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Dibert restart day 3 morning routines and instructional training
 

Dibert restart day 3 morning routines and instructional training

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    Dibert restart day 3 morning routines and instructional training Dibert restart day 3 morning routines and instructional training Document Transcript

    • Meeting Agenda Day 3 School Culture Objective—To deliberately practice morning routines. Instructional Training Objective—To review the expectations for the lesson plan cycle.OURMISSI I. Review Staff Feedback Results on pgs. 2-3 (on your own) ON II. Morning Routines, Deliberate Practice, & Positive Framing (4:30-4:45 PM) To III. Instructional Training (4:45 – 5:30PM) IV. Calendar DAY TIME EVENT FACILITATOR(S) Thursday, April 15 4:30 – 4:45 PM Training Natasha Baker School Culture (i.e. school-wide 4:45 – 5:30 PM procedures & practice) Kirsten Feil Instructional Training Friday, April 16th 4:30 – until The Bulldog All Staff Monday, April 19th 7:10 AM – 4:00 PM Cultural & All Staff and Students Instructional Restart Thursday, April 22nd 4:30 PM Staff Meeting Jay Altman & New Leadership Team Monday, May 3rd 7:00 AM – 4:00 PM Observations & New Leadership Team Interviews Staff Feedback Results 1
    • The following information was collected from the survey completed by Dibert’s staff on Thursday, April 8th, 2010. • 54% of Dibert staff strongly agree that a school cultural restart is needed. • 38% of staff agree that a cultural restart is needed. • 8% or 2 of the 26 respondents did not respond to this survey question. • 27% of staff strongly agree that an instructional restart is needed. • 46% agree that an instructional restart is needed. • 15% are undecided on the issue. • 4% disagree and do not believe that Dibert needs an instructional restart. • 8% or 2 of the 26 respondents did not respond to this survey question. • 65% of staff strongly agree with committing to making the restart successful. • 27% of staff agree with committing to making the restart successful. • 4% or 1 of 26 respondents disagree and will not commit to making the restart successful. • 4% or 1 of 26 staff did not respond to this survey question. 2
    • Efficiency and Dibert’s Routines The table below implicates the amount of instructional time wasted in classes beginning 5-20 minutes late. INSTRUCTIONAL TIME WASTED Daily Weekly Monthly YTD (Minutes x1) (Daily x5) (Weekly x4) (Monthly x8) 800 min 5 min 25 min 100 min =13 hrs 20 min (1h 40 min) ≈2 School Days 1,600 min 10 min 50 min 200 min =26 hrs 40 min (3 hrs 20 min) ≈4 School Days 2,400 min 15 min 75 min 300 min =40 hours (1h 15 min) (5 hours) ≈6 School Days 3,200 min 20 min 100 min 400 min =53 hrs 20 min (1 h 40 min) (6 hrs 40 min) ≈9 School DaysAccording to staff, if classes begin late, it is usually the result of one or more of the following: • Lack of teacher preparation (i.e. Power-up, lesson, objectives, etc.) • Extended morning meetings • Breakfast and Buses • Change in routines • Transitions (i.e. from basement to 3rd floor, entering the classroom, from morning routine to lines, etc.) • Teachers talking in the hallway, not coming to class on time • Discipline (i.e. student disputes, etc.) • Not following the scheduleAccording to staff, the following need to happen to ensure that our classes begin on time: • Teamwork • Breakfast and morning meetings ending on time • Silent Transitions • Teachers reporting on time to pick up their students, having power-up ready before classes begin • Consistent routines, consistently reporting to work on time • Teachers prepared for classes • Organization 3
    • Cultural Restart Morning Schedule 7:10—7:20 Staff Meeting (Yes, every day during re-start week! Please be in library at 7:10 sharp!) 7:20—7:30 Staff Report to Morning Posts 7:30—7:55 Buses Unload, Checkpoint, Breakfast, Morning Recess 7:45—7:55 Lower School Community Meeting 7:55—8:00 Lower School transitions to classrooms Upper School lines up outside and transitions into cafeteria, sit in designated row/on black tape 8:00—8:10 Upper School’s Community Meeting • Monday, 4/19: Change (Chad), Perseverance (Dani), and Expectations/Rules (Charles) • Tuesday, 4/20: Leadership (Chad) & What it Takes to Be Great-Rhode Scholar Story/Clip (Dani), and Expectations (Charles) • Wednesday, 4/21: Expectations/Rules (Charles), College (Ms. Francois) • Thursday, 4/22: Expectations/Rules (Charles), College (Williams-Music Teacher) • Friday, 4/23: College – Expectations/Rules (Charles), College (?) 8:10-8:15 Upper School’s SILENT Transition to 1st Block 8:20-9:? 1st BlockROUTINE ROLES AND RESPONSIBILITIES Buses 1. Webb Outside Zone – Greet scholars with, “Good Morning.” Have students form single file line outside and then send into building and continue with entrance flow. If a student fails to comply with the request of uniform, gum, etc., radio Sanders and she will expedite the student through security and escort to the reflection room.Checkpoint 2. Harvey Door – Greet scholars with, “Good Morning, are you ready to learn?” Check for uniform. Any student who has on anything other than the uniform must report to Ms. Sanders in the reflection room. 3. McNair—Replace Harvey at 7:50 AM. Any student who walks in late must be checked for uniform and escorted to the appropriate location with a pass. 4. Sanders—Greet Scholars entering the reflection room, have them sign in, sit and complete sets while you contact the parent to bring the uniform item or pick up the child. If student refuses to comply with your request, s/he is automatically out for 1 day. Medley will handle the suspension letter, call 4
    • and conference with parent.5. <1 STAFF MEMBER NEEDED> - Runner for Harvey, Sanders, Dequair to escort students to Ms. Sanders in the reflection room.Uniform for PK to 5th-Grade Boys • Black Uniform Style Pants or Knee Length Shorts • Black Belt with Buckle not larger than 2 inches wide and 2 inches length • Kelly Green Polo-Style Shirt with School’s Logo • Solid Black Shoes (NO SHOES WITH OTHER COLORS OR DESIGNS) or • Solid Black or Solid White Tennis Shoes (NO SHOES WITH OTHER COLORS OR DESIGNS) • Black or White Crew Style SocksUniform for PK to 5th-Grade Girls • Black Uniform Style Pants, Knee Length Shorts, or Knee Length Skirt (STRAIGHT STYLE OR PLEATED STYLE) • Black Belt with Buckle not larger than 2 inches wide and 2 inches length • Kelly Green Polo-Style Shirt with School’s Logo • Solid Black Shoes (NO SHOES WITH OTHER COLORS OR DESIGNS) or • Solid Black or Solid White Tennis Shoes (NO SHOES WITH OTHER COLORS OR DESIGNS) • Black or White Crew Style SocksUniform for 6th-8th Grade Boys • Black Uniform Style Pants or Knee Length Shorts • Black Belt with Buckle not larger than 2 inches wide and 2 inches length • Gold Polo-Style Shirt with School’s Logo • Solid Black Shoes (NO SHOES WITH OTHER COLORS OR DESIGNS) or • Solid Black or Solid White Tennis Shoes (NO SHOES WITH OTHER COLORS OR DESIGNS) • Black or White Crew Style SocksUniform for 6th-8th Grade Girls • Black Uniform Style Pants, Knee Length Shorts, or Knee Length Skirt (STRAIGHT STYLE OR PLEATED STYLE) • Black Belt with Buckle not larger than 2 inches wide and 2 inches length • Gold Polo-Style Shirt with School’s Logo • Solid Black Shoes (NO SHOES WITH OTHER COLORS OR DESIGNS) or • Solid Black or Solid White Tennis Shoes (NO SHOES WITH OTHER COLORS OR DESIGNS) • Black or White Crew Style Socks 5
    • Breakfast and Lower School Recess 1. Enter school building 2. Eat breakfast 3. Sit in common area 4. Transition to class (7:45 AM) Upper School 1. Enter school building 2. Eat breakfast and/or go to Recess 3. Line up outside (7:45 AM) 4. Teachers escort lines inside to common area (7:50 AM) • 4th, 5th, 6th grade enters front door. Bring line around back to front. Follow tape and name. • 7th – 8th grades enter back door. Bring lines from front to back. Follow tape and name. • MAKE ALL STUDENTS FOLLOW YOUR EXPECTATIONS: 1) Sit, 2) Don’t change seats, 3) Keep your hands and feet to yourself. 5. Community Meeting (7:55 -8:05 AM) 6. SILENT Transition to class (8:05 AM) (NOTE: This means NO child is talking, whispering or making any sound(s). This also means that adults are not chatting with one another. Conversation is intentional positive reinforcement and framing: “Thank you, Johnny for standing silently. I really appreciate you complying with my request to walk quickly and silently so that you can maximize your instructional time.” 5th -6th (K,Fen), 7th (Trant), 8th (Jones) Exit on right –Charles will ask for your classes to line up with you quickly and silently. Any student or class who does not meet this expectation will sit back down. The next teacher will then go at Charles request. Please stay in this order and be at your door promptly. DO NOT allow your students to talk in line. Any student who talks makes the entire line return. Charles will address them. 6
    • 1st person Karels 2nd person Fenjves 3rd person Trant 4th person Jones4th Grade (Rutl, Ewar), 8th Grade (Francois) Exit on the left Charles will ask for your classes to line up withyou quickly and silently. Any student or class who does not meet this expectation will sit back down.The next teacher will then go at Charles request. Please stay in this order and be at your door promptly.DO NOT allow your students to talk in line. Any student who talks makes the entire line return. Charleswill address them. 1st person Rutledge 2nd person Ewar? 3rd person Francois***2 STAFF MEMBERS ARE NEEDED IN EACH STAIRWELL TO HELP WITH LINES. YOUR JOB IS TO MAKESURE THAT THE LINES RETURN TO ALERT THE TEACHERS TO BRING THEIR CLASSES BACK TO THE CAFÉ IFANY STUDENT IS SPEAKING*** 7