave mastered

o if1or2studentscontinuetostruggle,invitethose studentstoparticipateinsmallgroupcoachingat anothertimewithinoneschoolday

Increaseinstudent demonstrationof expectedbehavior

● Allstudentsclearlycompletetheprocedureorroutine astaughtinitiallyaerInteractiveModeling

● Staffmonitortheuseofthisroutine/processtoensureitis beingmaintained

GuidedDiscovery

*adaptedfromResponsiveClassroom(2021).Guideddiscoveryinaction.

Whatitis

GuidedDiscoveryisateachingstrategyusedtointroducematerialsintheclassroom.Theprimary goalofGuidedDiscoveryistogenerateinterestandexcitementaboutclassroomresourcesandhelp studentsexploretheirpossibleuses.GuidedDiscoveryalsoprovidesopportunitiestointroduce vocabulary,assessstudentsʼpriorknowledge,andteachresponsibleuseandcareofmaterials.Itis proactiveandcanbeusedbyanyandalladultsworkingwithstudentsK-12.

Whywedoit

GuidedDiscoverygetsstudentsinterestedinclassroommaterialsandhelpsthemlearnhowtouse themcreativelyintheiracademicwork.Theyhaveopportunitiestostretchtheirthinkingandwork independently.Perhapsmostimportantly,studentsareatthecenteroftheprocess.Everyaspectof GuidedDiscoveryencouragesstudentstoofferideas,actonthem,andsharetheresultsoftheir workwithothers,whichstimulateseveryoneʼsthinkingaboutlearningandfutureusesofthe material.

Whenwemightdoit(Examples)

● Usingaruler,crayons,markers,clay,etc

● Usingphyedequipment

● Usingplaygroundequipment

● UsinganiPad

● Usingaflexlearningspace

● Contentareaartifacts(musicalinstruments,NativeAmericantrunks,etc.)

Howwedoit

Staffaskopenendedquestionstoexcitestudentsaboutclassroommaterials.Studentsexplore materialsandbuildarepertoireofconstructiveways tousethematerialsindependentlyand purposefullyintheiracademiclearning.

Introductionand Naming

Generatingand ModelingStudentsʼ Ideas

Explorationand Experimentation

SharingExploratory Work

● Staffuseopen-endedquestionsthatencouragechildren tothinkabouttheirpastexperienceswiththematerial andtosharecurrentobservations

○ Howhaveyouusedthisinthepast?

○ Whatdoyouknowaboutthis?

○ Whatdoyounoticeaboutthis?

● Stafflookforareasoned,relevantresponseratherthan one“correct”answer.Bylisteningwithoutjudgmenttoa rangeofanswers,studentsʼvaluableexperiencesand ideasareaffirmed

● Staffaskwhohasanideaabouthowtousethematerial

● Staffaskstudentstomodeltheirownideasonhowtouse thematerial,sendingthemessagethatstudentsʼideasfor usingthematerialcreativelyandappropriatelyandtrusts theirabilitytoimplement

● Classobservesasotherstudentsmodeltheirideas

● Studentsexplorethematerial.Mostoenbeginningwith whatwasmodeled,butwithencouragement,willstartto experimentwithnewideas.

● Staffsetssomelimitsonthetaskandstudentsmake choicesabouthowtodothetask,turningtotheirownand theirclassmatesʼresourcesratherthanalwayslookingto theteacher

● Staffobservesandmakessuggestionsorredirectsifneeded

● Worksharingisvoluntary

● Studentswhochooseto,sharetheworkallatonetime (displayingittobeviewed)tolowertherisk

● Classmatesmakeobservationsaboutwhattheynoticein othersʼwork

CleanupandCareof Materials

● Staffengagestudentsinthinkingthrough,modeling,and practicinghowtheywillcleanupmaterials,putthemaway, andaccessthemindependentlyatalatertime.

Co-CreatedwithStudents

*adaptedfromSLP3DDesignThinkingMethodology:TheEverythingPlaybook:This,NotThat

Whatitis

Amethodforquicklyestablishingcommonunderstandingofagrouparoundasituationorroutine.

Whywedoit

Aerpresentingasituationorroutinetoagroup,itbuildscommonunderstandingtogeteveryoneʼs descriptionofthelearning.Is/IsNotorExamples/Non-Examplesprovidesaquickandvisualwayto createacommondescriptionofwhatthegroupthinksandexpectsthesituationorroutinetolook like.

Whenwemightdoit(Examples)

● Leavingtheclassroomtousethebathroomorseethenurse

● Technologyuse

● Eatingordrinkingintheclassroom

● Movingaroundtheclassroom

● Recessprocedures

Howwedoit

1.CreateaT-Chartwithtwocolumns.Designateonecolumnas“Is”andtheothercolumnas“Is Not”oronecolumnas“Examples”andtheotheras“Non-Examples.”

2.Presentthegroupwithasituationorroutinetoconsiderthatissomethingyouwanttoestablish acommonexpectationforintheclassroom.

3.Havedifferentstudentsshareaphraseorexampleofwhatthesituationwouldlooklikein practice-the“Is”or“Examples.”Dependingonthesituationorroutineyoumightrecord4-8clearly alignedideasonthechart.

4.Studentsthensharephrasesorexamplesofwhatmightbehappeningifthesituationorroutine isnothappening-“IsNot”or“Non-Examples”Theseideasarerecordedonthechart

5.TheT-Chartgivesacommon,quickandvisualdescriptionofthesituationorroutinethegroup needstobeabletodescribeandimplement

CulturallyResponsivePedagogy

Whatitis

Astudent-centeredapproachtoteachingandlearningthatallowsstudentstousetheirunique strengthsandassetstoachieveacademicsuccessandcelebratediverseculturalstrengthsinthe classroom.

Whywedoit

Werecognizeallofourlearnerscometoschoolwithdiverseculturalbackgroundsandeachstudent carriesdifferentstrengths.Wewanttoacknowledgeourdiversepopulationandincorporatethisin ourinstructiontoprovidemeaningfullearningforallstudentstobesuccessful.

Howwedoit

1. Modifycurriculumtomeettheneedsofstudentswithdiversebackgrounds.Thisallowsall learnerstoaccesslearninginmeaningfulwaysinordertoreachtheirhighestpotentialwhen wepersonalizetheirlearningbasedonstudentstrengths,interests,cultures,languages,and experiences.

2. Buildbackgroundknowledgeofconceptsbeingtaught:vocabulary,historicalevents, culturalconcepts,etc.

3. Makeconnectionstonewlearningwithstudentsʼinterestsinmind(i.e.,ifyouarelearning aboutcompare&contrast,thinkofatopicofinterestyourstudentswouldlovetocompare andcontrast.Thenusethestudentsthemselvestocompareandcontrast,thenleadinto moreacademicconcepts)

4. UseRealia:Whenteachingnewconcepts,bringinasmanyreallifeobjectsandmaterialsas youcantomakelearningengaging,meaningful,anddeep.

5. Checkyourmaterials:Aretheyculturallyappropriate?Willtherebeanybias?Makesureto providestudentsopportunitiestosharetheirthoughtsandmultipleperspectivesonnew topicssotheymaylearnfromoneanother,andfromauthorsofdiversebackgroundsand perspectives.

6. Provideopenendedquestions:Thisallowsstudentstodeveloptheirownthoughtsand becomecriticalthinkers.(ie.Howwouldyousolvethisproblem?Whatdoyounoticeand wonderaboutthestory?Whatdoyounoticeaboutthisword?Whatdoyouknowabout ?)

7. Usesentencestemsforspeakingindiscussions,morningmeetingresponses,andwriting assignments,asneeded.

8. Providechoice&voice

9. AssessAssessments:Makesureyouassessstudentsinavarietyofwaysinorderforstudents tohaveopportunitiestodemonstratetheirknowledgeandskillslearnedinmultipleforms (i.e.,writing,independentpracticeofaskill,groupdiscussions,responsesonSeesaw, creationofadigitalorphysicalproject,verbalresponses,drawings,partnerwork,small groupprojectetc.).Lastly,makesureyourassessmentsdonotcontainanybias,andthat theyareequitableforallstudentstodemonstratelearningofaspecificconcept(i.e.,if studentsneedtoreadandanswerquestionsabouttheocean,andanewcomerhasnever seenorheardoftheocean,thisconceptmaybeharderforthemtocomprehendand respondtothanastudentwhogrewupgoingonvacationtovisittheoceaneveryyear).

10.Windows&Mirrors:Provideopportunitiesforstudentstolearnfromreadingbookswritten byauthorswithcharactersofdiversebackgroundsandexperiences.Allowstudentstoshare theirownperspectivesandexperiencesastheyconnecttostoriesandlearnfromone another.PleaseensurethatallcurricularbooksareapprovedthroughtheCurriculum ResourceRequestprocess. 31/GobacktoK-6TableofContents

Windows&Mirrors

Whatitis

Windowsandmirrorsrefertothebooksweprovidestudentswithinordertohelpthemsee themselvesinstoriesaswellaslearnaboutothersandtheworldaroundthem.

Whywedoit

Wewantourclassroomlibrariestobefilledwithavarietyofbooksthatrepresentourdiverse populationsofstudents.Studentsneedtobeabletoseethemselvesinstoriesandrelatetobooks throughsimilarexperiences.Theyalsocanlearnaboutotherpeople,places,andexperiences throughstoriesthatrepresentdifferenttypesofpeople,cultures,experiences,andbackgrounds.

Howwedoit

1. Thinkaboutyourclassroompopulation.Thenthinkaboutthebooksyouhaveinyour classroom,andthebooksyouuseforinstruction.Canstudentsseethemselvesrepresented inthesebooks?Dothesebooksprovidemultipleperspectivesoftheworldanddifferent experiences?

2 Taketimetoresearchculturallyresponsiveliteratureandtalkwithyoursupervisorabout purchasingbooksthatyoubelievewouldprovidewindowsandmirrorsinyourclassroom andinstructiontohelpstudentsbecomemotivatedreaders. Pleaseensurethatallcurricular booksareapprovedthroughtheCurriculumResourceRequestprocess.

CultivatingaLearner-centered Environment

Whenworkingwithstudentsduringlearningexperiencesandthroughouttheday,itisessentialthat teachersimplementpracticesthatdevelop,growandbuildoneachstudentʼsstrengthsandneeds.

Resources:CultivatingaLearner-CenteredEnvironment:

● KnowingandUsingStudentNames

● BuildingaPartnershipwithFamilies

● MorningMeeting

● EmpoweringLanguage

● 2x10

● VoiceScales

● IceBreakers

● HopesandDreams

● LearnerProfiles

● OpportunitiesforChoice

● EmpathyMaps

● ProvidingFeedback

● BehaviorSpecificPraise

● Redirection:LevelsofPrompting

● LimitSetting

● The3Pʼs

● CreatingaCollaborativeClassroom

● TriageattheDoor

● RestorativePractices

○ RestorativeMindset

○ BreakIt,FixIt

○ I-Messages

○ AngerVolcano

● OurClassisaFamily

KnowingandUsingStudentNames

*adaptedfromWalker,T.(n.d.)Whypronouncingstudentsʼnamescorrectlyissoimportant.

Whatitis

Knowingandusingeachstudentʼsname(pronouncedcorrectly)intheclassroom,hallway, cafeteria,etc.

Whywedoit

Equityandinclusionintheclassroombeginswithhonoringstudentsʼnames Apersonʼsnameis partoftheirculturalidentity.Gettingnamesrighthelpscreatealearningenvironmentinwhichall studentsfeelvaluedandrespected.Whenastudentʼsnameischangedormispronounced,itmay feellikethestudentʼsfamilyandculturearebeingdisregardedaswell.Thesesubtleexperiences canhavealastingnegativeimpactonastudentʼswellbeing.

Howwedoit

Usewhateverstrategyneededtomemorizethecorrectpronunciationofeachstudentʼsname. Attemptingtodothisbeforethestudententerstheclassroomonthefirstdaycangoalongway!

Examples:

● HavestudentsrecordthepronunciationoftheirnamesinFlip(formerlyFlipgrid)soteacher canreviewandpracticepronunciation

● Keepapictureofeachstudentwiththeirnamelistedbelow

● Askthestudentʼspreviousteacheraboutunfamiliarpronunciations

● Makeaquickphonecalltothefamilytointroduceyourselfandtolearnaboutthestudent, includingaskingaboutunfamiliarpronunciations-teacherwritesthenamephoneticallyto rememberthepronunciation

BuildingaPartnershipwithFamilies

Whatitis

Engagingwithproactiveandfrequentcommunicationswithfamilies,includingsharingpositive updates.

Whywedoit

Parentsaretheexpertontheirchild!Buildingapartnershipwillleadtobetteroutcomesfor students.

Howwedoit

Considerthefamilypreferredmodeofcommunicationalongwithwhatyouneedtoshare.

● Consideremailtoshare:

○ Quickpositives

○ Concernswhenongoingcommunicationhasbeenalreadyestablished

● Considerphonecalltoshare:

○ Quickpositives

○ Concerns

● Considerinpersonorwebexmeettoshare:

○ Ongoing,continuingconcernsthatrequiretheexpertiseofotherserviceprovidersor specialists

Considerlanguagetobuildpartnership.

● “Whathaveyoufoundishelpfulforworkingwithyourchild?”

● “Howcanwepartnertogethertofindasolution?”

● “Whatstrengthsdoesyourchildhavethatwecouldbetapping?”

Considerworkingwithothers.

● Haveanotherstaffmember(counselor,dean,administrator)trytocontact

● Utilizationtranslatingservices

● Havestudentcallthemselvestosharepositives

● UtilizeStudentSupportServiceswithinthebuilding

● Utilizesocialworkers

MorningMeeting

Whatitis

MorningmeetingisadailyroutineinallkindergartenthroughsixthgradeclassroomsacrossSpring LakeParkSchools. Itisapredictableroutinethatstudentscancountoneachdayasthestartto theirlearningexperience.

Whywedoit

Morningmeetingisourconsistenttimeandplaceeveryschooldaytoexploreandpracticesocial, emotional,andbehavioralskillsthatcanthenbereinforcedthroughallaspectsoftheday. Atthe elementarylevel,weuseCARESandtheiralignmenttothecareerandlifecompetenciestoteach ourstudentsthespecificskillstheyneedtolearn. MorningMeetingalsonurturesempathyby offeringstudentsanopportunitytopracticetakingcareofeachother.Theintentionaldesignand implementationofMorningMeeting:

● Setsatoneforrespectfulandengagedlearninginaclimateoftrust

● Createsapositivepowerofcommunitybyfulfillingstudentsʼneedtobelong,tofeel significant,andtohavefun

● Providesanopportunitytomodelandpracticesocialandemotionalskills

● Reinforcessocial,emotional,behavioralgrowthanddevelopmentthroughoutacademic learning

Howwedoit

Staffpurposefullyplantheirmorningmeetingsbasedonthestrengths,interests,andneedsoftheir classroomcommunityonaweeklybasis Therearefourkeycomponentstoeverysuccessful morningmeeting;greeting,sharing,activity,andmorningmessage.

● Greeting:Studentsgreeteachotherbyname,oenincludinghandshaking,singing, movementandotheractivities.

● Sharing:Studentssharesomenewsorinformationaboutthemselvesandrespondtoeach other,articulatingtheirthoughts,feelingsandideasinapositiveway.

● Activity:Thewholeclassdoesashort,inclusiveactivitytogether,reinforcinglearningand buildingclasscohesionthroughactiveparticipation.

● MorningMessage:Studentspracticeacademicskillsandwarmupforthedayaheadby readinganddiscussingadailynotetotheclasspostedbytheirteacher.

TheMorningMeetingToolkitprovidespre-packagedmorningmeetingsthatincludeall4 components,allalignedtoteachingcooperation,assertion,responsibility,empathy,and self-control.

Whenwedoit

● Atthebeginningofeverysingleday!

EmpoweringLanguage

Whatitis

Empoweringlanguageconsistsofreinforcing,reminding,andredirectinglanguage.Itisashifrom judgingtodescribing,andfrombeingreactivetoproactive.Empoweringlanguagebuildson studentstrengths,notweaknesses.

Whywedoit

Themessagesthatstudentsgetfromtheirteachershaveahugeimpactonhowtheythinkandact, andultimatelyhowtheylearn.Itisvitalforteacherstoseeandnamewhatstudentsaredoingwell. Ithighlightsstudentsʼskills,positiveeffortsandattitudes,andqualityworksothattheyknowwhat tostandonastheyreachforthenexthigherrungintheirlearning.Anoveralltoneofsafetyandcare islargelysetbytheadultsʼlanguage–whattheysayandhowtheysayit.Empoweringlanguage helpsstudentsbelieveintheircapacitytomeetbothlearningandbehaviorexpectations.

Howwedoit

KeyPractice

Nameconcreteandspecific behaviors

De-emphasizeyourpersonal approval

Avoidholdingonestudentupasan exampleforothers

ReinforcingLanguage

Insteadof

“Goodjob!”or“Nicework!”

“Iʼmsopleasedwiththewayyou addedkeydetailstoyourmain point.”

“NoticehowGlendausedfour sourcesforherresearchproject. Letʼsseeallofyoudothat.”

Trythis

“Yourememberedtochangetheʻyʼ toʻiʼwhenaddingʻed.ʼʼ

“Youaddedkeydetailstoyourmain point.Thathelpsyouraudience understandandbepersuaded.”

ToGlendaprivately:“Youusedat leastthreesourcesaswelearnedto do.Thatmakesyourresearch credible.”

Findpositivestoreinforceinall students

KeyPractice

Promptchildrentorememberfor themselves

Usingreinforcinglanguagewithonly thestudentswhodoproficientwork, arethefirsttogetorganized,orare otherwisethe“best”

RemindingLanguage

Insteadof…

“Sitaloneornexttosomeoneyou wonʼtbetemptedtotalkto.Put awayeverythingyoudonʼtneed If yourmindwanders,takeafewdeep

Toastudentwhostrugglesbutmade astrongeffort:“Youreadthreepages duringreadersʼworkshoptoday Whathelpedyouconcentrate?”

Trythis…

“Thinkaboutwhatyoucandoto helpyourselfconcentrate.” 37/GobacktoK-6TableofContents

Useneutraltoneandbodylanguage

Bebrief

Watchforfollow-through

KeyPractice

Bedirectandspecific

Saywhattodo,insteadofwhatnot todo

Statearedirectionasastatement, notaquestion

Followupwithactionifnecessary

breathsandtellyourmindtocome backtoyourreading.”

“Whatdidwesayisthenextstepin makingthesekindsofgraphs?”said withasingsongvoice,armscrossed, androllingeyes.(Evenifmeanttobe humorous,itimpliesthestudent isnʼtverysmart)

“Iʼmhearingpeoplestartingto sounddisrespectfulwhenthey disagree Everyone,remembertosay ʻIhearyourpoint,butIhavea differentideaʼoraskaclarifying questionthewaywelearned.Ifwe interruptandsaythingslikeʻNo, thatʼsnottrue,ʼorʻYouʼrewrong,ʼ weʼllshutdowndiscussion.”

Givingareminderandthenturning awayimmediatelytotendto somethingelse

RedirectingLanguage

Insteadof…

“Casey,youneedtoworkharder.”

“Whatdidwesayisthenextstepin makingthesekindsofgraphs?”said withamatter-of-factvoice,neutral bodyposition,andaneutralgaze. (impliesastudentcanremember anddirectshisattentiontodoingso)

“Whatdidwelearnabout disagreeinghonestlyand respectfully?”

“Class,stopwastingeveryoneʼs time”

“Anna,couldyourefocusonyour math?”

RedirectingAnnaandthenturning awayimmediatelytotendto somethingelse

Watching,andthenacknowledging thechildʼsactionwithanodora smile Nowordsareneeded

Trythis…

“Casey,putyourwatchawayand continuewithyourassignmentright now”

“Freeze Everyonereturntoyourseat withyourfolder Thenweʼllstart”

“Anna,refocusonyourmath”

DirectingAnnatomovetoaseat closetoyou(ifsittingnear classmatesseemedtobepullingher offtask).

2x10

*adaptedfromWoolf,N.(n.d.)2x10relationshipbuilding:Howtodoit(andwhyitworks!).andASCD.Thetwo-minute relationshipbuilder.

Whatitis

The2x10relationshipbuilderinvolvesspending2minutesperdayfor10consecutivedaystogetto knowthestudentandcreateafoundationforasustainablerelationship.

The2x10RelationshipBuildinginterventionworksbestforstudentswhoarehavingahardtime maintainingpositiverelationshipsintheclassroom,exhibitingdisruptivebehaviors,orareinneed ofextraemotionalsupport Itprovidesstudentswithasafeoutlettocommunicatetheirfeelings, emotions,andneedstoatrustedadult Anystaffmembermaybeinvolvedinthe2x10relationship builder.

Whywedoit

The2x10strategycreatesapositiveconnectionbetweenanadultandanindividualstudent.Itcan alsobeusedtomodelsocialawareness,self-awareness,andrelationshipskillsthroughempathy andactivelistening. Itcanalsoleadtosignificantimprovementsinindividualstudentbehaviorand thebroaderclassroomclimate.

Howwedoit

1. Chooseonestudentwithwhomyouwouldliketostrengthenyourrelationship.

2. Identify whenyouaregoingtoapproachthestudent(e.g.,atthebeginningofaclassperiod, inthehallway,etc.).

3. Findthestudentandstartaconversationwiththem.Tobuildaproductiverelationshipwith astudent,adultswilllikelyhavetoinitiatetheconnection.

4. Thefocusoftheseconversationsshouldbe:

○ Brevity.Theseconversationsshouldlasttwominutesorunder.

○ StudentVoice.Invitethemtosharesomethingnon-academicwithyouabouttheir dayorlife.Keepthecontentoftheconversationfocusedonthestudent'spersonal interests,nottheirschoolworkorbehavior.

○ Honesty.Modeltransparencyandauthenticitybysharingsomething personal/non-academicwiththestudent.

VoiceScales

Whatitis

Voicescalesutilizeascaleof1-5toidentifytheappropriatevocalvolumeforanygivensettingor situation.

Whywedoit

Usingvoicescaleshelpstoclearlyestablishexpectationsforvocalvolume.Itgivesstudents accountabilityandresponsibilityforself-regulatingtheirvolumeduringclass.

Howwedoit

Postlarge,colorfulvoicescalesinvariouslocationsthroughoutthebuilding(classrooms,hallways, cafeteria,gymnasium,etc.).Useinteractivemodelingtoteachstudentswhateachlevelofthevoice scalesoundslike.Duringinstruction,clearlycommunicatewhichnumberofthevoicescale studentsshouldbeusingandprovidefeedbackonimplementationofthevoicescale.

IceBreakers

*adaptedfromCultofPedagogy(2021).Icebreakersthatrock.

Whatitis

Icebreakersarefunprompts,activities,orgamesdesignedtohelpstaffandstudentsgettoknow oneanother

Whywedoit

Icebreakersareusedtohelpstudentsandstafflearnaboutoneanother.Icebreakershelpstudents becomecomfortableintheclassroomandassistwithbuildingrelationshipswithbothstaffand students

Howwedoit

Staffshouldchooselow-riskicebreakersthatdonʼtrequirestudentstotakebigsocialrisks.

Herearesomeideas:

BlobsandLines

ConcentricCircles

Inthisicebreaker,studentsarepromptedtoeitherlineupinsome particularorder(bybirthday,forexample)orgatherin“blobs”basedon somethingtheyhaveincommon(similarshoes,forexample).Thisgame keepsstudentsmovingandtalking,anditbuildsasenseofbelonging andcommunityinyourclassroom.

Herearesomesamplepromptsyoucanuseforthisgame:

● Lineupinalphabeticalorderbyyourfirstnames

● Lineupinalphabeticalorderbyyourlastnames.

● Gatherwithpeoplewhohavethesamefavoritevideogameas you.

● Lineupinorderofyourbirthdays,fromJanuary1through December31.

● Lineupinorderofhowmanylanguagesyouspeak.

● Gatherinto3blobs:ThosewhohaveLOTSofchoresathome, thosewhohaveAFEWchoresathome,andthosewhohaveNO choresathome.

● Gatherwithpeoplewhohavethesamefavoriteseasonasyou.

Thisicebreakerhasstudentsarrangethemselvesinaninsidecircleand anoutsidecircle,theinsidefacingout,formingpairs.Pairsdiscusstheir answerstoagetting-to-know-youquestion,thenrotateforthenext question,forminganewpartnership.Thisgamegivesstudentsthe chancetohavelotsofone-on-oneconversationswithmanyoftheir

ThisorThat(WouldYou Rather)

classmatesandhelpsthemquicklyfeelmoreathomeinyourclass

Thepossibilitiesforquestionsinthiskindofconfigurationareendless; besuretousemoreopen-endedquestionsthatcangetstudentstalking, ratherthanthosethatsimplyaskforayesornoanswer.Herearesome samplequestions:

● Doyouplayanysports?Ifso,whichones?

● Doyouconsideryourselfshyoroutgoing?Why?

● Whatwasthelastmovieyousaw?Didyoulikeit?

● Describeyourperfectdinner.

● Whatwouldyoudowithamilliondollars?

● Whatisonethingyouʼregoodat?

Thisicebreakerhasstudentsinformallydebateonlighttopicssuchas “Whichanimalmakesabetterpet dogorcat?”Studentshaveto chooseaposition,thenphysicallymovetothesideoftheroomthat mostcloselyrepresentstheiropinion onesidemeansdogs,theother sidemeanscats andthentalkaboutwhytheychosethatspot.This gamehasalwaysbeenaHUGEhitwithanygroupIʼveevertaught:It buildsstudentconfidencebytalkinginfrontoftheirpeers,ithelps studentsquicklyfindkindredspirits,anditʼsalsojustalotoffun.

SamplequestionsforThisorThat(WouldYouRather):

● Wouldyouratherliveinthecountryorthecity?

● Shouldallstudentsberequiredtolearnasecondlanguage?

● Whichisworse:badbreathorbodyodor?

● Wouldyouratherbeindoorsoroutdoors?

● Whichisbetter:Playingsportsorwatchingsports?

● Wouldyourathertraveleverysingledayorneverleavehome?

● Wouldyouratherreadabookorwatchamovie?

● Wouldyourathereatpizzaoricecream?

● Wouldyouratherdoaschoolprojectbyyourselforwithfriends?

● Wouldyouratherplayavideogameorplayoutside?

● Wouldyouratherhaveadogoracat?

● Wouldyouratherhavechocolateorvanilla?

● Wouldyourathergotothebeachorgocamping?

● Wouldyouratherwinthelotteryorbefamous?

● Wouldyouratherdanceorsinginfrontofagroupofpeople?

● Wouldyouratherbetheoldestsiblingortheyoungestsibling?

● Wouldyourathergiveapresentationorwritealongpaper?

● Wouldyouratherdoyourhomeworkordochores?

● Wouldyourathertravelbackintimeortraveltothefuture?

● Wouldyouratherbeabletoflyorbeinvisibleasasuperpower?

● WouldyouratherlivewithoutNetflixorlivewithoutYouTube?

HopesandDreams

*adaptedfromResponsiveClassroom(2016).Ourhopesanddreamsforschool.

Whatitis

Studentscreateoveralllearninggoalsand/orpersonalgoalsfortheyear.

Whywedoit

Identifyinghopesanddreamshelpsstudentsgetexcitedaboutlearningandmakeapersonal connectiontowhattheywilllearninschool.Invitingstudentstonamelearninggoals(hopesand dreams)rightawayshowsthemthatschoolisasafeplace,thattheyʼreimportantmembersofthe classroom,andthattheycanlookforwardtoanengaging,challenging,andfunyearoflearning. Individualhopesanddreamsthenleadintocollaborativerulecreation.IdentifyinggoalsthroughHopes andDreamscancreateanopportunityforstudentstocapturetheseintheirlearnerprofileorpersonal learnermap.

Howwedoit

● GradesK-2

○ Askstudents,“Whydowecometoschool?”Iftheygiveabroadanswersuchas“to learn,”helpthemstretchtheirthinking:“Whatcanwelearninschool?”Writedowntheir ideas.Theymightsay“Todothingslikewrite,”“Ithinkwewilllearnsciencestuff,”or“To makefriends.”

○ Thenextday,askstudentstoreflectontheirlistofreasonsforcomingtoschool,and thenhelpthemthinkaboutspecificlearninggoals.Toguidethem,say,“Todayweʼre goingtomakeanotherlist.Whataresomeofyourhopesanddreamsfortheyear?”Give examplesofyourownhopesanddreams,suchas“Thisyear,Ihopeourclassroomwill beaplacewhereallofyoufindenjoymentandgettoworkatthingsthatreallymatterto you.”Withthisguidance,evenstudentsthisyoungcanturnavaguestatementabout whypeoplecometoschool,suchas“Todothingslikewrite,”intoarealisticlearning goal:“Iwanttolearntowriteastory.”

○ Overthenextfewdays,continuetoliststudentsʼideasastheyshare.Keepeach brainstormingsessionshort,aboutfivetotenminutes.Stretchingthisprocessover severaldaysgivesideasachancetopercolateandsendsthemessagethatsortingout learninggoalsisimportantwork,notsomethingtorush.

○ Ifanygoalsseemunrealistic,coachstudentsinrethinking.Forexample,ifastudentsays “Iwanttoreadallthebooksinthelibrary,”youcanrespondwith“Soundslikeyouwant todoalotofreadingthisyear.CanIwritethatdownasyourgoal?”

○ Bythefollowingweek,everyoneshouldbereadytochooseonelearninggoalthatʼsmost importanttothem.Havestudentswritedownandillustratethatgoal(withhelpfromyou andotheradultsintheroomasneeded).

○ Bytheendofthatweek,studentscansharetheirlearninggoalswiththeclass Post studentsʼhopesanddreamsontheclassroombulletinboardforalltosee

● Grades3-4

○ Attheendofthefirstday,introducestudentstolearninggoalsinaclosingcircle adaily gatheringbeforedismissalthathelpsstudentsendthedayonapositivenoteandfeel energizedabouttheirlearning. Goingaroundthecircle,askstudents,“Whatʼsonething youenjoyedaboutyourfirstdayofschool?”and“Whatʼssomethingyouʼrelooking forwardtotomorrow?”Thenaskstudentstospendafewminutesthatnightthinking aboutwhattheywanttolearnanddoinschoolthisyear.

○ Overthenextcoupledays,helpstudentsbrainstormlearninggoalsinshortsessions, spreadingthisbrainstormingoverthecourseoftheweektogivethemtimetocomeup withlotsofideas.Youmightwanttohavestudentsuseaworksheettohelpthemcome upwithagoalthatʼsachievableandmeaningful.Startoffthefirstsessionbysharingyour ownhopesanddreams.Forexample,youmightsay,“Ihopeourclassgrowsintoasafe andstronglearningcommunity.”

○ Coachstudentswholistgoalsthatmaybetoobroadorunrealisticfortheschoolyear. Forexample,ifastudentsays“Iwanttobeaprofessionalmusician,”discusstheskills andhabitsneededtoreachsuchalong-termgoalandchooseonethatʼsrealistictofocus onthisyear.Forexample,musiciansneedstick-to-itiveness,andanattainable school-yeargoalrelatedtothatmightbe“tokeeptryingevenwhensomethingis difficult.”

○ Bytheendofthefirstweek,studentsshouldbereadytochooseonegoaltoillustrate andsharewiththeclass. Displayeveryoneʼshopesanddreamsontheclassroom bulletinboardforalltosee.

● Grades5-6

○ Ontheseconddayofschool,introducestudentstolearninggoalsintheMorningMeeting message,suchas“Thisweekwewillthinkaboutourlearninggoals Whataresomeof yourhopesanddreamsforthisschoolyear?Trytothinkofbothwhatyouwanttolearn indifferentsubjectsandhowyouwanttoworkwithothers”Toguidestudents,state yourownhopesanddreams.Besureyoualsotouchonbothacademicandsocial learninginyourstatement.Forexample,youmightincludeinthemessage“Ireallyhope everyonewillfeelsafe,takecareofeachother,andbethinkingworkers.”

○ Haveabriefcoachingconferencewithstudentswholistgoalsthataretoobroador unrealistic.Forexample,ifastudentsays“IhopeIgettoplayvideogamesallday,”you canhelpturnitintoanattainablegoalsuchas“tolearnallthatIcanaboutcomputers thisyear.”

○ Bytheendofthefirstweek(orbeginningofthesecondweek),askstudentstochoose onesocialandoneacademiclearninggoalthatismostimportanttothemtowritedown andillustrate.Displayeveryoneʼshopesanddreamsontheclassroombulletinboardand givetheclasstimetoreadwhatclassmateshaveshared.

LearnerProfiles

Whatitis

LearnerProfilesarecomprehensive,multidimensional,andco-createdbystudents,familiesand teachers.Profileshavemanycomponents(demographicinfo,livingcircumstances,interests, strengths,barriers/challenges,etc.).Themostpowerfuluseroftheprofileisthelearnerthemselves, buildingcapacitytolearnwithoutus.Ownershipisprogressiveovertime,startingwithyounger studentsidentifyingimportantpiecestoaddandculminatingwithgraduatesbeingincredibly self-aware,sotheyknowhowtonavigateanunpredictableever-changingworld.

● Alearnerprofileisoneofthemanywayswelearnaboutourstudents

● Oneofthe manywaysstudentslearnaboutthemselves

● Eachstudenthasa“student-ownedlearnerprofile,”butthisisjustonepartoftheir overalllearnerprofile.Theprofileincludes: ○ StrengthsorPreferences

NeedsorChallenges

PassionsandInterests

Whywedoit

Equityatthecenter:

● Learnersfeelvalued

● Learnersseethemselvesreflectedinlearningdesign

● Learnersseetheirownculturalandlinguisticbackgroundsasassets

● Weknowourlearnersmoredeeplythanweeverhavebefore

● Moreimportantlylearnersknowthemselves!

Ultimately,wewanttodevelopalearnerʼsself-awarenesssodeeplythattheyareabletobe successfulinanysituationtheymayencounter.Aself-awarelearnercanidentifywhat situationsandcontextarelikelytosupporttheirlearningandsuccess,andequallyifnot moreimportantly,whatsituationsandcontextsarelikelytomakelearningandsuccessmore difficult.Thisawarenessallowslearnerstomakepurposefulchoicesinschoolandlife,and promotesthedevelopmentofpersonaltoolsthatcanhelpalearnerconfidentlyand successfullynavigatewhatevertheymayencounter

Howwedoit

Thereisnoonewaytoco-createalearnerprofilewithyourstudents.However,forittobe meaningfulforbothteachersandlearners,itshouldbeupdatedregularlywithstudentvoiceand usedauthentically.Learnerprofilescanbeapowerfultoolforbuildingrelationshipswithyour students,communicatingwithfamilymembers,andensuringyouarepersonalizingyourlearning experiencestothestudentsinfrontofyou.Herearesomeexamplesofwhenandhowyoumight embedthelearnerprofile:

● Utilizethelearnerprofileasoneofthefirstwaysyougettoknowyourstudents;askthem whatʼsmissingfromit?Whatdotheywant/needyoutoknowastheystarttheyear?

● Neartheendofaunit,askstudentstoreflectontheirlearningjourney.Whatdidtheylearn aboutthemselvesduringthisunit?Mighttheycapturethatontheirlearnerprofile?

● Completeanempathymapwithyourstudents Theyaretheenduser Whatistheir experienceinyourclassroom?

● Usethelearnerprofilewhenconferencingwithfamilies.Whatdotheywantyoutoknow abouttheirlearner?Whatdidtheynotknowabouttheirlearner?Howdoesthelearnerfeel abouttheirinput?

● Foradditionalideasandstoriesonleveragingthestudentownedlearnerprofile,explorethe Schoologyfolderfoundhere.

OpportunitiesforChoice

What it is

Providingopportunityforchoiceallowsstudentstohavevoice,flexibilityandautonomywhen meetingclassroomexpectations.Choicesarepre-determinedbytheteacherandmeetthe expectationsoftheclassroomorcurrentlearningopportunity

Why we do it

Providingopportunitiesforchoicecansignalopennessandprovidesthestudentsmultiple pathwaystomeetexpectations.Itcande-escalateapowerstruggle.Youcanuseprovidingchoiceto practicedecision-makingandfosterindependence.Additionally,thisstrategycansupportstudents bytappingintoandhonoringvariouslearningstyles.

How we do it

1. Pre-determinetheofferedchoices

○ Offeronlychoicesthatmeetyourexpectations

○ Offernomorethanthreechoices

2. Presentthechoicesasastatement,verballyorvisually(notaquestion)

○ Ifyouofferchoicesasaquestion,thisleavestheopeningforthestudentto say“Neither!”

3. Useacalmvoiceandsupportivebodylanguage

○ Anemotionalresponsecouldturnanopportunityforchoiceintoapower struggle

4. Providewaittimethatisappropriatetothestudentʼsdevelopmentalageandneed

○ Considerage,studentneeds,currentstateofselfregulation

When we use it (Examples)

● Youmayworkatyourdeskorintheflexibleseatingarea

● Youmaystartonevenoroddquestions

● Youcanhaveafiveminutebreakorathreeminutebreak

● Youcanalsousechoicetoincreaseengagement.Forexample,howastudentshowslearning ormaterialsused

EmpathyMaps

*adaptedfromSLP3DDesignThinkingMethodology:TheEverythingPlaybook:EmpathyMapandVerma,A.(2022,March8). Empathymapping.

Whatitis

Anempathymapisacommontoolindesignthinkingandisoenanearlystepinunderstanding thestudentexperience.However,itcanalsobeusedproactivelytohelpstudentsarticulatewhat theyhope,needandwanttohavefromacooperativelearningexperience.

Whywedoit

Empathymapshelpbuildabetter understandingofstudent experiencesbydiggingdeeplyinto howtheyʼrefeelingandwhattheyʼre seeing,doing,andhearing. Ultimately,thiswillhelpcreate norms,buildrelationships,identify painpointsduringtheirexperience, andidentifyopportunitiesfor improvement.

Howwedoit

Incollaborationwithstudents,mapoutthequadrantsidentifiedbelow.Herearesomeprompts thatcaneasilybeadaptedtovariouscontexts:

● WhatdoIthinkandfeelaboutthisproject/learningexperience?Whatmightothersthink andfeel?

● WhatdoIhopetohearotherssay?Whatwilltheyhearfromme?

● WhatdoIhopetoseeothersdoduringthisproject?Whatwilltheyseefromme?

● WhatdoIwantotherstodoorsay?WhatwillIdoandsay?

● WhatfearsorfrustrationsmightIhaveaboutthisexperience?Whatmightbelessened?

● WhatgoalsdoIhaveforthisexperience?Whatmightbeleveraged?

Whenweuseit(Examples)

● Whenasocialconflictoccurs

● Whenanewstudentjoinstheclass

● Priortostartingacollaborativeproject

● PriortoSocraticSeminar

● Priortoheadingtothelunchroomorrecess

ProvidingFeedback

Whatitis

Providingfeedbackisatwo-wayprocessthatinformsanindividualontheirprogresstowardagoal oroutcome.Feedbackshouldbeactionableanddeliveredinapositiveandsupportivemanner.To beeffective,feedbackneedstobereceivedinaconstructivewaythatassumespositivesaboutthe individualgivingfeedback.Feedbackcanbeprovidedbytheteachertostudent,studenttostudent, studenttoteacherorstudenttoself(selfreflection).

Whywedoit

Feedbackpromotespersonalgrowth.Timelyandeffectivefeedbackcanimpactanindividualʼs abilitytoaccomplishagoalordevelopaskill.Givingandreceivingfeedbackpromotesthe developmentofinterpersonalskills,selfreflectionskills,growthmindsetandgoalsettingand planning.

Howwedoit (Offerregulardescriptivefeedback.)

Effectivefeedbackshowsstudentswheretheyareontheirpathtoattainingtheintendedlearning. Itanswersforstudentsthequestions,

● “Whataremystrengths?”

● “WhatdoIneedtoworkon?”

● “WheredidIgowrongandwhatcanIdoaboutit?”

Whensupportingstudentsinprovidingfeedbacktotheirpeers,teachersmightconsiderproviding sentencestarterstopromotepositiveandconstructivefeedback. Someexamplesofsentence startersinclude:

● Ilikehowyou

● Onethingyoucanworkonis

● 1thingyoudidwellis

● 1thingsthatcanmakeyourworkstrongeris

● Youmetthegoalof

● Thenextgoalwecanworktowardsis

HelpfulTips

○ UseInteractiveModelingtomodelprovidingandreceivingfeedback

○ Provideexamplesof“strong”and“weak”feedback

○ Determinegroupmembersorpartnersforfeedb

BehaviorSpecificPraise

*adaptedfromDeFlitch,S.Behavior-specificpraiseintheclassroom:Thecompleteguide.andIRISCenter.Behaviorspecific praise.

Whatitis

Behavior-specificpraiseisapositivestatementdirectedtowardastudentorgroupofstudentsthat acknowledgesadesiredbehaviorinspecific,observable,andmeasurableterms.Thisisdifferent thangenerallystating“Greatwork!”or“Nicejob,students!”

Whywedoit

● Theuseofbehavior-specificpraiseislinkedtoincreasesinstudentengagement.

● Behavior-specificpraisecanbeeffectivelyusedamongstudentswithoratriskforemotional andbehavioraldisorders(EBD).

● Behavior-specificpraiseismosteffectivewhendeliveredmorefrequentlythanreprimand statements.

● Usebehaviorspecificpraisewhenyouseeappropriatebehavior.

Howwedoit

Behaviorspecificpraiseexamples:

● Thisisareallygreatparagraph,Steve!Ireallyappreciatehowyouwroteatopicsentence, includedspecificdetails,andhaveaconclusionssentence

● ThanksforkeepingyouriPadsunderyourdeskwhenwewerenʼtusingthem.Todayʼslesson hadsomereallyimportantinformationanditʼsgreatthatyouwerefocused.

● Awesomejobonsharingyourmaththinkingtoday,Isaac.Youshowedthestrategyand describedthethinkingyouwentthroughtosolvetheproblem.

Utilizea5:1Ratio

● Researchsupportstheideathathavingfivepositiveinteractionstoeveryonenegative interactionbestsupportsandsustainsconstructivestudent-teacherrelationships.

● Thisisknownasthe5-to-1ratioorthe“magicratio”

● The5-to-1ratio…

● Improvesstudentsʼfeelingsofconnectednessandpositivityinordertofacilitatethe classroomexperience.

● Improvesacademicengagementandreducesclassroomdisruptions,simplybecause theclassroomhasamorepositiveclimate. 50/GobacktoK-6TableofContents

Examplesofhowtogetto5:1Ratio

● Givespecificpositivefeedback/praise

● Usepositivegreetingsinthemorningoraerbreaks(e.g.,“Welcomeback!”“Iʼmexcitedto workwithyouguysagain!”“Sonicetoseeeveryone!”)

● Takeamomenttocheckinwithstudents(e.g.,“Howwasyourweekend?“Howisyour family?”)

● Askaboutastudentʼshobbiesorinterests(e.g.,“Iheardyouhadyourorchestraconcertlast night.Howdiditgo?”)

● Usepositivebodylanguagesuchassmiling,thumbsup,ornoddingtoacknowledge studentsʼgoodchoices,effort,etc

Sources: IrisCenter,VanderbiltPeabodyCollege.(n.d.).Behavior-specificpraise.

https://irispeabodyvanderbiltedu/wp-content/uploads/misc media/fss/pdfs/201 8/fss behaviro specific praisepdf

PanoramaEducation.(n.d.).Behavior-specificpraiseintheclassroom

https://www.panoramaed.com/blog/guide-to-behavior-specific-praise-in-the-classr oom

Redirection-LevelsofPrompting

*adaptedfromResponsiveClassroom(2016).Reinforcing,reminding,andredirecting.

Whatitis

Apromptisacueorinstruction thatisgivenbeforeorduringa studentʼsactionorresponse. Therearedifferenttypesof promptsthatyoucanuseto motivatethestudenttolearnand succeed. Promptsshouldbe providedtostudentsina“leastto most”intrusivefashioninorder topromotesuccessaswellas independence.

Whywedoit

Promptingpromotesstudentsuccesswhilelearningnewskills Whensufficientpromptsare providedtostudents,frustrationlevelsarelikelytoremainlowwhilefeelingsofsuccessand confidenceinnewskillsareincreased,ultimatelyleadingtostudentindependence.

Howwedoit

Effectivepromptsarepromptsthatmaintainstudentsuccessatthehighestlevelofindependence possible(ie,leastintrusivepromptsasnecessaryforthespecificskillandspecificstudent)

● Natural/Independent:Nopromptsareprovided,oranypromptsarenaturallypartofthe taskorinstruction.

● Gesture:Anadultpointsormakesanactiontoindicatethenextstepofatask/direction.

● Verbal:Anadultprovidesaverbalreminderofthetaskoracomponentofthetask.

● Visual/Picture:Anadultpointstoavisualorobjectthatisthenextstepofatask/direction.

● Model:Anadultoranotherstudentdemonstratesthetaskthatisrequestedofthestudent.

● PartialPhysical:Anadultprovidessomephysicalguidanceduringpartoftheresponse.

● FullPhysical:Anadultprovidesfullphysicalguidance(e.g.,hand-over-hand)forthe completeresponse. 52/GobacktoK-6TableofContents

LimitSetting

Whatitis

Settinglimitsonacceptablebehaviorpromotespositivebehaviorchangeforstudents. Having consistentandexpectedlimitscanhelpstudentsfeelsafeandsupportstheminmakingacceptable choicesforthegivensituation. Limitsarenotultimatums,northreats;theyofferchoiceswith consequences. Wecannotforcestudentstobehaveacertainway,howeverwecanprovidechoices andpredictableconsequencesforbehaviorstoteachandreinforcethebehaviorsthatareexpected invarioussettings

Whywedoit

Thepurposeofsettinglimitsistoteach,nottopunish. “Throughlimits,peoplebegintounderstand thattheiractions,positiveornegative,resultinpredictableconsequences. Bygivingsuchchoices andconsequences,youcanprovideastructureforgooddecisionmaking.”(CrisisPrevention Institute)

Howwedoit

5-StepApproachtoSettingLimits

● Explainwhichbehaviorisunacceptable

○ Bespecificinidentifyingtheinappropriatebehavior(e.g.,isitthevolumeofthe studentʼsvoiceorthelanguagethattheyareusing?)

● Explainwhythebehaviorisunacceptable

○ Whenexplainingwhythebehaviorisunacceptable,provideexplanationsincluding howthebehaviormayimpactothers(e.g.,isitdisruptivetothelearning environment? Doesitcauseharm[physicaloremotional]toothers?)

● Givereasonablechoiceswithconsequences

○ Tellthepersonwhattheirchoicesareandwhattheconsequencesareofeachof thosechoices. Choicesandconsequencesshouldbeprovidedforbothdesiredand undesiredbehaviors

● Allowtime

○ Givethestudenttimetothinkaboutwhatchoicetheywanttomake

● Bepreparedtoenforceyourconsequences

○ Settinglimitsisonlyeffectiveifyouconsistentlyandpredictablyenforcetheset consequences. Theseconsequencesshouldbereasonable,enforceable,withinyour authority,andwithintheSpringLakeParkpoliciesandprocedures.

ClosingCircle

*adaptedfromResponsiveClassroom: https://www.responsiveclassroom.org/closing-circle/

Whatitis

Theclosingcircleroutineisamanageablewaytopeacefullywrapupthedayandsendstudentsoff feelingasenseofaccomplishmentandbelonging

Whywedoit

LikeMorningMeetingatthebeginningoftheday,closingcirclebringsasenseofcalm,safety,and communitytostudentsandteachers.Theroutinealsohelpsstudentspracticereflectingonwhatʼs meaningfultothemabouttheirschoolwork,theirclassmates,andthemselves Aerafive-to ten-minuteclosingcircle,studentsleaveschoolfeelingexcitedabouttheiraccomplishmentsand lookingforwardtothenextdayʼspossibilities.

Whenwemightdoit

Closingcircletakesplaceduringthelast5-10minutesoftheday.

Howwedoit

1.Setaside5-10minutesbeforethedismissalprocessbegins.

2.Ensurethateverystudentandadultintheroomparticipatesinclosingcircle.Thisisnotatime forstudentstofinishassignmentsorcompleteend-of-daytasks.

3.Haveparticipantscomewith“emptyhands”–allbackpacksandbelongingsareplacedoutsideof thecircle.

4.Modelexpectationsandroutinesofclosingcircle:respondingtothesignal,formingacircle, sharingandlisteningtoreflections,andliningup.

5.Intentionallychooseactivitiesthatalignwiththe3-partstructureofclosingcircle:

● Reflection:Theteachercuesstudentstoreflectontheirlearningfortheday,orsetgoalsfor thefollowingday.ThiscanbedirectlyconnectedtothereflectionpromptsintheMorning MeetingToolkittoreinforcethesocialskillstaughtandpracticedthroughouttheday.

● Celebration:Thecelebrationisawhole-groupsong,chant,orcheercelebratingthe communityʼseffortsandaccomplishmentsthatday.Thecelebrationcouldbedirectly connectedtotheCARESelementthatwasemphasizedduringtheMorningMeeting.

● Closing:Theclosingisanactivity,routine,song,orchantthatpromptsstudentstolineup fordismissal.

6.Focusonpositives.Closingcircleshouldhelpstudentsandteachersendtheschooldayona positivenote.Focusonnamingaccomplishmentsandsettinggoals;donʼtusethistimetodiscuss whatdidnʼtgowell.Youcanhelpsetapositivetoneforclosingcirclewithareflectivequestion, suchas“Howdidwefollowourrulestoday?”or“Whatʼsonethingyouenjoyedlearningabout today?”Onaparticularlychallengingday,aclosingcirclethatfocusesonlearningfrommistakesor onnamingchangeseachpersonplanstomakemayhelpeveryoneendthedayfeelingbetter.Just keepinmindthatyourchoicesforclosingcircleactivitiesshouldleavestudentsfeelingcalmand positive,withrenewedenergyandenthusiasmforschool

The3Pʼs

Adaptedfrom: CulturallyandLinguisticallyResponsiveTeachingandLearningBySharrokyHollie

Whatitis

● BeingPositive

○ Showingloveforstudentsforwhotheyare

○ “Havingasetofuncomplicatedandintangiblecharacteristicsthataredemonstrated consistentlytothestudents”

○ Studentsknowwhoyouare,whatyourexpectationsare,andyoudemonstratethese thingsdaily

● BeingProactive

○ Beingabletopredictpotentialproblemsintheclassroom

○ Knowingwhatbaggageyourstudentsarewalkingintoyourclassroomwith

○ Workinghardtopreventareactionaryclassroom,runningaroundputtingoutfires

● BeingPreventative

○ Choosingyourbattles

○ Useproximityandtonetoconveyamessage

○ Settingupyourspaceforsuccess

Whywedoit

Keepingthesethreethingsinmindeverydaywillhelpcreateapredictableandengaginglearning environment.

Howwedoit

● BeingPositive:

○ Showrealcare

○ Beempatheticandsensitivetostudentʼslives

○ Bekind,calm,andpatient

○ Usehumorandforgivenessdaily

● BeingProactive

○ Haveaplanforeachclass,butallowfordeviation

○ Showrealcare

○ Havealternativeassignments/assessmentspreparedinadvance

● BeingPreventative

○ See: Triageatthedoor

○ Solid,clearexpectationsforbehavior

○ Createalearningenvironmentinyourteachingspace

CreatingaCollaborativeClassroom

Adaptedfrom: CulturallyandLinguisticallyResponsiveTeachingandLearningBySharrokyHollie

Whatitis

● Asafe,comfortablespacethatisconducivetolearning

● Adultfacilitationwithstudentparticipation

● Studentchoice,voiceandcollaborationarepresent,BUTtheteacheristhefinalvoiceof authority

Whywedoit

Toensurestudentsareenteringyourlearningspacewithknownexpectations,routines,andshared respectforothersandthespace

Howwedoit

1. Haveasimpleroutineeverydaythatstudentsfollow;re-enforcetheroutinedailyuntilall studentsengageinit

2 Gainrespectthroughauthenticrelationshipswithstudents(See“LearnaboutyourWho”)

3. Knowwhentobeauthoritative. Forexample,ifstudentsafetyisatstake(bigorsmall),use anauthoritativevoice,stance,andvocabulary.

TriageattheDoor

Adaptedfrom: JaneStevenson

Whatitis

Greetingstudentspriortoorjustuponenteringthelearningspace.

Whywedoit

Itallowsforabriefandpersonalcheck-inwitheachstudentastheyenteryourlearningspace. It allowsforquickquestionstobeanswered,permissiontousetherestroompriortoclassstarting, sharingofinterestsandscoopingupstudentswhomaybelingeringinthehallwayasclassis beginning. Thisalsoallowsforre-enforcementofnormsandroutines,itcanbeusedtoremind studentsofwhatmaterialstohavereadyorwheretofindthematerialsneededfortheday.

Howwedoit

1. Standattheentryofyourlearningspace

2 Greeteachstudent;noticesignsofstudentdistressorachangeinaffect Respondtothisin asupportivemanner.

3. Answerquestionsposed,tellthestudentwhenthatquestionwillbeaddressedinclass,or tellstudentstoaskthequestionagainduringclass

4. Statequickdirectionsastheyenter. Forexample,“Readthedirectionsontheboard”or “findapencilandpieceofpaper.”

RestorativeMindset

Whatitis

ARestorativeMindsetallowsustothinkthroughproblemsintheclassroominarestorativewayto makeroomforproductiveconversationsfollowingharmorconflict.

WhyWedoit

Havingarestorativemindsetwillhelpushavemeaningfulconversationswithstudentsandallowall studentstofeelseen,valued,heardandaccepted.

HowweDoit

Weshifromonemindsettoanother(B.Hopkins)

● LISTEN,donʼttell.

● Becurious;youdonʼtneedtoknowalltheanswers.

● Focusonthoseaffectedinordertorestorebalance.Yourintuitionora3rdpartydoesnot needtobeapartofthis.

● AlwaysfocusonthestudentwhowasharmedFIRST.Askthem,“Areyouokay?”Letthem knowyouareconcernedforthem.Youcouldsay“Iamsosorrythathappenedtoyou.”You mayhelpthestudentfeelsafebyaskingthemiftheywouldliketositbyyou.

● Later,youcanaddressthestudent(s)whocausedharm.Throughtheseconversations, studentscanfindinternalmotivationandaccountabilityfortheiractions.Externalcoercion doesnotneedtotakeplaceandisineffectivetorestoreanyharmdone.

● ConsiderworkingwithaRestorativePracticesleaderinyourbuildingtoholdaRepairof Harmcircleiftheindividualsinvolvedarewilling

BreakIt,FixIt

Whatitis

Youbreakit,youfixitisarestorativepracticethatholdsstudentsaccountablefortheiractionsand reinforcestheimportanceofrespectandfixingmistakes.

WhyWedoit

Studentsneedtimetoreflectontheirchoicesandtheimpacttheirchoiceshaveonthemselvesand others Ifastudentcausesharm(physicaloremotional)toanotherstudent,thisstrategyprovides themtimetothinkmoredeeplyaboutthecauseoftheiractions,whytheydidit,howtheywantto fixit,whytheywanttofixit,andadifferentchoicetheycouldmakenexttime.

HowweDoit

Therearevisualchecklistsstudentscangothroughtothinkthroughthefollowingquestions& promptsastheyreflectonanegativechoicethatwasmade.Youmaymakeyourown,oryoucan findmanyexamplesonlineaswell.Teachersmustexplicitlyteachandmodelhowtogothrough thisprocess,practicingitafewtimesasawholeclasssoallstudentsarefamiliarwithit.

1. Whatunexpectedchoicedidyoumake?

2. Whatwashappeningbeforeyoumadethatchoice?

3. ThisishowmychoicehurtME…

4. Thisishowmychoicehurtsomeoneelse…

5. Icanmakeitbetter.ThisiswhatIcando…

6 Icanmakebetterchoices NexttimeIwill

7. ThisiswhyIwanttomakebetterchoices…

I-Messages

Whatitis

I-messagesareaneffectivewaytopracticelisteningandeffectivecommunicationwhenstudents feelharmhasbeendonetothemandtheyneedsomethinginreturn.

Whywedoit

I-messageshelpstudentsindependentlyexpresshowtheyfeel,whytheyfeelthatway,andwhat theyneedinordertomakeitbetter.Theyareahealthywaytomanageconflictandbuild problem-solvingskills

Howwedoit

● I-messagesentencestemsshouldbedisplayedforstudentstoreferencewhenneeded.You mayhavesomedifferentsentencestemsavailable.Examples:

○ Ifeel because .Ineedyouto .

○ Ifeel because .Couldyouplease ?

● Youwillalsowanttoteachapologysentencestemsforrespondingtoi-messages.

○ Iamsorryfor .Doyouacceptmyapology?

○ Iamsorryfor .WhatcanIdotomakeitbetter?

● Youmaymodelascenariousingstuffedanimals.Havethemactwrongly,andaskstudents whattheyshoulddoinordertohandletheproblemeffectivelyandappropriately.Discuss thedifferentoutcomeswhenusingi-messagesandhowtheyhelpus

● Havestudentspracticeactingoutscenariosandusingsentencestemsfori-messagesand apologies.

AngerVolcano

Whatitis

Theangervolcanoisavisualthathelpsusdeeplyunderstandouranger,whereitstemsfrom,and howiterupts.Itcanhelpusunderstandourselvesandourstudents.

Whywedoit

Theangervolcanoisavisualwecanusewithadultsandstudentstosupportemotionalregulation anddevelopment.Itcanhelpusbetterunderstandwhereourstudentsarecomingfrom,andthe “why”behindcertainbehaviors Italsocanhelpusdeterminenextstepsinsupportingourstudents whentheyareangry.

Howwedoit

● Formarestorativecircle.Inthecirclepromptthe question,“Isthereatimeyouhaveeverfelt angry?” Asyougoaroundthecircle,havestudents shareastoryaboutatimethattheyfeltangry. Makesuretheysharehowtheyrespondedwhen theywereangry.

● Recordresponsesofwhatstudentssaidordid whentheywereangry.

● Aereveryoneshares,youmaytakealookatthe responses.Havestudentsmakeconnectionstoone another Then,havethemthinkaboutwhat happenedrightbeforetheyeruptedwithanger. Recordresponses.

● Havestudentsshareconnectionsagain.Then, showthemtheangervolcano.

● Explaintostudentstheprocessofwhatcauses angerandhowitbuildsinsideofus.

● Lastly,discusswhathelpedstudentscomebackfromtheirangerandfeelcalmagain.

● Listsomestrategiesstudentssharethattheclasscanuseinordertocalmtheirvolcanoesif theyarefeelingangryatschool.Usethesestrategiesandprovidetoolsandresources necessaryintheclassroom

OurClassisaFamily

Whatitis

Usethisactivitytobuildawelcomingclassroomcommunityandallowstudentstoshareabout theirownbackgrounds,experiences,andidentities.

Whywedoit

Inordertobuildawelcomingclassroomcommunityandlearnmoreaboutoneanother,our backgrounds,andtheimportanceoffamilyandwhatitmeanstous.

Howwedoit

● Displaythewordfamilyandaskstudentswhatfamilyis.Havestudentsturnandtalkto shareabouttheirfamilies.

● Askstudentstoshareiftheyhaveawordforfamilyinahomelanguagethatisdifferentfrom English.Recordorwriteitdowntosaveforlater.

● Readaloudthetext“OurClassisaFamily”byShannenOlsen

● Havestudentsreflect:Whatmadetheclassafamily?

● Havestudentsshareouttheirownwordsthatdescribefamily

● Recordstudentʼsideasandhavethembringintheirownfamilyphotos.Youmayalsotakea classpicture.

● Intheroom,hangupthedifferentwordsfor“family”thatrepresenteachofyourstudentsʼ languages.Inaddition,hangupthewordsstudentsusedtodescribefamilywiththeirfamily photos&classphotos.Thesecanstayupfortheyearandstudentscanlearnmoreaboutone anotherandthinkabouthowtheirclassislikeafamilyatschool

ManagingaLearner-centered Environment

Weknowbehaviorisaformofcommunication.Teacherscanbepreparedtoimplementpracticesto addressthechallengingandunexpectedbehaviors.

● Proximity

● SocialConferencing

● PlanB(CollaborativeandProactiveSolutions)

● BehaviorContracts

● SupportiveBodyLanguage

● RebuildingRelationshipsBetweenIndividuals

● De-escalationStrategies

○ 5Things:Mindfulness

○ Connect&Redirect

○ Prevention,De-escalation,Restoration,Reflection

● StaffDecisionPointandResponse

● Cbasketbehaviors

● Bbasketbehaviors

● Abasketbehaviors

Proximity

Whatitis

Movingaroundalearningspacetousesupportivebodylanguage,non-verbalinteractionsand proximitytoredirectstudentbehavior

Whywedoit

Itredirectsbehaviorswithoutembarrassingorcallingoutspecificstudents. Itallowsstudentsto regulatetheirbehaviorswithoutaspotlightbeingputonthem.

Howwedoit

● Havetechnologyinplacethatallowsyoutofreelymovearoundaspacewithoutbeingtied downbyadevice. Useairplay,ahandheldclicker,oripadsoyoucanfreelymovearound yourspace.(Ifyoudonothavetheabilitytoaccessoneoftheoptionsabove,talktoyour buildingtech,yourCIIC,oryouradministratortohelpyouproblem-solve).

● Duringdirectorindirectinstruction,movetoareasoftheroomwherestudentsare strugglingtobeontask.

○ Thiscanbeusedwhenastudentisstrugglingacademicallyorbehaviorally.

● Taponthedesk,pointtothecontentontheiPadortextbook,orgiveasignaltoredirect them

SocialConferencing

Whatitis

Socialconferencingisaconversationbetweenastaffmemberandastudenttoaddressaspecific behavior.Theobjectiveofasocialconferenceistore-establishbehavioralexpectationsanddiscuss solutions,whilealsobuildingteacher-studentrelationships.

Whywedoit

SocialConferencingpromotespartnershipwithstudentsandestablishesownershipforindividual behaviors.

Howwedoit

Stepsforsocialconferencing:

● Chooseanappropriatesettingtoholdthesocialconference

● Staffstatesthenoticedstudentbehavior

● Staffasksthestudentwhattheynoticeaboutthestatedbehavior

● Staffnamestheproblemandtheneedtosolveit

● Staffandstudentcometounderstandingthecauseoftheproblemcollaboratively

● Staffpromptsstudenttogeneratealternatives

● Staffandstudentagreeononestrategytotry

CommonPitfallstoImplementation:

● Assumingyouknowthestudentʼsperspective

● Skippingaheadtosolutionstoosoon

● Judgingorlecturing

● Givingpreordainedsolutions

● Assumingyouknowthestudentʼsperspective

● Skippingaheadtosolutionstoosoon

● Judgingorlecturing

● Givingpreordainedsolutions

PlanB

(CollaborativeandProactiveSolutions)

Whatitis

● ProactiveandcollaborativewayaddressBbasketbehaviors

● Givesadultsandstudentstheopportunitytomodelandengageinpositivesocialskills

○ Empathy

○ Appreciationofhowoneʼsbehavioraffectsothers

○ Resolvingdisagreementswithoutconflict

○ Perspectivetaking

○ Honesty

Whywedoit

● TobeproactiveandcollaborativewhenaddressingBbasketbehaviors

● Fostercollaborativepartnershipbetweenadultsandstudents

● Toengagestudentsinproblemsolvingproblemsthataffecttheirlives

Howwedoit

1. EmpathyStep

● Goal:gatherinformationandachieveaclearunderstandingofthestudentʼsconcern orperspectiveontheunsolvedproblem.

● Prompts:

○ Teacherreflectionwhendesigning:Whatyouʼrethinking:WhatdonʼtIyet understandaboutthestudentʼsconcernorperspective?Whatdoesnʼtmake sensetomeyet?WhatdoIneedtoasktounderstandbetter?

○ Scripttousewithstudents:“Iʼvenoticed(insertunresolvedproblem)...whatʼs up?”Tip:thisisaneutralobservation.Usealinethatisnaturalforyou.

○ Morehelp:usereflectivelistening.Askwho,what,when,where,why questions.Probeforspecificity.

2. Definetheproblemstep

● Goal: Entertheconcernofthesecondparty(oentheadult)intoconsideration This isyourturnastheadulttovoiceaconcern.

● Prompts

● Teacherreflectionwhendesigning:Whatyouʼrethinking:HaveIbeenclear aboutmyconcern?DoesthechildunderstandwhatIhavesaid?

● Scripttousewithstudents:Theconcernis (insertadultconcern..)”orMy concernis(Insertadultconcern)...”

● MoreHelp:Mostadultconcernsfallintooneoftwocategories:Howthe problemisaffectingthekid,andHowtheproblemisaffectingothers

3. InvitationStep

● Goal:Generatesolutionsthatarerealistic(meaningbothpartiescandowhattheyare agreeingto)andmutuallysatisfactory(meaningthesolutiontrulyaddressesthe concernsofbothparties)

● Prompts:

○ Teacherreflectionwhendesigning:Whatyouʼrethinking:HaveIcapturedthe concerns?Canwebothdowhatweneedtodo?Doesthissolvetheproblem forbothofus?DoIthinkthiswillwork?

○ Scripttousewithstudents:Restatetheconcernsthatwereidentifiedinthe firsttwosteps,usuallybeginningwithIwonderifthereisaway…

○ MoreHelp: Generatingasolutionisateameffort.Considertheoddsofit beingsuccessful...ifitisbelow70discusstheseconcerns

CommonPitfalls

● Skippingtheempathystep

● Assumingyouknowthestudentʼsperspective

● Skippingaheadtosolutionstoosoon

● Judgingorlecturing

● Givingpreordainedsolutions

● Signoffonsolutionsthatbothpartiescanʼtactuallyperform

● Signoffonsolutionsthatdonʼttrulyaddresstheconcernsofbothparties

BehaviorContracts

Whatitis

Abehaviorcontractisatoolthatcanbeusedtosupportstudentsinengaginginprosocial behaviors. Abehaviorcontractdetailstheexpectationsofthestudentandtheteacherincarrying outthecontract.

Whywedoit

Behaviorcontractsidentifypositivereinforcementthatcanbedeliveredtothestudentupon adherencetotheexpectationsofthecontract.Thissupportsthestudentinengaginginprosocial behaviorsandcanbegeneralizedacrossavarietyofsettingsandbehaviorsasthestudent demonstratessuccesswiththebehavioralexpectationsidentifiedinthecontract.

Howwedoit

Ateacherdecideswhichspecificprosocialbehaviortotargetforthebehaviorcontract. Theteacher mightworkwithacasemanager,behaviorspecialist,orpitcrew.Thebehaviorshouldbedefinedin theformofapositivebehavior(e.g.,“raisinghandandwaitingtobecalledon”insteadof“not blurtingoutanswers”). Whenpossible,thestudentshouldbeinvolvedinthedevelopmentofthe contract.

Maincomponentsofabehaviorcontractshouldinclude:

● Targetbehaviors/goaltoincrease,withanobservabledefinition

● Conditionsinwhichthestudentearnsreward/reinforcer(points/stickers/tokens/extratime forpreferredactivity)fordemonstratingthetargetbehavior

● Conditionsinwhichthestudentisabletoredeemtheirreward/reinforcer

ABehaviorContracttemplatecanbefoundinthePLPtabinCampus.

SupportiveBodyLanguage

Whatitis

Awaytoapproachpeopleinapossiblecrisisinwaysthatwillencouragethemtofeelsaferandless threatened.

Whywedoit

● Communicatesrespect

● Appearsnonthreatening

● Maximizessafety

Howwedoit

Do Donʼt

● Keepyourbodyrelaxed

● Keeparmsdownatyourside

● Standwithfeetshoulderwidthapart

● Anglebodyslightlyawayfromstudent

● Keepyoureyesonthestudent

● Communicateatensebody

● Crossarmsinfrontofyourbody

● Puthandsonhips

● Directlyface

● Turnyourbackfromstudent

RebuildingRelationshipsBetween Individuals

What it is

Re-establishingpositiveinteractionsaeranegativeexperience.

Why we do it

Re-buildingrelationshipsputsanemphasisonre-establishingapositiverelationshipbetweenall individualsinvolvedinanincidentorexperience(i.e.,offender,staff,andpotentiallythevictim)to ensureaphysicallyandemotionallysafeenvironmentforallstudentsandstaff.

How we do it

Aneutralthirdpartystaffmember(e.g.,someonetrainedinrestorativepractices,suchasasocial worker,schoolpsychologist,orspecialist)cansupporttheteacherandclassinfacilitatinga restorativecircletoprocessthroughdifficultsituationsandestablishexpectationsforallpartiesin orderforallindividualstobewelcomedintotheclassroom.

ParadigmShi

TraditionalDiscipline

Schoolandrulesviolated

Justicefocusesonestablishingguilt

Accountability=Punishment

Justicedirectedatoffender, whilevictimisignored

Rulesandintentoutweighwhetheroutcomeis positiveornegative

Noopportunityforremorseoramends

RestorativePractices

Peopleandrelationshipsviolated

Justiceidentifiesneedsandobligations

Accountability=Understandingimpact, repairingharm

Offender,victim,andschoolallhavedirect rolesinjusticeprocess

Offenderisresponsibleforharmfulbehavior, repairingharm,andworkingtowardapositive outcome

Opportunitygivenforamendsandexpression ofremorse

De-escalation:5Things(Mindfulness)

Whatitis

5thingsisastrategythathelpsstudentscalmtheirbodiesandmindswhentheyarefeeling worried,frustrated,nervous,uncomfortable,orarebecomingescalated.

WhyWedoit

Tohelpstudentsregulatetheiremotionsandcalmtheirbodies. Oncestudentshavepracticedthis severaltimeswithteacherguidance,theymaybeabletomovetowardsindependenceof implementationofthispracticewhentheyfeeltheneed.

HowweDoit

Identify(name,pointto,thinkof)...

● 5thingsyouseearoundyou

● 4thingsyoucantoucharoundyou

● 3thingsyouhear

● 2thingsyoucansmell

● 1thingyoucantaste

De-escalation:ConnectandRedirect

WholeBrainDisciplinebyDanielJSiegel,MDandTinaPayneBryson,Ph.D

Whatitis

Emotionalregulationcanbeadifficultskillforsomeofourstudents.Inordertosupportthemin theirabilitytoregulateemotions,wecanconnectandshowempathytoastudentwhoisfeeling agitated,worried,orfrustrated.Aerwehavehelpedthestudentcalm,thenwecanredirectthem toproblem-solvingstrategies.

WhyWedoit

Itisessentialtosupportourstudentsʼsocial,emotional,andbehavioralgrowthanddevelopment andmodelempathyinorderforthemtoprocess,calm,andbeproductiveinde-escalatingand problemsolvingindifferentsituations,asneeded.

HowweDoit

● Connectwiththestudent:

○ Youmayusephysicaltouch(handontheshoulder,hug,orhandontopofhand).

○ Acknowledgethestudentʼsfeelings:“Ihearthatyouarefeeling because .Thankyouforsharingthatwithme.”

○ Makesureyouarenonjudgmentalofthestudentʼsfeelingsinyourwords,tone,and bodylanguagewhilelistening.

○ Askopenendedquestionstolearnmore,andcontinuetonamethestudentʼs feelingsasyouhearthem

● Redirectthestudent:

○ Oncefeelingshavebeenidentified,andthestudenthashadtimetoprocessand calm,youmaynowredirectthestudenttoproblemsolving.

○ Helpthestudentunderstandtheirfeelingsandtheirresponsetothedifficult situationathand.

○ Havethestudentsharehowthissituationandtheirchoicesimpactthemselvesand others.

○ Supportthestudentinidentifyingtheirneedsandwhattheycandotomakethings right.

○ Tools:Usetoolstohelpthestudentidentifyfeelings,suchastheZonesofRegulation Reducetheamountofwordsyouuse,embraceemotions,andtrytoemphasizethe positives.

Prevention,De-escalation,Restoration,

Reflection

PBISPositiveBehavioralInterventions&Supports

StrategiesforDe-escalatingStudentBehaviorsintheClassroom

Whatitis

Strategiesclassroomteachersmayimplementinordertominimizethechancesofchallenging behaviorsintheclassroom.Thestrategiesyouwillseebelowdescribehowtoengagestudentsin regulationstrategiesfromwhentheyaremostcalmandregulatedtowhentheyareleastcalmand regulated(crisismode).

WhyWedoit

Classroomteachersshouldcreateanenvironmentwhereallstudentsfeelsafe,welcome,seen,and heard.Thesepreventionstrategiesallowclassroomteacherstosettheirstudentsupforsuccess.If thesestrategiesareinplace,therearelikelytobefewerchallengingbehaviorsintheclassroom, andiftherearechallengingbehaviors,thestrategiesputinplaceinourcorepracticesshouldbe directlylinkedtoour“more”and“different”interventionstoleadthesestudentstobesuccessful atschool.

HowWedoit

PositiveClassroomEnvironment:

1. Createasafeandinclusiveenvironment

2. Explicitteachingandmodelingofclassroomrules&expectations

3. Explicitteachingandmodelingofconsistentandpredictableroutines

4. Provideengaginginstructionattheappropriateleveloflearningwithmultipleopportunities torespondtolearning

5. Acknowledgeandpraisepositivebehaviors,andreteach/redirectwhenchallenging behaviorsoccur

Self-regulation/self-management:

Studentsneedtobetaughtself-regulationstrategieswhentheyareinacalmandregulatedstate. Thesestrategiescanbetaughtandpracticedfrequentlythroughouttheschooldayinordertohelp studentslearnandunderstandhowtoself-regulatewhentheiremotionsariseandtheyareableto recognizetheyaredysregulated.

1. Deepbreathingstrategies

2. Mindfulnessstrategies

3. ProgressiveMuscleRelaxation

Requesting&takingabreakintheroom

5. Emotionalthermometerorzonesofregulation

AgitationRedirectionStrategies:

Agitationoccurswhenastudentpresentschallengingbehaviorthatisslightlyelevatedinintensity (K.Strickland-Cohen,A.Newson,K.Meyer,R.Putnam,L.Kern,B.Meyer,A.Flammini).

1. Providechoice(wouldyouliketocompleteyourworkatyourtablespotorthebacktable?)

2. Redirection:Redirectastudentʼsbehaviortodesiredbehavior (Ifyouaregettingfrustrated, takeawalktogogetadrinkthencomebackandtryagain).

3. Co-regulation:Expressempathytostudentsandvalidatetheirfeelings.Modelthedesired behaviorandpositivelyreinforcestudentswhentheyfollowyourredirection.(Inoticedyou areupsetbecauseyouareyellingandpoundingyourheadonthewall.Iknowsometimes ourschoolworkcanbehard.WhenIfeelfrustrated,Iliketodosome5fingerbreathing.Try thiswithme.)

4. Promptregulationroutines:Theseareroutinesyouhavepreviouslytaughttoyourwhole classtopracticeregulationstrategies(i.e.,breathingstrategies,takeabreakstrategiesinthe calmingcorner)promptstudentstotryoneofthestrategiesthattypicallyworksbestfor them,andhelpthemgetstartedifneeded

AccelerationRedirectionStrategies:

Accelerationoccurswheninitialstrategiesareineffective,andthestudentmovesintoahigherlevel ofdysregulation(K.Strickland-Cohen,A.Newson,K.Meyer,R.Putnam,L.Kern,B.Meyer,A.Flammini).

1. Remindersofregulationroutine:Provideavisualandbriefverbalremindertothestudent withacalm,neutraltoneinprivate.Remember,thisroutineshouldalreadybemasteredby thestudent.

2. Providespace:Staycloseenoughtomonitorstudentbehavior,butgivethemasafespace, suchasthecalmingcorner,tocalm.Trytokeepattentiononotherstudentsandnotonthe dysregulatedstudent

3. Co-Regulationwithlimitedwords:Redirectthestudentwithminimalwordstocomewith youandregulateusingastrategy.

CrisisResponseStrategies:

Crisisisthepeakofdysregulation.Astudentincrisisisoenunabletoregulatetheirbehavior independentlyandmayneedsupporttogetoutoftheflight,fightorfreezeresponsemode(K. Strickland-Cohen,A.Newson,K.Meyer,R.Putnam,L.Kern,B.Meyer,A.Flammini). Thegoalinthis phaseistomakesurestudentsaresafeandtopreventfurtherescalationfromoccurring.This wouldbeconsideredaBasketAbehavior,andshouldbereportedandcalledforsupport immediately

1. Maintainsafetywithdistrictapprovedprotocol:Callforsupport.Keepstudentssafe.Ifyou needtoevacuatetheclassroom,youmaydoso.Donotleavethestudentincrisisalone.

Makesuresomeoneisabletomonitorandviewthestudentincrisistoassuretheirsafetyas well.

2. UseMinimalwordsandinstructions:Providespaceandlimitedwordsforstudentstocalm. Theyarenotabletoprocessconsequencesordirectionsatthispoint.Lessismore(verbally) inthissituation.

3. Staycalm:Ifneeded,practiceyourownself-regulationstrategies.Takeabreakfromthe situationwhensupporthasarrivedanddowhatyouneedtocalmbeforereturningbackto thesituationathand

CrisisRecovery:

De-escalationfollowingacrisiscanbethoughtofintwostages.First,thereistheimmediateperiod ofrecoveryfollowinganintensebehavioralincident,duringwhichbothstaffandthestudent(and oentheirpeers)needtoregulate,reinstatecalm,andresumetypicalclassroomactivities.(K. Strickland-Cohen,A.Newson,K.Meyer,R.Putnam,L.Kern,B.Meyer,A.Flammini). Thetimeof recoverymayvarybasedonthebehavior.

1. Welcomestudent:Kindlywelcomethestudentincrisisbacktoclassandallowthemtofeel welcome,accepted,andsafeastheyrejointhegroup

2. Reintegrate:Allowthestudenttoparticipateinregularclassroomroutinesandactivities. Provideexplicitclearexpectationsanddirections.Providepositivepraisewhenthestudent followsexpectations.

3. Focusonpresent:Allowallstudentstimetoregainself-regulationandre-adjusttobeing backintheclassroom.Donotdiscussthecrisissituationtoosoonorthestudentmay re-escalate.

Restoration:

Restorationisthefinalphaseofde-escalation.Itmayincludereparations,suchascleaningupa mess,apologizingtosomeone,etc Thegoalisforthestudenttounderstandhowtheiractions impactedthosearoundthem.Lastly,studentsshouldbeguidedthroughself-reflectionto understandwhatledtotheiractions,andhowtheyresponded,aswellaspreventionstrategiesfor thefuture.

1. Debriefwiththestudent.Allowthestudenttotelltheirsideofthestory.(Canyoudescribe whatwasgoingonwhenyoustartedfeelingupset?”)Letthemexplaintheirthoughtsand feelingstheyhadatthattime.Thencreateaplanforhowthestudentcanworkwithyou nexttimetoprompttheuseofself-regulationstrategies.Reviewregulationskillsthestudent mayuseinasimilarsituationandpractice.

2. Staffdebriefandreflection.Usethefollowingreflectionquestions:Whatwasmystateof mind?WhydidIrespondthewayIdid?WasIabletostaycalm?DidItakethestudentʼs behaviorpersonally?CouldIhaveinterveneddifferently(earlier,later,etc.)?

StaffDecisionPointandResponse

Evenwithalloftheproactiveworkthatwedo,therewillbetimeswhenstudentbehaviorisnot matchingstudentexpectations Atthosemoments,staffhavetomakeadecision:Whattypeof behavioristhis?

Whatisthe behavior?

CBasketBehaviors

Behaviorsthatdonʼt disruptthelearning environmentanddonʼt needtobeaddressed“in themoment,”butatsome point

Who responds?

Whendoyou respond?

-ClassroomTeachers*

-Whenthebehavior becomesapattern:

Pleaserefertoyour school-specificprocesses forrespondingtoapattern ofCBasketbehaviors

Anytimethatmakessense forboththeteacherand student

BBasketBehaviors

Behaviorsthatmaydisruptthe learningenvironmentand shouldbeaddressed“inthe moment,”butareNOTissues ofphysicaloremotionalsafety.

-ClassroomTeachers*

-Whenthebehaviordoesnot stoporisrepeated:

Pleaserefertoyourschool specificprocessesfor respondingtorepeatedB Basketbehaviors

ABasketBehaviors

Behaviorsthatresultin physicallyoremotionally unsafeenvironment

Pleaserefertoyourschool specificprocessesfor respondingtoABasket behaviors.

Asitishappeningorduringthe classperiod/activity Immediately

Behaviorsthataredisruptivetoself, butnon-dangerous (CBasket)

Whatitis?

Behaviorsthatdonʼtdisruptthelearningenvironment,anddonʼtneedtobeaddressed“inthe moment.”

● Examples:studentusingtheiriPadwhentheyarenʼtsupposedto,notstayingon-task

Whenisaresponseneeded?

Anytimethatmakessenseforboththeteacherandstudent

Howwerespond?

Responsibletorespond:ClassroomTeacher/Paraprofessional

PotentialstrategiestousetoaddressCbasketbehaviorsareidentifiedbelow.Pleaseseeprevious sectionsfordescriptionsofthefollowing:

● Revisitroutines

● Providebehavior-specificpraise(tostudentsengaginginthedesiredbehavior,aswellas whenthetargetstudentbeginstoengageindesiredbehaviors)

● Considersocialconferencing

● Implementabehaviorcontract

● Reviewrespectagreements

● Useempoweringlanguage

● Partnerwithfamilies

● Provideopportunitiesforchoice

● Setrealisticandappropriatelimits

Nextsteps

WhenapatternofCbehaviorsisdemonstrated,theteachercontactsthestudentʼsfamily, informs theStudentServicesSpecialistandthebehaviormovestoBasketB

Promptsforcommunicatingbehavioralconcernswithfamilies:

● Communicatewhathappenedbeforethebehavior

● Describethebehaviorinobjectiveterms(i.e.,whatdidyouobserve?)

● Determineaplanmovingforwardandaskforhelpinproblemsolvingifneeded

● Sharesomethingpositiveaboutthestudent

● Avoidlongdetailedemailswithextensiveinformationaboutthesituation.Clearandconcise isbest.Considercommunicatingbytelephoneinstead.

Behaviorsthataredisruptive, butnon-dangerous (BBasket)

Whatitis?

Behaviorsthatmaydisruptthelearningenvironmentandshouldbeaddressed“inthemoment,” butareNOTissuesofphysicaloremotionalsafety

● Examples:studentargumentduringclass,briefverbaldisruption(eg,blurting),refusalto gotoexpectedlocation,disruptiveuseoftechnology

Whenisaresponseneeded?

StaffshouldrespondtoBbasketbehaviorsastheyarehappeningorwithintheclassperiodin whichthebehavior(s)occurred

Howwerespond?

During

Staff(Teacher/Paraprofessional)response

● PotentialstrategiestoaddressBbasketbehaviors

○ Revisitroutines

○ Providebehavior-specificpraise(tostudentsengaginginthedesiredbehavior,aswell aswhenthetargetstudentbeginstoengageindesiredbehaviors)

○ Considersocialconferencing

○ Implementabehaviorcontract

○ Reviewrespectagreements

○ Useempoweringlanguage

○ Partnerwithfamilies

○ Provideopportunitiesforchoice

○ Setrealisticandappropriatelimits

BehaviorResponseTeam

● Ifstudentdoesnotrespondtostrategiesimplementedbytheteacher,followyourbuildingʼs proceduresforcontactingtheBehaviorSupportTeam

79/GobacktoK-6TableofContents

Aer Staffresponse

● Re-establishstabilitywithintheenvironment,providepositivereinforcementwhentarget studentisdisplayingthedesiredbehaviors

● CompleteanOfficeDisciplineReferral(ODR)-followyourbuildingʼsprocess

Nextsteps

● Teachershouldcontactthefamilytoexplainobservedbehaviors.

● Ifthestudenthasacasemanagerorisonabehaviorspecialistʼscaseload,theteacher shouldcommunicateandcollaboratewiththoseindividuals

● WhenapatternofBbehaviorsisestablished(e.g.,threeunsuccessfulattemptstoredirect), theteachershouldconsiderareferralforPitCrew.Followyourbuildingʼsprocess.

Promptsforcommunicatingbehavioralconcernswithfamilies:

● Communicatewhathappenedbeforethebehavior

● Describethebehaviorinobjectiveterms(i.e.,whatdidyouobserve?)

● Determineaplanmovingforwardandaskforhelpinproblemsolvingifneeded

● Sharesomethingpositiveaboutthestudent

● Avoidlongdetailedemailswithextensiveinformationaboutthesituation.Clearandconcise isbest.Considercommunicatingbytelephoneinstead.

BehaviorsthatarePhysicallyor EmotionallyUnsafe (ABasket)

Whatitis?

Behaviorsthatresultinphysicallyoremotionallyunsafeenvironment

● Examples:physicalfights,physicalaggression(i.e.,physicalactionstowardsothersthat causeorhavethepotentialtocauseinjurytothoseindividuals),self-injury,sexual harassment,hatespeech

Whenisaresponseneeded?

IMMEDIATELY

Howwerespond?

During

Staff response

● Callforsupportbasedonbuildingplan

● Staffthatarenotwithstudentsneedtosayinareatomaintainsafetyandsupervision

● Supportclearinghallwaysandguidestudentstoassignedlocations

● Remainingstaffwilllook/listenforadditionalpointofinformationthatmayhelpinthe resolutionoftheincident

BehaviorSupportTeam

● Staffrespondstocallforsupport

● Targetstudentisremovedfromcommonareasbyabehaviorsupportteammember

○ Thismayinclude“clearingtheroom”bydirectingotherstudentstogotoadifferent area

Aer

BehaviorSupportTeam

● Supportandsupervisestudentsdirectlyinvolvedintheincident(eg,offender,victim)

Teacherresponse

● Re-establishstabilitywithintheenvironment

○ Couldinclude:debriefingwiththoseindirectlyinvolvedintheincident,restorative circle

● CompleteanOfficeDisciplineReferral(ODR)

Nextsteps

● Investigationiscompletedbyadministration/StudentServicesSpecialist/Behavior Specialist

○ Reviewvideo,statementsfromwitnesses

○ IncludesaTennessenwarning(forstaffandstudents)

● StudentServicesSpecialistandBehaviorSpecialistreviewsthestudentʼsbehaviorsupport plan(ifapplicable)andconsultwithCaseManager(ifapplicable)

● Consequencesdependontheuniquecircumstancesofeachstudentʼsbehavior

○ Followinganin-schooloroutofschoolsuspension,areadmissionplanshouldbe developedbyadmin/StudentServicesSpecialistandreviewedwiththestudentand studentʼsfamilypriortothestudentreturningtoclasses

● StudentServicesSpecialist,BehaviorSpecialist, orAdministratorcontactsstudentʼsfamily todebrieftheincidentanddiscussnextsteps

● Ifasuspensionisinvolved,StudentServicesSpecialist,BehaviorSpecialist,orAdministrator developsareadmissionplaninpartnershipwithstaffinvolvedintheincident

● StudentServicesSpecialist,BehaviorSpecialist,orAdministratorholdsareadmission meetingwiththestudent,studentʼsfamily,andrelevantspecialists(eg,casemanager, socialworker,studentservicesspecialists,behaviorspecialist,schoolpsychologist,etc.)

ReinforcingaLearner-Centered EnvironmentthroughDesignofLearning Experiences

What it is

Inadditiontodesigning,cultivating,andmanagingalearner-centeredenvironment,teachers intentionallyusebackwarddesignofunitsandlessonstoreinforcetheskillsneededforstudentsto demonstrateCareerandLifecompetenciesandtochooseengagementstrategiesthatbringour visionforinnovativeandpersonalizedlearningtolife.

Why we do it

Well-designed,personalizedandengaginglearningexperienceswillcultivatesocial,emotional,and behavioralgrowthanddevelopment.Byembeddinghighexpectations,engagingexperiencesand studentvoiceandchoice,studentswillfeelempoweredintheirownlearning.

How we do it

● EmbedspecificengagementtoolsthatalignwithCareerandLifeCompetenciesinthe backwarddesignoflearning

○ UsetheCareerandLifeCompetenciesToolkitforK-6toconsiderhowyoumight embedcareerandlifecompetenciesintothelearningdesign

● Embedhighleverageengagementstrategiesinthebackwarddesignoflearning

○ UsetheengagementStrategiesToolkittoconsiderwhichhigh-leverageengagement strategiestoembedinthelearningdesign

Secondary(7-12)Playbook forCreatinga

Learner-CenteredEnvironment

Table of Contents (7-12)

Resources:DesigningaLearner-Centered Environment

● KnowYourselfasaLearner

● Learnaboutyour“who”

● LearningEnvironmentisDesignedfor theLearnerstoEngagewiththe Lesson/Learning

● PlantoCo-createNormswithStudents

● RespectAgreements

● DetermineRoutines

● InteractiveModeling

● GuidedDiscovery

● Co-createIs/IsNotand Examples/Nonexamples

● CulturallyResponsivePedagogy

● Windows&Mirrors

● ReadytoInstructSpace

Resources:CultivatingaLearner-Centered Environment:

● KnowingandUsingStudentNames

● BuildingaPartnershipwithFamilies

● EmpoweringLanguage

● 2x10

● VoiceScales

● IceBreakers

● LearnerProfiles

● EmpathyMaps

● OpportunitiesforChoice

● ProvidingFeedback

● BehaviorSpecificPraise

● LimitSetting

● Redirection:LevelsofPrompting

● IndividualCheck-In

● CommunityBuildingCircles

● The3Pʼs

● CreatingaCollaborativeClassroom

● TriageattheDoor

● RestorativePractices

○ RestorativeMindset

○ BreakIt,FixIt

○ I-Messages

○ AngerVolcano

● OurClassisaFamily

Resources:ManagingaLearner-Centered Environment

● Proximity

● SocialConferencing

● PlanB(CollaborativeandProactive Solutions)

● BehaviorContracts

● SupportiveBodyLanguage

● RebuildingRelationshipsBetween Individuals

● De-escalationStrategies

○ 5Things:Mindfulness

○ Connect&Redirect

○ Prevention,De-escalation, Restoration,Reflection

● De-EscalationStrategies

● StaffDecisionPointandResponse

● Cbasketbehaviors

● Bbasketbehaviors

● Abasketbehaviors

Resources:ReinforcingaLearner-Centered EnvironmentthroughDesignofLearning Experiences

● UsetheCareerandLifeCompetencies Toolkitfor7-12toconsiderhowyou mightembedcareerandlife competenciesintothelearningdesign

● UsetheengagementStrategiesToolkit toconsiderwhichhigh-leverage engagementstrategiestoembedinthe learningdesign

● JumpbacktoK-6Playbook ⤴

Resources:Designinga

Learner-centeredEnvironment

Priortostudentsstartingschool,orbeforeintroducingnewexperiencesandroutines,itisessential thatteacherslearnabouttheirlearners,andanticipateanddesignforstudentneeds.

● Know Yourself as a Learner

● Learn about your “who”

● Learning environment is designed for the lesson/learning

● Plan to co-create norms with students

● Respect Agreements

● Determine routines

● Interactive Modeling

● Guided Discovery

● Co-create Is/Is Not and Examples/Nonexamples

● CulturallyResponsivePedagogy

● Windows&Mirrors

● ReadytoInstructSpace

KnowYourselfasaLearner

Whatitis

Takingthetimetoreflectonwhatyou,asanadult,havelearnedtovalue,assume,andbelieve aboutyourselfandtheworldaroundyouspecifictosocial,emotional,andbehavioralgrowthand development,aswellastakingthetimetoidentifypersonalstrengthsandareasforgrowth.

Whywedoit

Whenitcomestosocial,emotional,andbehavioraldevelopment,whatweteachandthewaywe teachitisanexpressionofculture.Infact,weteachsocial,emotional,andbehaviorallearningatall timesoftheday–verballyandnonverbally,explicitlyandimplicitly–includingwhenweare mindfulofit,andwhenwearenot.Takingtimeforreflectionandexplorationwillraiseour awarenessaroundwhatwesharewithstudents,whyweshareit,andthewayinwhichwedoso Thiswillsupportourcollectiveefforttoincreaseourintentionality,inclusivity,adaptability,and efficacyaroundoureffortstobuildthesocial,emotional,andbehavioraldevelopment ofstudents.

Howwedoit

Explore

● ChooseaCareerandLifeCompetency Startbyexploringthecompetencycriteriaandrubricsatthe highestgradelevelband,andthenworkyourwaybackwardsuntilyouhavereadthedescriptionsfor eachgradelevelband.

● Checkinwithyourself:

○ WhatdoIunderstand/notyetunderstandaboutwhatisdescribed?

○ WhatdoIfindpersonallymeaningfulorvaluableaboutwhatisdescribed?

○ InwhatwaysdoIpersonallypractice/notyetpracticewhatisdescribed?

○ HowamIcurrentlyembedding/notyetembeddingthisintomyteachingpractices?

○ WhatdoIknow/notyetknowabouthowstudentsandfamiliespracticeandapproachthis careerandlifecompetency?

● Consider:

○ HowelsecanIlearnmoreaboutthisCareerandLifeCompetency?

○ Whoinmylifeisgoodatpracticingthisalreadyandcanhelpme?

○ Whatismynextbeststep?

Reflect(adaptedfromTeamWorksInternational)

Consideryourresponseswithinyourexploration.Usingthevisualbelowasaframe,wherewouldyousay youarenowinyourownsocial,emotional,andbehavioraldevelopment?

● Aware:HavinggonethroughyourexplorationofCareerandLifeCompetencies,whatareyouaware ofnowthatyouwerenotawareofpreviously?

● Acknowledge:Whatnewinformationdidyoulearnaboutyourselforothers?

● Accept:Whatdoesthisnewinformationmeanforyouasanindividual?Whatdoesitmeanforyour workwithstudentsandfamilies?Whatareyouwillingtoreconsiderordodifferently?

● Acquire:Whatadditionalknowledgeorskillsdoyouwantorneedtogainnow?Whoorwhatcan supportyouindoingso?

● Act:Whatareyoucurioustobetterunderstandordodifferentlynow?Whatisyournextstep?

FindyourStrengths(adaptedfromCampbellJones,B,Keeny,S,&CampbellJones,F (2020) Culture,class,andrace:Constructiveconversations thatuniteandenergizeyourschoolandcommunity ASCD CopiesofthebookareavailableattheDistrictServicesCenter)

Everysinglepersonhasstrengthsandareasforgrowth.Whatifwewere“strengthsfinders”foreachother, andoen?

Gather1-2trustedcolleagues,friends,orfamilymembersandpracticelisteningforandacknowledgingone another'sstrengths:

● Step1:Eachpersonthinksofanaccomplishmentofwhichtheyareproud

● Step2:Eachpersontakesaturnsharingthestoryoftheiraccomplishment.Listenerswritedown one-worddescriptorsofstrengthstheyidentifyinthepersonsharing,basedonthestorytold.

● Step3:Listenerssharetheirone-worddescriptorswiththepersonwhotoldtheirstory,includinga briefcommentaboutwhytheychosethatdescriptorforthepersonbasedontheirstory.

● Step4:Storytellerthankslisteners.Repeattheprocessuntileverypersonhassharedtheirstoryand hadtheirstrengthsreflectedback.

88/Gobackto7-12TableofContents

Learn about your “Who”

What it is

Takingthetimetobecomefamiliarwithyourstudentspriortoschoolstartinghelpsusgetahead startonourpromisetoknoweachstudentbyname,strength,interest,andneed.

Why we do it

Whenweknowourstudentsʼstrengths,interests,andneeds,wecanusethemtoworkwithour studentstodesignlearningexperiencesthatleadtodeeperlevelsofstudentengagement.By personalizinglearning,wecreatetheconditionsforstudentstobecomepowerful,independentand curiouslearners.

How we do it

Staff learn about their students by investigating a series of questions:

● What can we learn about our students from their Learner Profiles and Personal Learner Maps?

● Strengths, interests, future goals

● Academic strengths and needs

● Who are the students who have IEPs or 504 Plans?

● What skills are they working to develop?

● What are the accommodations and modifications that support their success?

● Who are the students identified as English learners?

● What is their home language?

● Which of the language domains (listening, speaking, reading, writing) do they have strengths and needs in English?

● Whoarethestudentsthathaveabehaviorsupportplan,andwhatdoesitsay?

● Whatskillsaretheyworkingtodevelop?

● DoIhavealloftheresources/supporttofollowtheplan?

● Makeaconnectionwithfamiliesofyourlearners.Askthemtoshareinformationthatthey believeisimportantforyoutoknowabouttheirchild.

Learning Environment is Designed for the Learners to Engage with the Lesson/Learning

*adaptedfromPoorvuCenterforTeachingandLearningandFutureReady:Useofspaceandtime.

Whatitis

Teachersanticipatepossibleusesandareintentionalindesigningspacestomeetthelearning needs.

Beforestudentsevenenterthephysicalorvirtualspace,weshouldaskourselvesasteachers:

● Whattypesofspacewillbestservethelearningexperiences?

● Whatisthebestdesignforthespace?

● Whattypesoflearningexperiencesrequireaconsistentspace?

● Whattypesoflearningexperiencesrequireaconsistenttimeframe?

● Whenisflexibletimeandspaceessentialforstudentsorthelearningoutcome?

Teachersshouldalsoconsiderhowtomakethephysicalandvirtualspacesinourschools conducivetolearning,collaboration,andself-direction.Thisincludesaskingourselves:

● HowamIorganizingmymaterials?

● HowdoIsupportstudentstoorganizetheirmaterials?

● Whatexpectationsneedtobevisibleforstudentsatalltimes?

● HowamIensuringstudentsknowwhattoexpectintheirdailyschedule?

● HowamIensuringstudentsunderstandthelearningoutcomesandareabletoaccessthem easily?

Whywedoit

Theconfigurationofaclassroom(physicalorvirtualspace)ismorethananorganizationalor stylisticchoicebytheteacher Flexiblelearningenvironmentsincreasestudent-centeredlearning throughcollaborationandprovideopportunitiesforinterdisciplinarywork.Thedesignofthe physicalorvirtualspaceshouldbeconducivetostudentsreceivingadditionalsupportthrough areasofchallengeandmoreopportunitiesforfeedback.Intentionaluseofspaceanddesignallows teacherstovaryengagementapproachesandchangelearningenvironmentsinordertotailorto theneedsofthestudentsandthelessons.

Theclassroomarrangementhasanimpactonhowstudentsinteractwithoneanotherandonhow teacherscommunicatewithstudents,whichimpactsengagementandfocus.InSpringLakePark Schools,weaimtosetupourphysicalandvirtualspacesinawaythatislearner-centered.

Howwedoit PhysicalSpaces:

● Openingmovablewallsandutilizingotherlarge spacesallowsclassroomstocollaborateand engageininterdisciplinarylearning experiences.

● Thehorseshoeorsemi-circleoffersamodified roundtablesetup,whereallparticipantsface eachotherwhiletheinstructorcanmove abouttheroom.Thisencouragesdiscussion betweenstudentsandwiththeinstructorand canbeparticularlyeffectivewhenthe instructorwishestoprojectanddiscuss course-relatedmaterial.

● Openspaceandadjacentclassroomsareconducive toteacherorsmallgroupconferencingandbuilding studentself-direction

● Thepodorpairarrangementcanbedesignedwith manydifferenttypesoftablesordesks.Teacherscan alsousethistocreatestationsandformstudent groupsorpairs.Thisarrangementcanbeespecially advantageouswhenstudentswillworkingroupsor pairswiththeirclassmatesforalargeportionofclass time Thisarrangementcommunicatesalearning community wherestudentsregularlyengageinworkwithone another.

● Some classrooms are traditional style classrooms with non-moveable walls and between 30-40 desks. Consider how the formation of the desks serves the needs and the goal of your lesson. Arranging desks into clusters can support small group work. Arranging desks in traditional rows can support independent work or lecture.

Virtual Learning Space:

SchoologyistheLearningManagementSystemforstudentsingrades3-12.SpringLakeParkhas designedasetofSchoologyExpectationssothatnavigationbetweencoursesisasimilar experience.Organizingyouronlinelearningenvironmentinthiswayensuresmaterials, assignments,discussionsandgradesareeasilyaccessibletostudents,families,andsupportstaff.

PleaseseeSchoologyResourcesforexpectationstosetupyourvirtualspace.

Sources:All4Ed(n.d.).Useofspaceandtime. YalePoorvuCenterforTeachingandLearning(n.d.).Classroomseatingarrangements.

Plan to Co-create Norms with Students

*adaptedfromELEducation.Collaborativeculture:Norms.

What it is

Establishingconversationandinteractionnormswithstudentscreatesanatmosphereofrespect andsafety.Normsarepersonalizedforeachclassthroughaco-creationprocess.Studentshelpto determinewhatisimportantfortheirparticipationandlearningbasedonthevariousexperiences theybring.

Why we do it

Engaginginclassroomdiscussionandexperiencesrequiresstudentstotakerisksinfrontofothers. Co-creatingnorms,supportedbyroutinesandstrategicscaffolding,enablesstudenttalkand participationtoflourishaslearnersknowtheircontributionsarevalued.Co-creatingnormssetsthe stageforeachstudenttobeconnected,toparticipateandtocollaborateinawaythatincludes everyoneʼsperspectives.

How we do it

● Teachersreviewthecommonbehaviorexpectationsandanticipatehowtoconnectthe co-creatednormstothesecommonexpectations

● Earlyintheyear:

○ Teacherssharewithstudentsthevalueofcreatingnormsforthelearningtheywilldo together

○ Teachersuseopenendedpromptstoworkwithstudentstoco-createtheclassroom normsforhowtheywillcommunicateandworktogether

■ Ensureallstudentshaveavoicetoparticipateintheco-creation:Students mightthinkindividually,sharewithapartnerorsmallgroup,thenaddto ideasasawholeclass

■ Examplepromptstoconsider:

● Whatisimportanttoyoutofeelsafeandincluded?

● Whathashelpedyouparticipateinothersettings?

● Whatmakesithardforyoutoparticipate?

○ Narrowto4-6normsthattheteacherandstudentscaneasilyrememberanduse

● Teachersdemonstrate,withthehelpofstudents,whateachofthenormslookslike,sounds like,andfeelslikeinpractice.

● Teachersandstudentsmustknowandowntheongoingapplicationofthenorms.

○ Thenormsarereferencedforallconversationsandinteractionsintheclassroom.

○ Teachersmonitorandpointoutwhenthenormsareworkingwellandprovide additionalscaffoldingandsupportwhenneeded.

○ Studentslearntoreflectonandgivefeedbacktothemselvesandothersontheuseof thenorms.

● Teachersgatherdataonhowstudentsfeelthenormsarebeingimplemented.

○ Utilizeexitticketstogetinputfromeveryoneonaspecificnormorallnorms.For example,studentsmightdescribetheimplementationusing“beginning,inprogress, proficient”or“red,yellow,green.”

Gobackto7-12TableofContents

RespectAgreements

What it is

Respectagreementsareonemethodofestablishingwaysforwholeschool/classroomcommunities toexplore,articulate,andestablishtheexpectationsandstandardsforconductforallmembersof thecommunity.Respectagreementsareacomponentofrestorativepractices.

Respectisexpressedindifferentwaysindifferentcultures.Whatisconsideredrespectfulinone culturemaybethoughtrudeinanother.Forexample,interruptinginsomeculturesisasignof connectionandengagement,whileinotherculturesitisconsideredselfishandrude.Whatother examplesofthishaveyouexperiencedorareawareof?Forthisreason,itisimportantthatgroups co-createthemeaningof"respect"fortheclassroomculturethatparticulargroupdesiresforitself. Co-creationhappensthroughdialogueaboutwhat"respect"lookslike,soundslike,feelslike.

Why we do it

Oneofthepowerfulinsightsofpositivedisciplineisthe importanceofshiingattentionawayfromnegative behaviors-thosebehaviorswedoNOTwishtoseein ourcommunity-toanexplicitfocusonthebehaviorswe DOwishtoseeinourcommunity Howdowewant people-studentsandadults-toacttowardone another?Themoreweareconcrete,clearandexplicit aboutourexpectationsforpositivebehavior,themore wenurture,nourishandpromotethatbehaviorwithin ourculture(CircleForward-Boyes-Watson&Pranis).

Theseagreementsarestrategicallydesignedtohelp teacherscultivateacultureofrespectintheirclassroomsinanefforttominimizedisruptive behaviorandmaximizelearning.RespectAgreementsareaneffectivestrategythatateachercan implementandusetoaddressbehaviorthatclassroomrulesdonʼt.Specifically,Respect Agreementscanhelpaddressthe“petpeeves”thatcausemuchdisruptioninaclasswhenstudents andteachersunknowinglygetoneachothersʼnerves.

How we do it

CreatingaRespectAgreementisacollaborativeprocessthatrequiresinputfromthegroupitis intendedfor(shouldnʼtbeunilaterallycreatedbytheteacher).KeepinmindthataRespect Agreementisavisualreminderoftheimplicitunderstandingsreachedbytheclass.ARespect Agreementiscreatedwitheachgroupofstudentsateacherworkswith.

ExamplefromLeavingtheVillageLLC:

I StudenttoStudent:Focusesonhowstudentswanttobetreatedbyoneanother

II StudenttoTeacher:Quadrantfocusedonhowteacherswanttobetreatedbytheirstudents

III Teachertostudent:Quadrantfocusesonhowstudentswanttobetreatedbytheteacher

IV EveryonetotheClassroom:Focusesonhoweveryoneintheclassroomagreestotreatthe physicalstateoftheclassroom

Building a Respect Agreement:

Step#1:CollectMaterials-YouwillneedapieceofchartpaperorposterwithatemplateoftheRespect Agreement.Giveeachstudentatleast4indexcardsorstickynotestowritetheirrespectstatements. Choosea“talkingpiece”itemtousetofacilitatetheRespectAgreementCircle.The“talkingpiece”may ormaynothaveaparticularmeaningorpurposeforthisparticularcirclebutishelpfulifitdoeshave meaning.

Step#2:DeveloptheAgreement-TheclassneedstocometogethercollectivelytodeveloptheRespect Agreement,andthebestwaytofacilitatethatconversationisinaRestorativeCircle Usingacirclewill helpensurethateverystudentʼsvoicehasanopportunitytobeheardandeventuallyhonored. Inclusivenesscreatesbuy-in,soyouwanttobesurethateverystudentfeelstheyhavetheopportunity toparticipateintheprocess.

Step#3:CreatetheAgreement-AttheconclusionoftheRespectAgreementcircle,theteachershould haveallthestudentsʼresponsesforquadrantsone,three,andfour(quadranttwoisfortheteacher only) Withoutthestudents,theteachercansortthroughtheirresponsesforeachquadrantandgroup theresponsesthatarethesameorsimilar Alloftheresponsesthatarethesamecanbecombinedinto onerespectstatementthatrepresentsthegroupofresponses Anystudentresponsesthatarenʼtthe sameneedtobetheirownrespectstatement Theagreementdoesnʼthavetobeelaborate,thoughit canbe YoucanbeascreativeasyouwantwithyourRespectAgreementaslongasyoumaintainthe integrityoftheplacementofthefourquadrants

Step#4:ReviewtheAgreement-Nowthatyouʼvecreatedtheagreement,youcanpresentittoyour class ThegoalistoensureeveryoneʼsvoiceishonoredontheRA,becauseeveryonewillbeheld accountabletoit Onceeveryonesaystheywillhonorthestatementsontheagreement,everyone, includingtheteacher,shouldsigntheRespectAgreement

Step#5:ContinuetheAgreement-Teachersandstudentsmustknowandownthenormsongoing.The normsarereferencedforallconversationsandinteractionsintheclassroom.Teachersmonitorand pointoutwhenthenormsareworkingwellandprovideadditionalscaffoldingandsupportwhen needed Studentslearntoreflectonandgivefeedbacktothemselvesandothersontheuseofthe norms.

Determine Routines

What it is

Aclassroomroutineissimplyawell-rehearsedbehaviorataspecificpartofthedayortoaresponse toastaffmemberʼsrequestordirection.Staffneedtoanticipateanddetermineinadvancethe recurringneedsthatwillcomeupeachdayandweekthatneedtobecomeroutineforstudents.

Why we do it

Routinesareimportantinhelpingstudentsknowwhattodoinordertobesuccessfulandfeel confident.Routinesallowstudentstosafelyandefficientlyaccomplishday-to-dayresponsesor tasks.Routineshelptocreatemoreorganizationandsmoothertransitionsbetweenactivitiesand thereforeallowfeweropportunitiesforconfusionanddisruptionstooccur.

How we do it

Staffanticipateandwalkthrougheachpartofthestudentexperiencetodeterminewhatstudents needtoknowandbeabletodoonaregularbasis.

Aerstaffhavedeterminedtheroutinesneeded,seethesectiononInteractiveModelingtobeused withstudentstoteach,practice,andgivefeedbackonroutines Someroutinesmightbebest describedbyutilizingthesectiononco-creatingIs/IsNotorExamples/Non-Examplewithstudents.

When we do it (Examples)

● Arrivalanddismissalprocesses

● Transitioning

● Accessingandreturningsupplies

● Leavingtheclassroomtousethebathroomorseethenurse

● Technologyuse

● Eatingordrinkingintheclassroom

● Movingaroundtheclassroom

● Turninginwork

● Toestablishacommonsignaltogainattention(Muhammed&Hollie,2012)

○ Giveme5

■ Eachfingerisassociatedwithanaction:eyesonspeaker,quietvoices,ears listening,handsfree,bodystill.

■ Oncestudentsknowtheactions,theprocessiscuedbyeitherverbal(Giveme 5)ornon-verbal(raisehand).

■ Staffcallsoutaphrasefromapopularsongandthestudentsrespondwith thesecondworkofthesong.Forexample,staffsay“Holla!”andstudents respondwith“Back!”Staffcanuseany2wordsorphrasesthatstudentsare familiarwith.

○ Voicecheck

■ VoiceCheckisusedtochangethevolumeofstudentvoicesintheclassroom. Staffsays“VoiceCheck”inthetoneandlevelofvolumeinwhichheorshe wantsthestudentstorespond.Thestudentsthenrespond,“One,two….one, two.”

Interactive Modeling

*adaptedfromResponsiveClassroom(2017).Whatisinteractivemodeling?

Whatitis

Interactivemodelingisastrategyusedtoteachrules,routines,andexpectedbehaviorsmodeledby ateachertotheclass.Itisproactiveandcanbeusedbyanyandalladultsworkingwithstudents K-12.

Whywedoit

Interactivemodelingshouldbeusedanytimeanewprocedureforwhichthereisonlyoneexpected methodforcompletionisbeingintroduced.Thisisespeciallyimportantatthebeginningofthe schoolyearoranytimesomethingnewisintroduced.

● Interactivemodelingshouldbeusedaerbreakstorevisitexpectedprocedureswhen studentsarelikelytohaveforgottenorareoutofpractice.

● Interactivemodelingshouldalsobeusedtorevisitclassroomproceduresifthemajorityof theclassisnotexhibitingexpectedbehaviors.

Whenwemightdoit(Examples)

● Usingcurricularresources

● Useofaparticularlearningtechnology

● Usingclassroomspace

● Usingflexspaces

● Classroomroutines

● Completinganexitticket

● Preparingforaguestinstructororcareerexperience

Howwedoit

Staffshouldexplicitlystatethebehaviorsʼimportance,modelbehaviorifnecessary,invitestudents tomodelthebehavior,andfacilitateadiscussionofwhatstudentsnoticeaboutthebehavior.

Staffexplanationof whatwillbemodeled andwhy

Staffmodelthe expectedbehaviorthe rightway

Staffasksstudents whattheynotice

Allstudentsmodel behaviorwithstaff coaching

Staffprovidesgroup feedback

● Staffexplainwhatwillbemodeled

● Staffexplainwhytheywillmodelthis

● Staffuseage-appropriatelanguageinexplanation

● Staffmodelexpectedbehaviororshowexamplesand non-examples

● Staffpromptwith“whatdidyounotice?”andengagein smallgrouporclassroomdialogue

● Staffinviteallstudentstopractice

● Staffobservestudentspracticing,coachingasneeded

● Staffgivepointedfeedbackonthegroupmodelproviding“Inoticed”or“Iobservedstatements” 100/Gobackto7-12TableofContents

Guided Discovery

*adaptedfromResponsiveClassroom(2021).Guideddiscoveryinaction.

Whatitis

GuidedDiscoveryisateachingstrategyusedtointroducematerialsintheclassroom.Theprimary goalofGuidedDiscoveryistogenerateinterestandexcitementaboutclassroomresourcesandhelp studentsexploretheirpossibleuses.GuidedDiscoveryalsoprovidesopportunitiestointroduce vocabulary,assessstudentsʼpriorknowledge,andteachresponsibleuseandcareofmaterials.Itis proactiveandcanbeusedbyanyandalladultsworkingwithstudentsK-12.

Whywedoit

GuidedDiscoverygetsstudentsinterestedinclassroommaterialsandhelpsthemlearnhowtouse themcreativelyintheiracademicwork.Theyhaveopportunitiestostretchtheirthinkingandwork independently.Perhapsmostimportantly,studentsareatthecenteroftheprocess.Everyaspectof GuidedDiscoveryencouragesstudentstoofferideas,actonthem,andsharetheresultsoftheir workwithothers,whichstimulateseveryoneʼsthinkingaboutlearningandfutureusesofthe material

Whenwemightdoit(Examples)

● UsinganiPad

● Usingacommonspaceoraflexlearningspace

● Usingreferencematerials,magazines,newspaperorbooks

● Usingcommonwhiteboard

● Usinglabequipment

Howwedoit

Staffaskopenendedquestionstoexcitestudentsaboutclassroommaterials.Studentsexplore materialsandbuildarepertoireofconstructivewaystousethematerialsindependentlyand purposefullyintheiracademiclearning.

Introductionand Naming

Generatingand ModelingStudentsʼ Ideas

Explorationand Experimentation

SharingExploratory Work

● Staffuseopen-endedquestionsthatencouragestudents tothinkabouttheirpastexperienceswiththematerial andtosharecurrentobservations

○ Howhaveyouusedthisinthepast?

○ Whatdoyouknowaboutthis?

○ Whatdoyounoticeaboutthis?

● Stafflookforareasoned,relevantresponseratherthan one“correct”answer.Bylisteningwithoutjudgmenttoa rangeofanswers,studentsʼvaluableexperiencesand ideasareaffirmed

● Staffaskwhohasanideaabouthowtousethematerial

● Staffaskstudentstomodeltheirownideasonhowtouse thematerial,sendingthemessagethatstudentsʼideasfor usingthematerialcreativelyandappropriatelyarevalued andstafftruststheirabilitytoimplement

● Classobservesasotherstudentsmodeltheirideas

● Studentsexplorethematerial.Mostoenbeginningwith whatwasmodeled,butwithencouragement,learnerswill starttoexperimentwithnewideas

● Staffsetssomelimitsonthetaskandstudentsmake choicesabouthowtodothetask,turningtotheirownand theirclassmatesʼresourcesratherthanalwayslookingto theteacher

● Staffobservesandmakessuggestionsorredirectsifneeded

● Worksharingisvoluntary

● Studentswhochooseto,sharetheworkallatonetime (displayingittobeviewed)tolowertherisk

● Classmatesmakeobservationsaboutwhattheynoticein othersʼwork

CleanupandCareof Materials

● Staffengagestudentsinthinkingthrough,modeling,and practicinghowtheywillcleanupmaterials,putthemaway, andaccessthemindependentlyatalatertime

Is/Is Not or Examples/Non-Examples

Co-Created with Students

*adaptedfromSLP3DDesignThinkingMethodology:TheEverythingPlaybook:This,NotThat

Whatitis

Amethodforquicklyestablishingcommonunderstandingofagrouparoundasituationorroutine.

Whywedoit

Aerpresentingasituationorroutinetoagroup,itbuildscommonunderstandingtogeteveryoneʼs descriptionofthelearning.Is/IsNotorExamples/Non-Examplesprovidesaquickandvisualwayto createacommondescriptionofwhatthegroupthinksandexpectsthesituationorroutinetolook like.

Whenwemightdoit(Examples)

● Leavingtheclassroomtousethebathroomorseethenurse

● Technologyuse

● Eatingordrinkingintheclassroom

● Movingaroundtheclassroom

● Transitioningintosmallgroups

Howwedoit

1.CreateaT-Chartwithtwocolumns.Designateonecolumnas“Is”andtheothercolumnas“Is Not”oronecolumnas“Examples”andtheotheras“Non-Examples.”

2.Presentthegroupwithasituationorroutinetoconsiderthatissomethingyouwanttoestablish acommonexpectationforintheclassroom.

3.Havedifferentstudentsshareaphraseorexampleofwhatthesituationwouldlooklikein practice-the“Is”or“Examples.”Dependingonthesituationorroutineyoumightrecord4-8clearly alignedideasonthechart.

4.Studentsthensharephrasesorexamplesofwhatmightbehappeningifthesituationorroutine isnothappening-“IsNot”or“Non-Examples.”Theseideasarerecordedonthechart.

5.TheT-Chartgivesacommon,quickandvisualdescriptionofthesituationorroutinethegroup needstobeabletodescribeandimplement.

CulturallyResponsivePedagogy

Whatitis

Astudent-centeredapproachtoteachingandlearningthatallowsstudentstousetheirunique strengthsandassetstoachieveacademicsuccessandcelebratediverseculturalstrengthsinthe classroom.

Whywedoit

Werecognizeallofourlearnerscometoschoolwithdiverseculturalbackgroundsandeachstudent carriesdifferentstrengths Wewanttoacknowledgeourdiversepopulationandincorporatethisin ourinstructiontoprovidemeaningfullearningforallstudentstobesuccessful.

Howwedoit

1. Modifycurriculumtomeettheneedsofstudentswithdiversebackgrounds Thisallowsall learnerstoaccesslearninginmeaningfulwaysinordertoreachtheirhighestpotentialwhen wepersonalizetheirlearningbasedonstudentstrengths,interests,cultures,languages,and experiences.

2. Buildbackgroundknowledgeofconceptsbeingtaught:vocabulary,historicalevents, culturalconcepts,etc.

3. Makeconnectionstonewlearningwithstudentsʼinterestsinmind(e.g.,ifyouarelearning aboutcompare&contrast,thinkofatopicofinterestyourstudentswouldlovetocompare andcontrast.Thenusethestudentsthemselvestocompareandcontrast,thenleadinto moreacademicconcepts)

4. UseRealia:Whenteachingnewconcepts,bringinasmanyreallifeobjectsandmaterialsas youcantomakelearningengaging,meaningful,anddeep.

5. Checkyourmaterials:Aretheyculturallyappropriate?Willtherebeanybias?Makesureto providestudentsopportunitiestosharetheirthoughtsandmultipleperspectivesonnew topicssotheymaylearnfromoneanother,andfromauthorsofdiversebackgroundsand perspectives.

6. Provideopenendedquestions:Thisallowsstudentstodeveloptheirownthoughtsand becomecriticalthinkers.(ie.Howwouldyousolvethisproblem?Whatdoyounoticeand wonderaboutthestory?Whatdoyounoticeaboutthisword?Whatdoyouknowabout ?)

7. Usesentencestemsforspeakingindiscussions,morningmeetingresponses,andwriting assignments,asneeded.

8. Providechoice&voice

9. AssessAssessments:Makesureyouassessstudentsinavarietyofwaysinorderforstudents tohaveopportunitiestodemonstratetheirknowledgeandskillslearnedinmultipleforms (i.e.,writing,independentpracticeofaskill,groupdiscussions,responsesonSchoology,

creationofadigitalorphysicalproject,verbalresponses,drawings,partnerwork,small groupproject,etc.).Lastly,makesureyourassessmentsdonotcontainanybias,andthat theyareequitableforallstudentstodemonstratelearningofaspecificconcept(i.e.,if studentsneedtoreadandanswerquestionsabouttheMinnesotastatebird[loon],anda newcomerhasneverseenorheardoftheloon,thisconceptmaybeharderforthemto comprehendandrespondtothanastudentwhogrewupgoingtothelakesinMinnesota).

10.Windows&Mirrors:Provideopportunitiesforstudentstolearnfromreadingbookswritten byauthorswithcharactersofdiversebackgroundsandexperiences Allowstudentstoshare theirownperspectivesandexperiencesastheyconnecttostoriesandlearnfromone another.PleaseensurethatallcurricularbooksareapprovedthroughtheCurriculum ResourceRequestprocess.

Windows&Mirrors

Whatitis

Windowsandmirrorsrefertothebooksweprovidestudentswithinordertohelpthemsee themselvesinstoriesaswellaslearnaboutothersandtheworldaroundthem.

Whywedoit

Wewantourclassroomandschoollibrariestobefilledwithavarietyofbooksthatrepresentour diversepopulationsofstudents.Studentsneedtobeabletoseethemselvesinstoriesandrelateto booksthroughsimilarexperiences Theyalsocanlearnaboutotherpeople,places,andexperiences throughstoriesthatrepresentdifferenttypesofpeople,cultures,experiences,andbackgrounds.

Howwedoit

1 Thinkaboutyourstudentpopulation Thenthinkaboutthebooksyouhaveinyour classroomandschool,andthebooksyouuseforinstruction.Canstudentsseethemselves representedinthesebooks?Dothesebooksprovidemultipleperspectivesoftheworldand differentexperiences?

2. Taketimetoresearchculturallyresponsiveliteratureandtalkwithyoursupervisorabout purchasingbooksthatyoubelievewouldprovidewindowsandmirrorsinyourclassroom andinstructiontohelpstudentsbecomemotivatedreaders. Pleaseensurethatallcurricular booksareapprovedthroughtheCurriculumResourceRequestprocess.

ReadytoInstructSpace

Adaptedfrom: TeachLikeaChampion

Whatitis

Startingclassorthelearningexperiencefromthesamespaceeachday. Beexplicitwithstudents, “WhenIamstandinghere,Ineedeveryoneʼsattention.”

Whywedoit

Toestablisharoutineandpredictabilityintheclassroom. Studentswillrecognizeandrespondto theroutine.

Howwedoit

● Tellstudents,“WhenIamʻhereʼIneedeveryoneʼsattention.” Tellstudents,“Thismeans, youreyesareup,yourvoicesareoff,andyourmaterialsareclosed/off.”

● Deliverdirectinstructionorinstructionsforthedaystartingfromthesamespoteveryday

Aeryouhavestartedthisroutine,youcanuseproximity(Seethestrategy“Proximity”inManaging aLearner-CenteredEnvironmentsection)asawayofredirectingstudentswhoarenotattendingas youwouldlikethemto.

CultivatingaLearner-Centered Environment

Whenworkingwithstudentsduringlearningexperiencesandthroughouttheday,itisessentialthat teachersimplementpracticesthatdevelop,growandbuildoneachstudentʼsstrengthsandneeds.

● KnowingandUsingStudentNames

● BuildingaPartnershipwithFamilies

● EmpoweringLanguage

● 2x10

● VoiceScales

● IceBreakers

● LearnerProfiles

● EmpathyMaps

● OpportunitiesforChoice

● ProvidingFeedback

● BehaviorSpecificPraise

● LimitSetting

● Redirection:LevelsofPrompting

● CommunityBuildingCircles

● The3Pʼs

● CreatingaCollaborativeClassroom

● TriageattheDoor

● RestorativePractices

○ RestorativeMindset

○ BreakIt,FixIt

○ I-Messages

○ AngerVolcano

● OurClassisaFamily

Knowing and Using Student Names

*adaptedfromWalker,T.(n.d.)Whypronouncingstudentsʼnamescorrectlyissoimportant.

Whatitis

Knowingandusingeachstudentʼsname(pronouncedcorrectly)intheclassroom,hallway, cafeteria,etc

Whywedoit

Equityandinclusionintheclassroombeginswithhonoringstudentsʼnames.Apersonʼsnameis partoftheirculturalidentity.Gettingnamesrighthelpscreatealearningenvironmentinwhichall studentsfeelvaluedandrespected.Whenastudentʼsnameischangedormispronounced,itmay feellikethestudentʼsfamilyandculturearebeingdisregardedaswell Thesesubtleexperiences canhavealastingnegativeimpactonstudentsʼwellbeing.

Howwedoit

Usewhateverstrategyneededtomemorizethecorrectpronunciationofeachstudentʼsname. Attemptingtodothisbeforethestudententerstheclassroomonthefirstdaycangoalongway!

Examples:

● HavestudentsrecordthepronunciationoftheirnamesinFlip(formerlyFlipgrid)

● Keepapictureofeachstudentwiththeirnamelistedbelow(phonetically)

● Askthestudentʼspreviousteacheraboutunfamiliarpronunciations

● Makeasimplephonecalltothefamilytointroduceyourselfandaskaboutunfamiliar pronunciations

● Showyourstudentshowmuchthismatterstoyou:Betransparentinyourprocessto memorizetheirnamesbymakingaquizoragameoutofitinthefirstweekortwoofschool.

Building a Partnership with Families

Whatitis

Engaginginproactiveandfrequentcommunicationswithfamilies,includingsharingpositive updates.

Whywedoit

Parentsaretheexpertontheirchild!Buildingapartnershipwillleadtobetteroutcomesfor students.

Howwedoit

Considerthefamilypreferredmodeofcommunicationalongwithwhatyouneedtoshare.

● Consideremailtoshare:

○ Quickpositives

○ Concernswhenongoingcommunicationhasbeenalreadyestablished

● Considerphonecalltoshare:

○ Quickpositives

○ Concerns

● Considerinpersonorwebexmeettoshare:

○ Ongoing,continuingconcernsthatrequiretheexpertiseofotherserviceprovidersor specialists

Considerlanguagetobuildpartnership.

● “Whathaveyoufoundishelpfulforworkingwithyourchild?”

● “Howcanwepartnertogethertofindasolution?”

● “Whatstrengthsdoesyourchildhavethatwecouldbetapping?”

Considerworkingwithothers.

● Haveanotherstaffmember(counselor,dean,administrator)trytocontact

● Utilizetranslatingservices/languageline

● Havestudentcallthemselvestosharepositives

● Utilizestudentsupportserviceswithinthebuilding

● Utilizesocialworkers

EmpoweringLanguage

Whatitis

Empoweringlanguageconsistsofreinforcing,reminding,andredirectinglanguage.Itisashifrom judgingtodescribing,andfrombeingreactivetoproactive.Empoweringlanguagebuildson studentstrengths,notweaknesses.

Whywedoit

Themessagesthatstudentsgetfromtheirteachershaveahugeimpactonhowtheythinkandact, andultimatelyhowtheylearn.Itisvitalforteacherstoseeandnamewhatstudentsaredoingwell. Ithighlightsstudentsʼskills,positiveeffortsandattitudes,andqualityworksothattheyknowwhat tostandonastheyreachforthenexthigherrungintheirlearning.Anoveralltoneofsafetyandcare islargelysetbytheadultsʼlanguage–whattheysayandhowtheysayit.Empoweringlanguage helpsstudentsbelieveintheircapacitytomeetbothlearningandbehaviorexpectations

How we do it

KeyPractice

Nameconcreteandspecific behaviors

De-emphasizeyourpersonal approval

Avoidholdingonestudentupasan exampleforothers

Findpositivestoreinforceinall students

ReinforcingLanguage

Insteadof

“Goodjob!”or“Nicework!”

“Iʼmsopleasedwiththewayyou addedkeydetailstoyourmain point”

“NoticehowGlendausedfour sourcesforherresearchproject. Letʼsseeallofyoudothat.”

Usingreinforcinglanguagewithonly thestudentswhodoproficientwork, arethefirsttogetorganized,orare otherwisethe“best”

Trythis

“Yourememberedtochangetheʻyʼ toʻiʼwhenaddingʻedʼʼ

“Youaddedkeydetailstoyourmain point Thathelpsyouraudience understandandbepersuaded”

ToGlendaprivately:“Youusedat leastthreesourcesaswelearnedto do.Thatmakesyourresearch credible.”

Toastudentwhostrugglesbutmade astrongeffort:“Youreadthreepages duringreadersʼworkshoptoday. Whathelpedyouconcentrate?”

RemindingLanguage

KeyPractice Insteadof Trythis

Promptchildrentorememberfor “Sitaloneornexttosomeoneyou

“Thinkaboutwhatyoucandoto

111/Gobackto7-12TableofContents

themselves

Useneutraltoneandbodylanguage

wonʼtbetemptedtotalkto Put awayeverythingyoudonʼtneed.If yourmindwanders,takeafewdeep breathsandtellyourmindtocome backtoyourreading.”

“Whatdidwesayisthenextstepin makingthesekindsofgraphs?”said withasingsongvoice,armscrossed, androllingeyes (Evenifmeanttobe humorous,itimpliesthestudent isnʼtverysmart)

helpyourselfconcentrate”

Bebrief

Watchforfollow-through

“Iʼmhearingpeoplestartingto sounddisrespectfulwhenthey disagree.Everyone,remembertosay ʻIhearyourpoint,butIhavea differentideaʼoraskaclarifying questionthewaywelearned.Ifwe interruptandsaythingslikeʻNo, thatʼsnottrue,ʼorʻYouʼrewrong,ʼ weʼllshutdowndiscussion”

Givingareminderandthenturning awayimmediatelytotendto somethingelse

RedirectingLanguage

“Whatdidwesayisthenextstepin makingthesekindsofgraphs?”said withamatter-of-factvoice,neutral bodyposition,andaneutralgaze (Impliesastudentcanremember anddirectshisattentiontodoingso)

“Whatdidwelearnabout disagreeinghonestlyand respectfully?”

Watching,andthenacknowledging thechildʼsactionwithanodora smile.Nowordsareneeded.

KeyPractice Insteadof Trythis

Bedirectandspecific

Saywhattodo,insteadofwhatnot todo

Statearedirectionasastatement, notaquestion

Followupwithactionifnecessary

“Casey,youneedtoworkharder”

“Class,stopwastingeveryoneʼs time.”

“Anna,couldyourefocusonyour math?”

RedirectingAnnaandthenturning awayimmediatelytotendto somethingelse

“Casey,putyourwatchawayand continuewithyourassignmentright now.”

“Freeze.Everyonereturntoyourseat withyourfolder.Thenweʼllstart.”

“Anna,refocusonyourmath.”

DirectingAnnatomovetoaseat closetoyou(ifsittingnear classmatesseemedtobepullingher offtask).

*adaptedfromWoolf,N.(n.d.)2x10relationshipbuilding:Howtodoit(andwhyitworks!).andASCD.Thetwo-minuterelationship builder.

Whatitis

The2x10relationshipbuilderinvolvesspending2minutesperdayfor10consecutivedaystogetto knowthestudentandcreateafoundationforasustainablerelationship.

The2x10RelationshipBuildinginterventionworksbestforstudentswhoarehavingahardtime maintainingpositiverelationshipsintheclassroom,exhibitingdisruptivebehaviors,orareinneed ofextraemotionalsupport.Itprovidesstudentswithasafeoutlettocommunicatetheirfeelings, emotions,andneedstoatrustedadult.

Whywedoit

The2x10strategycreatesapositiveconnectionbetweenanadultandanindividualstudent.Itcan alsobeusedtomodelsocialawareness,self-awareness,andrelationshipskillsthroughempathy andactivelistening Lastly,itcanleadtosignificantimprovementsinindividualstudentbehavior andthebroaderclassroomclimate.

Howwedoit

1. Chooseonestudentwithwhomyouwouldliketostrengthenyourrelationship.

2 Identifywhenyouaregoingtoapproachthestudent(eg,atthebeginningofaclassperiod, inthehallway,etc)

3. Findthestudentandstartaconversationwiththem.Tobuildaproductiverelationshipwith astudent,adultswilllikelyhavetoinitiatetheconnection.

4. Thefocusoftheseconversationsshouldbe:

○ Brevity.Theseconversationsshouldlasttwominutesorunder.

○ StudentVoice.Invitethemtosharesomethingnon-academicwithyouabouttheir dayorlife.Keepthecontentoftheconversationfocusedonthestudent'spersonal interests,nottheirschoolworkorbehavior.

○ Honesty.Modeltransparencyandauthenticitybysharingsomething personal/non-academicwiththestudent.

VoiceScales

Whatitis

Voicescalesutilizeascaleof1-5toidentifytheappropriatevocalvolumeforanygivensettingor situation.

Whywedoit

Usingvoicescaleshelpstoclearlyestablishexpectationsforvocalvolume.Itgivesstudents accountabilityandresponsibilityforself-regulatingtheirvolumeduringclass.

Howwedoit

Postlarge,colorfulvoicescalesinvariouslocationsthroughoutthebuilding(classrooms,hallways, cafeteria,gymnasium,etc.).Useinteractivemodelingtoteachstudentswhateachlevelofthevoice scalesoundslike.Duringinstruction,clearlycommunicatewhichnumberofthevoicescale studentsshouldbeusingandprovidefeedbackonimplementationofthevoicescale.

Ice Breakers

*adaptedfromCultofPedagogy(2021).Icebreakersthatrock.

Whatitis

Icebreakersarefunprompts,activities,orgamesdesignedtohelpstaffandstudentsgettoknow oneanother

Whywedoit

Icebreakersareusedtohelpstudentsandstafflearnaboutoneanother.Icebreakershelpstudents becomecomfortableintheclassroomandassistwithbuildingrelationshipswithbothstaffand students.

Howwedoit

Staffshouldchooselow-riskicebreakersthatdonʼtrequirestudentstotakebigsocialrisks.

Herearesomeideas:

BlobsandLines

ConcentricCircles

Inthisicebreaker,studentsarepromptedtoeitherlineupinsome particularorder(bybirthday,forexample)orgatherin“blobs”basedon somethingtheyhaveincommon(similarshoes,forexample).Thisgame keepsstudentsmovingandtalking,anditbuildsasenseofbelonging andcommunityinyourclassroom.

Herearesomesamplepromptsyoucanuseforthisgame:

● Lineupinalphabeticalorderbyyourfirstnames

● Lineupinalphabeticalorderbyyourlastnames.

● Gatherwithpeoplewhohavethesamefavoritevideogameas you.

● Lineupinorderofyourbirthdays,fromJanuary1through December31.

● Lineupinorderofhowmanylanguagesyouspeak.

● Gatherinto3blobs:ThosewhohaveLOTSofchoresathome, thosewhohaveAFEWchoresathome,andthosewhohaveNO choresathome.

● Gatherwithpeoplewhohavethesamefavoriteseasonasyou.

Thisicebreakerhasstudentsarrangethemselvesinaninsidecircleand anoutsidecircle,theinsidefacingout,formingpairs.Pairsdiscusstheir answerstoagetting-to-know-youquestion,thenrotateforthenext question,forminganewpartnership.Thisgamegivesstudentsthe chancetohavelotsofone-on-oneconversationswithmanyoftheir

ThisorThat(WouldYou Rather)

classmatesandhelpsthemquicklyfeelmoreathomeinyourclass

Thepossibilitiesforquestionsinthiskindofconfigurationareendless; besuretousemoreopen-endedquestionsthatcangetstudentstalking, ratherthanthosethatsimplyaskforayesornoanswer.Herearesome samplequestions:

● Doyouplayanysports?Ifso,whichones?

● Doyouconsideryourselfshyoroutgoing?Why?

● Whatwasthelastmovieyousaw?Didyoulikeit?

● Describeyourperfectdinner.

● Whatwouldyoudowithamilliondollars?

● Whatisonethingyouʼregoodat?

Thisicebreakerhasstudentsinformallydebateonlighttopicssuchas “Whichanimalmakesabetterpet dogorcat?”Studentshaveto chooseaposition,thenphysicallymovetothesideoftheroomthat mostcloselyrepresentstheiropinion onesidemeansdogs,theother sidemeanscats andthentalkaboutwhytheychosethatspot.This gamehasalwaysbeenaHUGEhitwithanygroupIʼveevertaught:It buildsstudentconfidencebytalkinginfrontoftheirpeers,ithelps studentsquicklyfindkindredspirits,anditʼsalsojustalotoffun.

SamplequestionsforThisorThat(WouldYouRather):

● Wouldyouratherliveinthecountryorthecity?

● Shouldallstudentsberequiredtolearnasecondlanguage?

● Whichisworse:badbreathorbodyodor?

● Wouldyouratherbeindoorsoroutdoors?

● Whichisbetter:Playingsportsorwatchingsports?

● Wouldyourathertraveleverysingledayorneverleavehome?

● Wouldyouratherreadabookorwatchamovie?

● Wouldyourathereatpizzaoricecream?

● Wouldyouratherplayavideogameorplayoutside?

● Wouldyouratherhaveadogoracat?

● Wouldyouratherhavechocolateorvanilla?

● Wouldyourathergotothebeachorgocamping?

● Wouldyouratherwinthelotteryorbefamous?

● Wouldyouratherdanceorsinginfrontofagroupofpeople?

● Wouldyouratherbetheoldestsiblingortheyoungestsibling?

● Wouldyourathergiveapresentationorwritealongpaper?

● Wouldyouratherdoyourhomeworkordochores?

● Wouldyourathertravelbackintimeortraveltothefuture?

● Wouldyouratherliveinsnoworrainfortherestofyourlife?

● Wouldyouratherbeabletoflyorbeinvisibleasasuperpower?

● WouldyouratherlivewithoutNetflixorlivewithoutYouTube?

LearnerProfiles

Whatitis

● Themanywayswelearnaboutourstudents

● Themanywaysstudentslearnaboutthemselves

● Eachstudenthasa“student-ownedlearnerprofile,”butthisisjustonepartoftheir overalllearnerprofile

○ StrengthsorPreferences

○ NeedsorChallenges

○ PassionsandInterests

Whywedoit

Equityatthecenter:

● Learnersfeelvalued

● Learnersseethemselvesreflectedinlearningdesign

● Learnersseetheirownculturalandlinguisticbackgroundsasassets

● Weknowourlearnersmoredeeplythanweeverhavebefore

● Moreimportantlylearnersknowthemselves!

Ultimately,wewanttodevelopalearnerʼsself-awarenesssodeeplythattheyareabletobe successfulinanysituationtheymayencounter.Aself-awarelearnercanidentifywhat situationsandcontextarelikelytosupporttheirlearningandsuccess,andequallyifnot moreimportantly,whatsituationsandcontextsarelikelytomakelearningandsuccessmore difficult.Thisawarenessallowslearnerstomakepurposefulchoicesinschoolandlife,and promotesthedevelopmentofpersonaltoolsthatcanhelpalearnerconfidentlyand successfullynavigatewhatevertheymayencounter. 117/Gobackto7-12TableofContents

Howwedoit

Thereisnoonewaytoco-createalearnerprofilewithyourstudents.However,forittobe meaningfulforbothteachersandlearners,itshouldbeupdatedregularlywithstudentvoiceand usedauthentically.Learnerprofilescanbeapowerfultoolforbuildingrelationshipswithyour students,communicatingwithfamilymembers,andensuringyouarepersonalizingyourlearning experiencestothestudentsinfrontofyou.Herearesomeexamplesofwhenandhowyoumight embedthelearnerprofile:

● Utilizethelearnerprofileasoneofthefirstwaysyougettoknowyourstudents;askthem whatʼsmissingfromit?Whatdotheywant/needyoutoknowastheystarttheyear?

● Neartheendofaunit,askstudentstoreflectontheirlearningjourney.Whatdidtheylearn aboutthemselvesduringthisunit?Mighttheycapturethatontheirlearnerprofile?

● HavestudentstakeastrengthsassessmentinNaviance.Whatdidtheylearn?Doesitsquare withhowtheyseethemselves?

● Conductanempathyinterviewwithyourstudents.Theyaretheenduser.Whatistheir experienceinyourclassroom?

● Usethelearnerprofilewhenconferencingwithfamilies Whatdotheywantyoutoknow abouttheirlearner?Whatdidtheynotknowabouttheirlearner?Howdoesthelearnerfeel abouttheirinput?

● Usethelearnerprofiletohelpstudentsthinkabouthowtheymightusewhattheyhave learnedaboutthemselvestopursueamajordecisionsuchasgettingajob,applyingfora particularcollege,landingonamajor,etc.

● Foradditionalideasandstoriesonleveragingthestudent-ownedlearnerprofile,explorethe Schoologyfolderfoundhere.

EmpathyMaps

*adaptedfromSLP3DDesignThinkingMethodology:TheEverythingPlaybook:EmpathyMapandVerma,A.(2022,March8). Empathymapping.

Whatitis

Anempathymapisacommon toolindesignthinkingandis oenanearlystepin understandingthestudent experience.However,itcanalso beusedproactivelytohelp studentsarticulatewhatthey hope,needandwanttohave fromacooperativelearning experience.

Whywedoit

Empathymapshelpbuildabetterunderstandingofstudentexperiencesbydiggingdeeplyinto howtheyʼrefeelingandwhattheyʼreseeing,doing,andhearing.Ultimately,thiswillhelpcreate norms,buildrelationships,identifypainpointsduringtheirexperience,andidentifyopportunities forimprovement.

Howwedoit

Incollaborationwithstudents,mapoutthequadrantsidentifiedbelow.Herearesomeprompts thatcaneasilybeadaptedtovariouscontexts:

● WhatdoIthinkandfeelaboutthisproject/learningexperience?Whatmightothersthink andfeel?

● WhatdoIhopetohearotherssay?Whatwilltheyhearfromme?

● WhatdoIhopetoseeothersdoduringthisproject?Whatwilltheyseefromme?

● WhatdoIwantotherstodoorsay?WhatwillIdoandsay?

● WhatfearsorfrustrationsmightIhaveaboutthisexperience?Whatmightbelessened?

● WhatgoalsdoIhaveforthisexperience?Whatmightbeleveraged?

Whenweuseit(Examples)

● Whenasocialconflictoccurs

● Whenanewstudentjoinstheclass

● Priortostartingacollaborativeproject

● PriortoSocraticSeminar

● Priortoheadingtothelunchroom

OpportunitiesforChoice

Whatitis

Providingopportunityforchoiceallowsstudentstohavevoice,flexibilityandautonomywhen meetingclassroomexpectations.Choicesarepre-determinedbytheteacherandmeetthe expectationsoftheclassroomorcurrentlearningopportunity.

Whywedoit

Providingopportunitiesforchoicecansignalopennessandprovidesthestudentsmultiple pathwaystomeetexpectations.Itcande-escalateapowerstruggle.Youcanuseprovidingchoiceto practicedecision-makingandfosterindependence.Additionally,thisstrategycansupportstudents bytappingintoandhonoringvariouslearningstyles.

Howwedoit

1. Pre-determinetheofferedchoices

○ Offeronlychoicesthatmeetyourexpectations

○ Offernomorethanthreechoices

2. Presentthechoicesasastatement,verballyorvisually(notaquestion)

○ Ifyouofferchoicesasaquestion,thisleavestheopeningforthestudentto say“Neither!”

3. Useacalmvoiceandsupportivebodylanguage

○ Anemotionalresponsecouldturnanopportunityforchoiceintoapower struggle

4. Providewaittimethatisappropriatetothestudentʼsdevelopmentalageandneed

○ Considerage,studentneeds,currentstateofselfregulation

Whenweuseit(Examples)

● Youmayworkatyourdeskorintheflexibleseatingarea

● Youmaystartonevenoroddquestions

● Youcanhaveafiveminutebreakorathreeminutebreak

● Youcanalsousechoicetoincreaseengagement.Forexample,howastudentshowslearning ormaterialsused

Providing Feedback

Whatitis

Providingfeedbackisatwo-wayprocessthatinformsanindividualontheirprogresstowardagoalor outcome.Feedbackshouldbeactionableanddeliveredinapositiveandsupportivemanner.Tobe effective,feedbackneedstobereceivedinaconstructivewaythatassumespositivesaboutthe individualgivingfeedback.Feedbackcanbeprovidedbytheteachertostudent,studenttostudent, studenttoteacherorstudenttoself(self-reflection/assessmentaslearning).

Whywedoit

Feedbackpromotespersonalgrowth Timelyandeffectivefeedbackcanimpactanindividualʼsabilityto accomplishagoalordevelopaskill Givingandreceivingfeedbackpromotesthedevelopmentof interpersonalskills,selfreflectionskills,growthmindsetandgoalsettingandplanning

Howwedoit

● DefineEffectiveFeedbackusingtheacronymofSPARK

○ Specific:feedbackislinkedtoaspecificparagraph,sentence,wordoraspectofthework. Itisclearwhatneedstobeimproved.

○ Descriptive:feedbackoffersasolution,strategy,revision,exampleorreference informationthatwillhelpresolvetheissue.Thinkabouthowmedicationcuresanillness; prescriptivefeedbacksolvesanissueorimprovesthestudentʼswork.

○ Actionable:whenapersonreadsthefeedback,theyknowwhatactiontotaketoresolve theissueorimprovetheirwork.

○ Referenced:thefeedbackdirectlyreferencestherubric,requirements,successcriteria,or targetskills.

○ Kind:Allcommentsareframedinawaythatiskind,professional,assumespositivesand issupportiveofthepersonreceivingfeedback.

● Setexpectationsforfeedback

○ Useco-createdclassroomnorms

○ Timelimits

○ Determineiffeedbackisverbalorwritten

● Useaprotocol

○ ConsultancyProtocol

○ TuningProtocol

● HelpfulTips

○ UseInteractiveModelingtomodelprovidingandreceivingfeedback

○ Provideexamplesof“strong”and“weak”feedback

○ Usetimers

○ Setgroupmembersorpartnersforfeedback

Behavior Specific Praise

*adaptedfromDeFlitch,S.Behavior-specificpraiseintheclassroom:Thecompleteguide.andIRISCenter.Behaviorspecificpraise.

Whatitis

Behavior-specificpraiseisapositivestatementdirectedtowardastudentorgroupofstudentsthat acknowledgesadesiredbehaviorinspecific,observable,andmeasurableterms Thisisdifferent fromgenerallystating“Greatwork!”or“Nicejob,students!”

Whywedoit

● Theuseofbehavior-specificpraiseislinkedtoincreasesinstudentengagement.

● Behavior-specificpraisecanbeeffectivelyusedamongstudentswithoratriskforemotional andbehavioraldisorders(EBD).

● Behavior-specificpraiseismosteffectivewhendeliveredmorefrequentlythanreprimand statements.

● Usebehaviorspecificpraisewhenyouseeappropriatebehavior.

Howwedoit

Behaviorspecificpraiseexamples:

● Thisisareallygreatparagraph,Steve!Ireallyappreciatehowyouwroteatopicsentence, includedspecificdetails,andhaveaconclusionssentence

● ThanksforkeepingyouriPadsunderyourdeskwhenwewerenʼtusingthem.Todayʼslesson hadsomereallyimportantinformationanditʼsgreatthatyouwerefocused.

● Awesomejobonsharingyourmaththinkingtoday,Isaac.Youshowedthestrategyand describedthethinkingyouwentthroughtosolvetheproblem.

Utilizea5:1Ratio

● Researchsupportstheideathathavingfivepositiveinteractionstoeveryonenegative interactionbestsupportsandsustainsconstructivestudent-teacherrelationships.

● Thisisknownasthe5-to-1ratioorthe“magicratio”

● The5-to-1ratio…

● Improvesstudentsʼfeelingsofconnectednessandpositivityinordertofacilitatethe classroomexperience.

● Improvesacademicengagementandreducesclassroomdisruptions,simplybecause theclassroomhasamorepositiveclimate

Examplesofhowtogetto5:1Ratio

● Givespecificpositivefeedback/praise

● Usepositivegreetingsinthemorningoraerbreaks(e.g.,“Welcomeback!”“Iʼmexcitedto workwithyouagain!”“Sonicetoseeeveryone!”)

● Takeamomenttocheckinwithstudents(e.g.,“Howwasyourweekend?“Howisyour family?”)

● Askaboutastudentʼshobbiesorinterests(e.g.,“Iheardyouhadyourorchestraconcertlast night.Howdiditgo?”)

● Usepositivebodylanguagesuchassmiling,thumbsup,ornoddingtoacknowledge studentsʼgoodchoices,effort,etc.

Sources:

IrisCenter,VanderbiltPeabodyCollege.(n.d.).Behavior-specificpraise. https://iris.peabody.vanderbilt.edu/wp-content/uploads/misc_media/fss/pdfs/2018/fss_behaviro specific praise.pdf PanoramaEducation.(n.d.).Behavior-specificpraiseintheclassroom. https://www.panoramaed.com/blog/guide-to-behavior-specific-praise-in-the-classroom

LimitSetting

Whatitis

Settinglimitsonacceptablebehaviorpromotespositivebehaviorchangeforstudents. Having consistentandexpectedlimitscanhelpstudentsfeelsafeandsupportstheminmakingacceptable choicesforthegivensituation. Limitsarenotultimatums,northreats;theyofferchoiceswith consequences,whichcouldbepositiveornegative.Wecannotforcestudentstobehaveacertain way,howeverwecanprovidechoicesandpredictableconsequencesforbehaviorstoteachand reinforcethebehaviorsthatareexpectedinvarioussettings

Whywedoit

Thepurposeofsettinglimitsistoteach,nottopunish.“Throughlimits,peoplebegintounderstand thattheiractions,positiveornegative,resultinpredictableconsequences.Bygivingsuchchoices andconsequences,youcanprovideastructureforgooddecisionmaking”(CrisisPrevention Institute)

Howwedoit

5-StepApproachtoSettingLimits

● Explainwhichbehaviorisunacceptable

○ Bespecificinidentifyingtheinappropriatebehavior(e.g.,isitthevolumeofthe studentʼsvoiceorthelanguagethattheyareusing?)

● Explainwhythebehaviorisunacceptable

○ Whenexplainingwhythebehaviorisunacceptable,provideexplanationsincludinghow thebehaviormayimpactothers(e.g.,isitdisruptivetothelearningenvironment?Doesit causeharm[physicaloremotional]toothers?)

● Givereasonablechoiceswithconsequences

○ Tellthepersonwhattheirchoicesareandwhattheconsequencesareofeachofthose choices.Choicesandconsequencesshouldbeprovidedforbothdesiredandundesired behaviors

● Allowtime

○ Givethestudenttimetothinkaboutwhatchoicetheywanttomake

● Bepreparedtoenforceyourconsequences

○ Settinglimitsismeaninglessifyoudonʼtconsistentlyandpredictablyenforcetheset consequences.Theseconsequencesshouldbereasonable,enforceable,withinyour authority,andwithintheSpringLakeParkpoliciesandprocedures.

Redirection-LevelsofPrompting

*adaptedfromResponsiveClassroom(2016).Reinforcing,reminding,andredirecting.

Whatitis

Apromptisacueorinstruction thatisgivenbeforeorduringa studentʼsactionorresponse. Therearedifferenttypesof promptsthatyoucanuseto motivatethestudenttolearn andsucceed.Promptsshould be providedtostudentsina“least to most”intrusivefashioninorder to promotesuccessaswellas independence.

Whywedoit

Promptingpromotesstudentsuccesswhilelearningnewskills Whensufficientpromptsare providedtostudents,frustrationlevelsarelikelytoremainlowwhilefeelingsofsuccessand confidenceinnewskillsareincreased,ultimatelyleadingtostudentindependence.

Howwedoit

Effectivepromptsarepromptsthatmaintainstudentsuccessatthehighestlevelofindependence possible(i.e.,leastintrusivepromptsasnecessaryforthespecificskillandspecificstudent).

● Natural/Independent:Nopromptsareprovided,oranypromptsarenaturallypartofthetaskor instruction.

● Gesture:Anadultpointsormakesanactiontoindicatethenextstepofatask/direction.

● Verbal:Anadultprovidesaverbalreminderofthetaskoracomponentofthetask.

● Visual/Picture:Anadultpointstoavisualorobjectthatisthenextstepofatask/direction.

● Model:Anadultoranotherstudentdemonstratesthetaskthatisrequestedofthestudent.

● PartialPhysical:Anadultprovidessomephysicalguidanceduringpartoftheresponse.

● FullPhysical:Anadultprovidesfullphysicalguidance(e.g.,hand-over-hand)forthecomplete response.

IndividualCheck-In

Whatisit

Adailycheckiniswhenastaffmember(para,teacher,counselor,administrator,etc.)withatrusting relationshipchecks-inwithinastudentataconsistenttimeeachday.Thisstrategy providestimeto buildpersonalized connections,helpproblemsolveandsupportstudentswhomaybestrugglingwith attendance,organizationalskills,academicprogressorunexpectedbehavior.

Thisstrategyconsistsof3maincomponents:

1. Relationships:Thesearebasedinmutualtrustandopencommunicationandnurturedthrough along-termcommitmentfocusedonpromotingastudentʼseducationalsuccess.

2. ProblemSolvingandCapacityBuilding:Theseskillsareendorsedwhenstaffpromoteand supportthestudentʼsacquisitionofacademic,organizational,andbehavioralskills.

3. Consistent/Frequent: Thisoccursonaregularbasisasdeterminedbyindividualstudentneeds.

Whywedoit

Whenatrustedadultknowsstudentsbyname,strength,interestandneedonaconsistentbasisithasa positiveimpactonthestudentʼsattendance,persistenceinschool,decreaseinbehaviorreferrals, increaseinschoolcompletionaswellasapositiveimpactonliteracy.

Howwedoit

1. Identifyingthetheneedwithorwithoutthestudent

2. Conferencingwiththestudenttodevelopaplantoaddressneed

a. Discusstheneed(Task,attendance)

b. Frequencyofcheck-in

c. Scheduletime

d. Reinforcecompletionoftasks

3. Followupatagreedupontimetocheckprogress

Whenwedothis:

● Studentisstrugglingtoshowevidenceoflearningduetowithdrawnbehavior

● Studentisnotattendingclassonaregularbasis

● Studentisstrugglingtogettoclassontime

● Studentneedssupportwithpeerrelationships

● Studentneedssupportwithorganizationalstrategies

● Studentneedssupportwithwritingatasklistofnextsteps

● Totransitiontoorfromclass

● Buildrelationshipsstudenttostudentorstafftostudent

CommunityBuildingCircles

Whatitis

Communitybuildingcirclesarespacesforintentionalcommunicationtoestablishvalues,share experiences,andbuildrelationshipswithpeoplesharingacollaborativespace(reed.edu).A communitybuildingcircleisafacilitatedconversationwithstudentsthatincorporatesmanyofthe componentsofrestorativepractices.Itisintendedtobuildasharedunderstandingofthedifferent needsandexperiencesofthestudentsinthegroup.Knowingstudentscometoschoolwitha varietyofconcernsorcompetinginterestsontheirminds,communitybuildingcirclescanhelp studentsprocesstheseissuesandbemorepresentinclass.

Whywedoit

Communitybuildingcirclessupportpositiverelationshipsbetweenstudentsandstudentsandstaff. Thesharedunderstandingcreatedduringcommunitybuildingcirclescansupporttheco-creation ofclassroomnormsandprovidetheplatformfordiscussingchallengingorunexpectedbehavior, repairingrelationshipsthathavebeendamaged.

Howwedoit

1. Opening:welcomestudentsandsetapositivetone

○ Considerusingaquote,poem,othertext,song,orotherritualtosupportstudents transitioningthecircle

2. Introduction

○ Whatisthepurposeofthecircle

○ Whoisthecirclekeeper

3. Circlenorms

○ Respectthetalkingpiece

○ Speakhonestly

○ Listenopenly

○ Everyonegetsanopportunitytospeakbutyoumaypass

○ Donʼtrushbutallowtimeforotherstospeak

○ Anyothernormsthatmighthelpfacilitatethecircle i. Areanyofyourco-createdclassroomnormsusefulhere?

4. Check-in:invitestudentstoexpresshowtheyarefeelinginthemomentsotheycancreatea sharedunderstandingoftheneedsofoneanother

5. Discussionrounds: Eachcircleshouldhave1-3discussionquestionsthatalignwiththe issueorreasonforbringingthecircletogether.Questionsshouldstartwithalow-risk questionandallowforthestudenttospeakfromtheirperspective.

6. Check-out: invitestudentstoexpresshowtheyarefeelinginthemomentsotheycan expresshowtheyarefeelingasthecirclecomestoaclose.

7. Closing:acknowledgewhattookplaceduringthecircleinawaythatpromotespositivity andsenseofbelonging.

○ Considerusingaquote,poem,othertext,song,orotherritualtosupportstudents transitioningfromthecircle 128/Gobackto7-12TableofContents

The3Pʼs

Adaptedfrom: CulturallyandLinguisticallyResponsiveTeachingandLearningBySharrokyHollie

Whatitis

● BeingPositive

○ Showingloveforstudentsforwhotheyare

○ “Havingasetofuncomplicatedandintangiblecharacteristicsthataredemonstrated consistentlytothestudents”

○ Studentsknowwhoyouare,whatyourexpectationsare,andyoudemonstratethese thingsdaily

● BeingProactive

○ Beingabletopredictpotentialproblemsintheclassroom

○ Knowingwhatbaggageyourstudentsarewalkingintoyourclassroomwith

○ Workinghardtopreventareactionaryclassroom,runningaroundputtingoutfires

● BeingPreventative

○ Choosingyourbattles

○ Useproximityandtonetoconveyamessage

○ Settingupyourspaceforsuccess

Whywedoit

Keepingthesethreethingsinmindeverydaywillhelpcreateapredictableandengaginglearning environment.

Howwedoit

● BeingPositive:

○ Showrealcare

○ Beempatheticandsensitivetostudentʼslives

○ Bekind,calm,andpatient

○ Usehumorandforgivenessdaily

● BeingProactive

○ Haveaplanforeachclass,butallowfordeviation

○ Showrealcare

○ Havealternativeassignments/assessmentspreparedinadvance

● BeingPreventative

○ See: Triageatthedoor

○ Solid,clearexpectationsforbehavior

○ Createalearningenvironmentinyourteachingspace

CreatingaCollaborativeClassroom

Adaptedfrom: CulturallyandLinguisticallyResponsiveTeachingandLearningBySharrokyHollie

Whatitis

● Asafe,comfortablespacethatisconducivetolearning

● Adultfacilitationwithstudentparticipation

● Studentchoice,voiceandcollaborationarepresent,BUTtheteacheristhefinalvoiceof authority

Whywedoit

Toensurestudentsareenteringyourlearningspacewithknownexpectations,routines,andshared respectforothersandthespace

Howwedoit

1. Haveasimpleroutineeverydaythatstudentsfollow;re-enforcetheroutinedailyuntilall studentsengageinit

2 Gainrespectthroughauthenticrelationshipswithstudents(See“LearnaboutyourWho”)

3. Knowwhentobeauthoritative. Forexample,ifstudentsafetyisatstake(bigorsmall),use anauthoritativevoice,stance,andvocabulary.

TriageattheDoor

Adaptedfrom: JaneStevenson

Whatitis

Greetingstudentspriortoorjustuponenteringthelearningspace.

Whywedoit

Itallowsforabriefandpersonalcheck-inwitheachstudentastheyenteryourlearningspace. It allowsforquickquestionstobeanswered,permissiontousetherestroompriortoclassstarting, sharingofinterestsandscoopingupstudentswhomaybelingeringinthehallwayasclassis beginning. Thisalsoallowsforre-enforcementofnormsandroutines,itcanbeusedtoremind studentsofwhatmaterialstohavereadyorwheretofindthematerialsneededfortheday.

Howwedoit

1. Standattheentryofyourlearningspace

2 Greeteachstudent;noticesignsofstudentdistressorachangeinaffect Respondtothisin asupportivemanner.

3. Answerquestionsposed,tellthestudentwhenthatquestionwillbeaddressedinclass,or tellstudentstoaskthequestionagainduringclass. Statequickdirectionsastheyenter. For example,“Readthedirectionsontheboard”or“findapencilandpieceofpaper.”

RestorativeMindset

Whatitis

ARestorativeMindsetallowsustothinkthroughproblemsintheclassroominarestorativewayto makeroomforproductiveconversationsfollowingharmorconflict.

WhyWedoit

Havingarestorativemindsetwillhelpushavemeaningfulconversationswithstudentsandallowall studentstofeelseen,valued,heardandaccepted.

HowweDoit

Weshifromonemindsettoanother(B.Hopkins)

● LISTEN,donʼttell.

● Becurious;youdonʼtneedtoknowalltheanswers

● Focusonthoseaffectedinordertorestorebalance.Yourintuitionora3rdpartydoesnot needtobeapartofthis.

● AlwaysfocusonthestudentwhowasharmedFIRST.Askthem,“Areyouokay?”Letthem knowyouareconcernedforthem.Youcouldsay“Iamsosorrythathappenedtoyou.”You mayhelpthestudentfeelsafebyaskingthemiftheywouldliketositbyyou.

● Later,youcanaddressthestudent(s)whocausedharm.Throughtheseconversations, studentscanfindinternalmotivationandaccountabilityfortheiractions.Externalcoercion doesnotneedtotakeplaceandisineffectivetorestoreanyharmdone.

● ConsiderworkingwithaRestorativePracticesleaderinyourbuildingtoholdaRepairof Harmcircleiftheindividualsinvolvedarewilling

BreakIt,FixIt

Whatitis

Youbreakit,youfixitisarestorativepracticethatholdsstudentsaccountablefortheiractionsand reinforcestheimportanceofrespectandfixingmistakes.

WhyWedoit

Studentsneedtimetoreflectontheirchoicesandtheimpacttheirchoiceshaveonthemselvesand others.Ifastudentcausesharm(physicaloremotional)toanotherstudent,thisstrategyprovides themtimetothinkmoredeeplyaboutthecauseoftheiractions,whytheydidit,howtheywantto fixit,whytheywanttofixit,andadifferentchoicetheycouldmakenexttime.

HowweDoit

Therearevisualchecklistsstudentscangothroughtothinkthroughthefollowingquestions& promptsastheyreflectonanegativechoicethatwasmade.Youmaymakeyourown,oryoucan findmanyexamplesonlineaswell.Teachersmustexplicitlyteachandmodelhowtogothrough thisprocess,practicingitafewtimesasawholeclasssoallstudentsarefamiliarwithit.

1. Whatunexpectedchoicedidyoumake?

2. Whatwashappeningbeforeyoumadethatchoice?

3. ThisishowmychoicehurtME…

4. Thisishowmychoicehurtsomeoneelse…

5. Icanmakeitbetter.ThisiswhatIcando…

6. Icanmakebetterchoices.NexttimeIwill…

7 ThisiswhyIwanttomakebetterchoices

I-Messages

Whatitis

I-messagesareaneffectivewaytopracticelisteningandeffectivecommunicationwhenstudents feelharmhasbeendonetothemandtheyneedsomethinginreturn.

Whywedoit

I-messageshelpstudentsindependentlyexpresshowtheyfeel,whytheyfeelthatway,andwhat theyneedinordertomakeitbetter.Theyareahealthywaytomanageconflictandbuild problem-solvingskills

Howwedoit

● I-messagesentencestemscanbeprovidedforstudentstoreferencewhenneeded.Youmay havesomedifferentsentencestemsavailable Examples:

○ Ifeel because .Ineedyouto .

○ Ifeel because .Couldyouplease ?

● YouwillalsowanttoteachapologysentencestemsforrespondingtoI-messages.

○ Iamsorryfor .Doyouacceptmyapology?

○ Iamsorryfor .WhatcanIdotomakeitbetter?

● Youmaymodelascenariowithvolunteerstoroleplay.Provideinstructionsastowhat inappropriateornegativebehavioryouwanttheactorstoengagein,andaskstudentswhat theyshoulddoinordertohandletheproblemeffectivelyandappropriately Discussthe differentoutcomeswhenusingI-messagesandhowtheyhelpus.

● HavestudentspracticeactingoutscenariosandusingsentencestemsforI-messagesand apologies.

AngerVolcano

Whatitis

Theangervolcanoisavisualthathelpsusdeeplyunderstandouranger,whereitstemsfrom,and howiterupts.Itcanhelpusunderstandourselvesandourstudents.

Whywedoit

Theangervolcanoisavisualwecanusewithadultsandstudentstosupportemotionalregulation anddevelopment.Itcanhelpusbetterunderstandwhereourstudentsarecomingfrom,andthe “why”behindcertainbehaviors Italsocanhelpusdeterminenextstepsinsupportingourstudents whentheyareangry.

Howwedoit

● Formarestorativecircle Inthecirclepromptthe question,“Isthereatimeyouhaveeverfeltangry?” As yougoaroundthecircle,havestudentsshareastory aboutatimethattheyfeltangry.Makesuretheyshare howtheyrespondedwhentheywereangry.

● Recordresponsesofwhatstudentssaidordidwhenthey wereangry.

● Aereveryoneshares,youmaytakealookatthe responses.Havestudentsmakeconnectionstoone another.Then,havethemthinkaboutwhathappened rightbeforetheyeruptedwithanger Recordresponses

● Havestudentsshareconnectionsagain.Then,showthem theangervolcano.

● Explaintostudentstheprocessofwhatcausesangerand howitbuildsinsideofus.

● Lastly,discusswhathelpedstudentscomebackfromtheirangerandfeelcalmagain.

● Listsomestrategiesstudentssharethattheclasscanuseinordertocalmtheirvolcanoesif theyarefeelingangryatschool.Usethesestrategiesandprovidetoolsandresources necessaryintheclassroom.

OurClassisaFamily

Whatitis

Usethisactivitytobuildawelcomingclassroomcommunityandallowstudentstoshareabout theirownbackgrounds,experiences,andidentities.

Whywedoit

Inordertobuildawelcomingclassroomcommunityandlearnmoreaboutoneanother,our backgrounds,andtheimportanceoffamilyandwhatitmeanstous.

Howwedoit

● Displaythewordfamilyandaskstudentswhatfamilyis.Havestudentsturnandtalkto shareabouttheirfamilies. Besuretobeinclusiveofalldifferenttypesoffamilies,suchas extendedfamilies,chosenfamily,etc

● Askstudentstoshareiftheyhaveawordforfamilyinahomelanguagethatisdifferentfrom English.Recordorwriteitdowntosaveforlater.

● Havestudentsshareouttheirownwordsthatdescribefamily

● Recordstudentʼsideasandhavethembringintheirownfamilyphotos.Youmayalsotakea classpicture.

● Intheroom,hangupthedifferentwordsfor“family”thatrepresenteachofyourstudentsʼ languages.Inaddition,hangupthewordsstudentsusedtodescribefamilywiththeirfamily photos&classphotos.Thesecanstayupfortheyearandstudentscanlearnmoreaboutone anotherandthinkabouthowtheirclassislikeafamilyatschool.

ManagingaLearner-Centered Environment

Weknowbehaviorisaformofcommunication.Teacherscanbepreparedtoimplementpractices thataddresschallengingandunexpectedbehaviors.

● Proximity

● SocialConferencing

● PlanB(CollaborativeandProactiveSolutions)

● BehaviorContracts

● SupportiveBodyLanguage

● RebuildingRelationshipsBetweenIndividuals

● De-escalationStrategies

○ 5Things:Mindfulness

○ Connect&Redirect

○ Prevention,De-escalation,Restoration,Reflection

● StaffDecisionPointandResponse

● Cbasketbehaviors

● Bbasketbehaviors

● Abasketbehaviors

Proximity

Whatitis

Movingaroundalearningspacetousesupportivebodylanguage,non-verbalinteractionsand proximitytoredirectstudentbehavior

Whywedoit

Itredirectsbehaviorswithoutembarrassingorcallingoutspecificstudents. Itallowsstudentsto regulatetheirbehaviorswithoutaspotlightbeingputonthem.

Howwedoit

● Havetechnologyinplacethatallowsyoutofreelymovearoundaspacewithoutbeingtied downbyadevice. Useairplay,ahandheldclicker,oripadsoyoucanfreelymovearound yourspace.(Ifyoudonothavetheabilitytoaccessoneoftheoptionsabove,talktoyour buildingtech,yourCIIC,oryouradministratortohelpyouproblem-solve).

● Duringdirectorindirectinstruction,movetoareasoftheroomwherestudentsare strugglingtobeontask.

○ Thiscanbeusedwhenastudentisstrugglingacademicallyorbehaviorally.

● Taponthedesk,pointtothecontentontheiPadortextbook,orgiveasignaltoredirect them

SocialConferencing

Whatitis

Socialconferencingisaconversationbetweenastaffmemberandastudenttoaddressaspecific behavior.Theobjectiveofasocialconferenceistore-establishbehavioralexpectationsanddiscuss solutions,whilealsobuildingteacher-studentrelationships.

Whywedoit

SocialConferencingpromotespartnershipwithstudentsandestablishesownershipforindividual behaviors.

Howwedoit

StepsforSocialConferencing:

● Chooseanappropriatesettingtoholdthesocialconference

● Staffstatesthenoticedstudentbehavior

● Staffasksthestudentwhattheynoticeaboutthestatedbehavior

● Staffnamestheproblemandtheneedtosolveit

● Staffandstudentcometounderstandingaroundthecauseoftheproblemcollaboratively

● Staffpromptsstudenttogeneratealternatives

● Staffandstudentagreeononestrategytotry

CommonPitfallstoImplementation:

● Assumingyouknowthestudentʼsperspective

● Skippingaheadtosolutionstoosoon

● Judgingorlecturing

● Givingpreordainedsolutions

● Assumingyouknowthestudentʼsperspective

PlanB(CollaborativeandProactive Solutions)

Whatitis

● ProactiveandcollaborativewaystoaddressBbasketbehaviors

● Givesadultsandstudentstheopportunitytomodelandengageinpositivesocialskills

○ Empathy

○ Appreciationofhowoneʼsbehavioraffectsothers

○ Resolvingdisagreementswithoutconflict

○ Perspectivetaking

○ Honesty

Whywedoit

• TobeproactiveandcollaborativewhenaddressingBbasketbehaviors

• Fostercollaborativepartnershipbetweenadultsandstudents

• Toengagestudentsinproblemsolvingproblemsthataffecttheirlives

Howwedoit

1. EmpathyStep

Goal:gatherinformationandachieveaclearunderstandingofthestudentʼsconcernor perspectiveontheunsolvedproblem.

Whatyouʼrethinking:WhatdonʼtIyetunderstandaboutthestudentʼsconcernor perspective?Whatdoesnʼtmakesensetomeyet?WhatdoIneedtoasktounderstand better?

InitialInquiry:“Iʼvenoticed(insertunresolvedproblem)...whatʼsup?”Tip:thisisaneutral observation.Usealinethatisnaturalforyou.

Morehelp:usereflectivelistening.Askwho,what,when,where,whyquestions.Probefor specificity.

2. Definetheproblemstep

Goal: Entertheconcernofthesecondparty(oentheadult)intoconsideration.Thisisyour turnastheadulttovoiceaconcern.

Gobackto7-12TableofContents

Whatyouʼrethinking:HaveIbeenclearaboutmyconcern?DoesthechildunderstandwhatI havesaid?

InitialInquiry:Theconcernis (insertadultconcern..)”orMyconcernis(Insertadult concern) ”

MoreHelp:Mostadultconcernsfallintooneoftwocategories:Howtheproblemisaffecting thekid,andHowtheproblemisaffectingothers

3. InvitationStep

Goal:Generatesolutionsthatarerealistic(meaningbothpartiescandowhattheyare agreeingto)andmutuallysatisfactory(meaningthesolutiontrulyaddressestheconcernsof bothparties)

Whatyouʼrethinking:HaveIcapturedtheconcerns?Canwebothdowhatweneedtodo? Doesthissolvetheproblemforbothofus?DoIthinkthiswillwork?

InitialInquiry:Restatetheconcernsthatwereidentifiedinthefirsttwosteps,usually beginningwithIwonderifthereisaway…

MoreHelp:Generatingasolutionisateameffort.Considertheoddsofitbeingsuccessful...if itisbelow70discusstheseconcerns

CommonPitfalls

● Skippingtheempathystep

● Assumingyouknowthestudentʼsperspective

● Skippingaheadtosolutionstoosoon

● Judgingorlecturing

● Givingpreordainedsolutions

● Signoffonsolutionsthatbothpartiescanʼtactuallyperform

● Signoffonsolutionsthatdonʼttrulyaddresstheconcernsofbothparties

BehaviorContracts

Whatitis

Abehaviorcontractisatoolthatcanbeusedtosupportstudentsinengaginginprosocial behaviors.Abehaviorcontractdetailstheexpectationsofthestudentandtheteacherincarrying outthecontract.

Whywedoit

Behaviorcontractsidentifypositivereinforcementthatcanbedeliveredtothestudentupon adherencetotheexpectationsofthecontract.Thissupportsthestudentinengaginginprosocial behaviorsandcanbegeneralizedacrossavarietyofsettingsandbehaviorsasthestudent demonstratessuccesswiththebehavioralexpectationsidentifiedinthecontract.

Howwedoit

Ateacherdecideswhichspecificprosocialbehaviortotargetforthebehaviorcontract. The behaviorshouldbedefinedintheformofapositivebehavior(e.g.,“raisinghandandwaitingtobe calledon”insteadof“notblurtingoutanswers”). Whenpossible,thestudentshouldbeinvolvedin thedevelopmentofthecontract.

Maincomponentsofabehaviorcontractshouldinclude:

● Targetbehaviorstoincrease,withanobservabledefinition

● Conditionsinwhichthestudentearnspoints/stickers/tokensfordemonstratingthetarget behavior

● Conditionsinwhichthestudentisabletoredeemtheirpoints/stickers/tokensforrewards

SupportiveBodyLanguage

Whatitis

Awaytoapproachpeopleinapossiblecrisisinwaysthatwillencouragethemtofeelsaferandless threatened.

Whywedoit

● Communicatesrespect

● Appearsnonthreatening

● Maximizessafety

Howwedoit

Do Donʼt

● Keepyourbodyrelaxed

● Keeparmsdownatyourside

● Standwithfeetshoulderwidthapart

● Anglebodyslightlyawayfromstudent

● Keepyoureyesonthestudent

● Communicateatensebody

● Crossarmsinfrontofyourbody

● Puthandsonhips

● Directlyface

● Turnyourbackfromstudent

RebuildingRelationshipsBetween Individuals

Whatitis

Re-establishingpositiveinteractionsaeranegativeexperience.

Whywedoit

Re-buildingrelationshipsputsanemphasisonre-establishingapositiverelationshipbetweenall individualsinvolvedinanincidentorexperience(i.e.,offender,staff,andpotentiallythevictim)to ensureaphysicallyandemotionallysafeenvironmentforallstudentsandstaff

Howwedoit

Aneutralthirdpartystaffmember(e.g.,someonetrainedinrestorativepractices,suchasasocial worker,schoolpsychologist,orspecialist)cansupporttheteacherandclassinfacilitatinga restorativecircletoprocessthroughdifficultsituationsandestablishexpectationsforallpartiesin orderforallindividualstobewelcomedintotheclassroom

ParadigmShi

TraditionalDiscipline

Schoolandrulesviolated

Justicefocusesonestablishingguilt

Accountability=Punishment

Justicedirectedatoffender, whilevictimisignored

Rulesandintentoutweighwhetheroutcomeis positiveornegative

Noopportunityforremorseoramends

RestorativePractices

Peopleandrelationshipsviolated

Justiceidentifiesneedsandobligations

Accountability=Understandingimpact, repairingharm

Offender,victim,andschoolallhavedirect rolesinjusticeprocess

Offenderisresponsibleforharmfulbehavior, repairingharm,andworkingtowardapositive outcome

Opportunitygivenforamendsandexpression ofremorse

De-escalation:5Things(Mindfulness)

Whatitis

5Thingsisastrategythathelpsstudentscalmtheirbodiesandmindswhentheyarefeeling worried,frustrated,nervous,uncomfortable,orarebecomingescalated.

WhyWedoit

Tohelpstudentsregulatetheiremotionsandcalmtheirbodies. Oncestudentshavepracticedthis severaltimeswithteacherguidance,theymaybeabletomovetowardsindependenceof implementationofthispracticewhentheyfeeltheneed.

HowweDoit

Identify(name,pointto,thinkof)...

● 5thingsyouseearoundyou

● 4thingsyoucantoucharoundyou

● 3thingsyouhear

● 2thingsyoucansmell

● 1thingyoucantaste

De-escalation:ConnectandRedirect

WholeBrainDisciplinebyDanielJSiegel,MDandTinaPayneBryson,Ph.D

Whatitis

Emotionalregulationcanbeadifficultskillforsomeofourstudents.Inordertosupportthemin theirabilitytoregulateemotions,wecanconnectandshowempathytoastudentwhoisfeeling agitated,worried,orfrustrated.Aerwehavehelpedthestudentcalm,thenwecanredirectthem toproblem-solvingstrategies.

WhyWedoit

Itisessentialtosupportourstudentsʼsocial,emotional,andbehavioralgrowthanddevelopment andmodelempathyinorderforthemtoprocess,calm,andbeproductiveinde-escalatingand problemsolvingindifferentsituations,asneeded.

HowweDoit

● Connectwiththestudent:

○ Youmayusephysicaltouch(handontheshoulder,hug,orhandontopofhand).

○ Acknowledgethestudentʼsfeelings:“Ihearthatyouarefeeling because .Thankyouforsharingthatwithme.”

○ Makesureyouarenonjudgmentalofthestudentʼsfeelingsinyourwords,tone,and bodylanguagewhilelistening.

○ Askopenendedquestionstolearnmore,andcontinuetonamethestudentʼs feelingsasyouhearthem

● Redirectthestudent:

○ Oncefeelingshavebeenidentified,andthestudenthashadtimetoprocessand calm,youmaynowredirectthestudenttoproblemsolving.

○ Helpthestudentunderstandtheirfeelingsandtheirresponsetothedifficult situationathand.

○ Havethestudentsharehowthissituationandtheirchoicesimpactthemselvesand others.

○ Supportthestudentinidentifyingtheirneedsandwhattheycandotomakethings right.

○ Reducetheamountofwordsyouuse,embraceemotions,andtrytoemphasizethe positives.

Prevention,De-escalation,Restoration,

Reflection

PBISPositiveBehavioralInterventions&Supports

StrategiesforDe-escalatingStudentBehaviorsintheClassroom

Whatitis

Strategiesclassroomteachersmayimplementinordertominimizethechancesofchallenging behaviorsintheclassroom.Thestrategiesyouwillseebelowdescribehowtoengagestudentsin regulationstrategiesfromwhentheyaremostcalmandregulatedtowhentheyareleastcalmand regulated(i.e.,dysregulated).

WhyWedoit

Classroomteachersshouldcreateanenvironmentwhereallstudentsfeelsafe,welcome,seen,and heard.Thesepreventionstrategiesallowclassroomteacherstosettheirstudentsupforsuccess.If thesestrategiesareinplace,therearelikelytobefewerchallengingbehaviorsintheclassroom, andiftherearechallengingbehaviors,thestrategiesputinplaceinourcorepracticesshouldbe directlylinkedtoour“more”and“different”interventionstoleadthesestudentstobesuccessful atschool.

HowWedoit

PositiveClassroomEnvironment:

1. Createasafeandinclusiveenvironment

2. Explicitteachingandmodelingofclassroomrules&expectations

3. Explicitteachingandmodelingofconsistentandpredictableroutines

4. Provideengaginginstructionattheappropriateleveloflearningwithmultipleopportunities torespondtolearninganddemonstrateunderstanding

5. Acknowledgeandpraisepositivebehaviors,andreteach/redirectwhenchallenging behaviorsoccur

Self-regulation/self-management:

Studentsneedtobetaughtself-regulationstrategieswhentheyareinacalmandregulatedstate. Thesestrategiescanbetaughtandpracticedfrequentlythroughouttheschooldayinordertohelp studentslearnandunderstandhowtoself-regulatewhentheiremotionsariseandtheyareableto recognizetheyaredysregulated. Somestrategiesforself-regulationandself-managementinclude butarenotlimitedto:

1. Deepbreathingstrategies

2. Mindfulnessstrategies

4. Requesting&takingabreakintheroom

AgitationRedirectionStrategies:

Agitationoccurswhenastudentpresentschallengingbehaviorthatisslightlyelevatedinintensity (K.Strickland-Cohen,A.Newson,K.Meyer,R.Putnam,L.Kern,B.Meyer,A.Flammini).

1. Providechoice(e.g.,“Wouldyouliketocompleteyourworkatyourdeskorthebacktable?”)

2. Redirection:Redirectastudentʼsbehaviortodesiredbehavior (eg,“Ifyouaregetting frustrated,takeawalktogogetadrinkthencomebackandtryagain”).

3. Co-regulation:Expressempathytostudentsandvalidatetheirfeelings.Modelthedesired behaviorandpositivelyreinforcestudentswhentheyfollowyourredirection.(e.g.,“I noticedyouareupsetbecauseyouareyellingandslammingyourbooksonthetable.Iknow sometimesourschoolworkcanbehard.WhenIfeelfrustrated,Iliketotakeawalktoclear mymind. Letmeknowifyouʼdliketodothat.”)

4. Promptregulationroutines:Theseareroutinesyouhavepreviouslytaughttoyourwhole classtopracticeregulationstrategies(i.e.,breathingstrategies,positiveaffirmations, mindfulness).Promptstudentstotryoneofthestrategiesthattypicallyworksbestforthem, andhelpthemgetstartedifneeded

AccelerationRedirectionStrategies:

Accelerationoccurswheninitialstrategiesareineffective,andthestudentmovesintoahigherlevel ofdysregulation(K.Strickland-Cohen,A.Newson,K.Meyer,R.Putnam,L.Kern,B.Meyer,A.Flammini).

1. Remindersofregulationroutine:Provideavisualandbriefverbalremindertothestudent withacalm,neutraltoneinaprivate/discreetmanner.Remember,thisroutineshould alreadybemasteredbythestudent.

2. Providespace:Staycloseenoughtomonitorstudentbehavior,butgivethemasafespaceto calm.Trytokeepattentiononotherstudentsandnotonthedysregulatedstudent.

3. Co-Regulationwithlimitedwords:Redirectthestudentwithminimalwordstocomewith youandregulateusingastrategy.

CrisisResponseStrategies:

Crisisisthepeakofdysregulation.Astudentincrisisisoenunabletoregulatetheirbehavior independentlyandmayneedsupporttogetoutoftheflight,fightorfreezeresponsemode(K. Strickland-Cohen,A.Newson,K.Meyer,R.Putnam,L.Kern,B.Meyer,A.Flammini). Thegoalinthis phaseistomakesurestudentsaresafeandtopreventfurtherescalationfromoccurring.This wouldbeconsideredaBasketAbehavior,andstaffshouldcallforsupportimmediately.

1. Maintainsafetywithdistrictapprovedprotocol:Callforsupport.Keepstudentssafe. Evacuatetheclassroomifnecessaryorhavetheescalatedstudentleavethearea.Donot leavethestudentincrisisalone.Makesuresomeoneisabletomonitorandviewthestudent incrisistoassuretheirsafetyaswell.

2. UseMinimalwordsandinstructions:Providespaceandlimitedwordsforstudentstocalm. Escalatedindividualsarenotabletoprocessconsequencesordirectionsatthispoint.Lessis more(verbally)inthissituation.

3. Staycalm:Ifneeded,practiceyourownself-regulationstrategies.Takeabreakfromthe situationwhensupporthasarrivedanddowhatyouneedtocalmbeforereturningbackto thesituationathand.

CrisisRecovery:

De-escalationfollowingacrisiscanbethoughtofintwostages.First,thereistheimmediateperiod ofrecoveryfollowinganintensebehavioralincident,duringwhichbothstaffandthestudent(and oentheirpeers)needtoregulate,reinstatecalm,andresumetypicalclassroomactivities.(K. Strickland-Cohen,A.Newson,K.Meyer,R.Putnam,L.Kern,B.Meyer,A.Flammini). Thetimeof recoverymayvarybasedonthebehavior.

1. Welcomestudent:Kindlywelcomethestudentincrisisbacktoclassandallowthemtofeel welcomed,accepted,andsafeastheyrejointhegroup.

2. Reintegrate:Allowthestudenttoparticipateinregularclassroomroutinesandactivities. Provideexplicitandclearexpectationsanddirections Providepositivepraisewhenthe studentfollowsexpectations.

3. Focusonthepresent:Allowallstudentstimetoregainself-regulationandre-adjusttobeing backintheclassroom.Donotdiscussthecrisissituationtoosoonorthestudentmay re-escalate.

Restoration:

Restorationisthefinalphaseofde-escalation.Itmayincludereparations,suchascleaningupa mess,apologizingtosomeone,etc.Thegoalisforthestudenttounderstandhowtheiractions impactedthosearoundthem.Lastly,studentsshouldbeguidedthroughself-reflectionto understandwhatledtotheiractions,andhowtheyresponded,aswellaspreventionstrategiesfor thefuture.

1. Debriefwiththestudent.Allowthestudenttotelltheirsideofthestory.(e.g.,“Canyou describewhatwasgoingonwhenyoustartedfeelingupset?”).Letthemexplaintheir thoughtsandthefeelingstheyhadatthattime.Thencreateaplanforhowthestudentcan workwithyounexttimetoprompttheuseofself-regulationstrategies.Reviewregulation skillsthestudentmayuseinasimilarsituationandpractice.

2. Staffdebriefandreflection.Usethefollowingreflectionquestions:

○ Whatwasmystateofmind?

○ WhydidIrespondthewayIdid?

○ WasIabletostaycalm?

○ DidItakethestudentʼsbehaviorpersonally?

○ CouldIhaveinterveneddifferently(e.g.,earlier,later,etc.)?

StaffDecisionPointandResponse

Evenwithalloftheproactiveworkthatwedo,therewillbetimeswhenstudentbehaviorisnot matchingstudentexpectations.Inthesemoments,staffhavetomakeadecision:Whattypeof behavioristhis?

Whatisthe behavior?

Who responds?

Behaviorsthatdonʼt disruptthelearning environmentanddonʼt needtobeaddressed“in themoment”butatsome point.

-ClassroomTeachers*

-Whenthebehavior becomesapattern: Counselors for PersonalizedLearning

Behaviorsthatmaydisruptthe learningenvironmentand shouldbeaddressed“inthe moment”butareNOTissuesof physicaloremotionalsafety.

-ClassroomTeachers*

-Whenthebehaviordoesnot stoporisrepeated:

Pleaserefertoyourschool specificprocessesfor respondingtorepeatedB Basketbehaviors

ABasketBehaviors

Behaviorsthatresultin physicallyoremotionally unsafeenvironment

Whendoyou respond?

Anytimethatmakessense forboththeteacherand student

Pleaserefertoyourschool specificprocessesfor respondingtoABasket behaviors.

Asitishappeningorduringthe classperiod/activity Immediately

Behaviorsthataredisruptivetoself, butnon-dangerous(CBasket)

Whatitis?

Behaviorsthatdonʼtdisruptthelearningenvironment,anddonʼtneedtobeaddressed“inthe moment.” Examples:studentusingtheirphoneinclass,skippingclass,sleepinginclass,notcoming prepared

Whenisaresponseneeded?

Anytimethatmakessenseforboththeteacherandstudent

Howwerespond?

Responsibletorespond:ClassroomTeacher/Paraprofessional PotentialstrategiestousetoaddressCbasketbehaviorsareidentifiedbelow Pleaseseeprevious sectionsfordescriptionsofthefollowing:

● Revisitroutines

● Providebehavior-specificpraise(tostudentsengaginginthedesiredbehavior,aswellas whenthetargetstudentbeginstoengageindesiredbehaviors)

● Considersocialconferencing

● Implementabehaviorcontract

● Reviewrespectagreements

● Useempoweringlanguage

● Partnerwithfamilies

● Provideopportunitiesforchoice

● Setrealisticandappropriatelimits

Nextsteps

● WhenapatternofCbehaviorsisdemonstrated,theteachercontactsthestudentʼsfamily, informstheCounselorforPersonalizedLearning,and/orthebehaviormovestoBasketBfor thatstudent

Promptsforcommunicatingbehavioralconcernswithfamilies:

● Communicatewhathappenedbeforethebehavior

● Describethebehaviorinobjectiveterms(ie,whatdidyouobserve?)

● Determineaplanmovingforwardandaskforhelpinproblemsolvingifneeded

● Sharesomethingpositiveaboutthestudent

● Avoidlongdetailedemailswithextensivedetailsaboutthesituation.Clearandconciseis best

Behaviorsthataredisruptive,but non-dangerous(BBasket)

Whatitis?

Behaviorsthatmaydisruptthelearningenvironment,andshouldbeaddressed“inthemoment,” butareNOTissuesofphysicaloremotionalsafety.Examples:studentargumentduringclass,brief verbaldisruption(e.g.,swearing),refusaltogotoexpectedlocation,disruptiveuseofpersonal technology(cellphones)

Whenisaresponseneeded?

StaffshouldrespondtoBbasketbehaviorsastheyarehappeningorwithintheclassperiodin whichthebehavior(s)occurred

Howwerespond?

During

Staff(Teacher/Paraprofessional)response

● PotentialstrategiestoaddressBbasketbehaviors

○ Revisitroutines

○ Providebehavior-specificpraise(tostudentsengaginginthedesiredbehavior,aswell aswhenthetargetstudentbeginstoengageindesiredbehaviors)

○ Considersocialconferencing

○ Implementabehaviorcontract

○ Reviewrespectagreements

○ Useempoweringlanguage

○ Partnerwithfamilies

○ Provideopportunitiesforchoice

○ Setrealisticandappropriatelimits

BehaviorResponseTeam

● Staffreferral:Ifstudentdoesnotrespondtostrategies,studentisreferredtoan administratororBehaviorSpecialist

Aer

StaffResponse

● Re-establishstabilitywithintheenvironment,providepositivereinforcementwhentarget studentisdisplayingthedesiredbehaviors

● CompleteanOfficeDisciplineReferral(ODR)-follow buildingʼsprocess

Gobackto7-12TableofContents

Nextsteps

● Teachershouldcontactthefamilytoexplainobservedbehaviors.Ifastudentisona behaviorspecialistcaseloadorhasacasemanager,youshouldcollaboratewiththesestaff todeterminewhoisgoingtospeakwiththefamily.

● WhenapatternofBbehaviorsisestablished(e.g.,threeunsuccessfulattemptstoredirect), anadministratormayinitiatecontactwiththecorebehaviorteamandthestudentmaybe referredtopitcrewandaccessothersupportsatthattime.

Promptsforcommunicatingbehavioralconcernswithfamilies:

● Communicatewhathappenedbeforethebehavior

● Describethebehaviorinobjectiveterms(i.e.,whatdidyouobserve?)

● Determineaplanmovingforwardandaskforhelpinproblemsolvingifneeded

● Sharesomethingpositiveaboutthestudent

● Avoidlongdetailedemailswithextensivedetailsaboutthesituation.Clearandconciseis best

Behaviors that are Physically or Emotionally Unsafe (A Basket)

What it is?

Behaviorsthatresultinaphysicallyoremotionallyunsafeenvironment.Examples:physicalfights, physicalaggression(i.e.,physicalactionstowardsothersthatcauseorhavethepotentialtocause injurytothoseindividuals),self-injury,sexualharassment,hatespeech

When is a response needed?

IMMEDIATELY

How we respond?

During Staff response

● Callforsupportbasedonbuildingplan

● Staffthatarenotwithstudentsneedtosayinareatomaintainsafetyandsupervision

● Supportclearinghallwaysandguidestudentstoassignedlocations

● Remainingstaffwilllook/listenforadditionalpointofinformationthatmayhelpinthe resolutionoftheincident

BehaviorSupportTeam

● Staffrespondstocallforsupport

● Targetstudentisremovedfromcommonareasbyanadministrator(Principal,AP,Deanfor StudentServices/StudentServicesSpecialist)

○ Thismayinclude“clearingtheroom”bydirectingotherstudentstogotoadifferent area

Aer

BehaviorSupportTeam

● Supportandsupervisestudentsdirectlyinvolvedintheincident(e.g.,offender,victim)

● Providestudentwithincidentreportforstudenttoprovidetheirperspectiveoftheincident

Teacherresponse

● Re-establishstabilitywithintheenvironment

○ Couldinclude:debriefingwiththoseindirectlyinvolvedintheincident,restorative circle

● Staffwitnessingtheincidentsubmitastatementtobuildingadministration(within24hours)

○ Statementshouldincludeonlyfactualinformation:studentsinvolved,dateandtime ofincident,behaviorsthatwereobserved,howstaffresponded,andanyknown follow-upwiththosedirectlyand/orindirectlyinvolvedintheincident

Nextsteps

● Investigationiscompletedbyadministration/Dean/Specialist

○ Reviewvideo,statementsfromwitnesses

○ IncludesaTennessenwarning(forstaffandstudents)

● Dean/Specialistreviews(ordevelops,ifitdoesnotyetexist)thestudentʼsbehaviorsupport planandconsultwithCaseManager(ifapplicable)and/orBehaviorSpecialist

● Consequencesdependontheuniquecircumstancesofeachstudentʼsbehavior,andmay include,butarenotlimitedto:communityservice;restorativecircle;changeofschedule; in-schoolsuspension;outofschoolsuspension;changeofschool;expulsion

○ Followinganin-schooloroutofschoolsuspension,areadmissionplanshouldbe developedbyadmin/Dean/Specialistandreviewedwiththestudentandstudentʼs familypriortothestudentreturningtoclasses

● Dean/SpecialistorAdministratorcontactsstudentʼsfamilytodebrieftheincidentand discussnextsteps

● Dean/SpecialistorAdministratordevelopsareadmissionplaninpartnershipwithstaff involvedintheincident

● Dean/SpecialistorAdministratorholdsareadmissionmeetingwiththestudent,studentʼs family,andrelevantspecialists(e.g.,casemanager,socialworker,studentservices specialists,behaviorspecialist,schoolpsychologist,etc.)

Reinforcingalearner-centered environmentthroughdesignoflearning experiences

Whatitis

Inadditiontodesigning,cultivating,andmanagingalearner-centeredenvironment,teachers intentionallyusebackwarddesignofunitsandlessonstoreinforcetheskillsneededforstudentsto demonstrateCareerandLifecompetenciesandtochooseengagementstrategiesthatbringour visionforinnovativeandpersonalizedlearningtolife.

Whywedoit

Well-designed,personalizedandengaginglearningexperienceswillcultivatesocial,emotional,and behavioralgrowthanddevelopment.Byembeddinghighexpectations,engagingexperiencesand studentvoiceandchoice,studentswillfeelempoweredintheirownlearning.

Howwedoit

● EmbedspecificengagementtoolsthatalignwithCareerandLifeCompetenciesinthe backwarddesignoflearning

○ DeterminewhichCareerandLifeCompetencytoembedinlearningdesignbyusing the7-12career&lifecompetenciestoolkit

● Embedhighleverageengagementstrategiesinthebackwarddesignoflearning

○ Determinewhichhighleverageengagementstrategiestoembedinlearningdesign byusingtheengagementStrategiesToolkit