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Dibert restart day 5 morning routines and instructional training
Dibert restart day 5 morning routines and instructional training
Dibert restart day 5 morning routines and instructional training
Dibert restart day 5 morning routines and instructional training
Dibert restart day 5 morning routines and instructional training
Dibert restart day 5 morning routines and instructional training
Dibert restart day 5 morning routines and instructional training
Dibert restart day 5 morning routines and instructional training
Dibert restart day 5 morning routines and instructional training
Dibert restart day 5 morning routines and instructional training
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Dibert restart day 5 morning routines and instructional training

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  • 1. Meeting Agenda Day 5 • School Culture Objective—To deliberately practice morning routines. • Instructional Training Objective—To review the lesson plan cycle and create dailyOUR assessments for learning.MISSI ON I. Morning Routines, Deliberate Practice, and Consequences To (3:15 – 3:45 PM) III. Transition upstairs (3:45 – 3:50 PM) IV. Instructional Training (3:50– 5:00 PM) V. Calendar DAY TIME EVENT FACILITATOR(S) Friday, April 16th 3:00-5:00 Cultural All Staff Instructional Training 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 1
  • 2. 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—7:50 Lower School Transition to Class Upper School Lines Up Outside 7:50—7:55 Upper School Enters Café sit in designated row on black tape 7:55—8:05 Upper School’s Community Meeting 8:05—8:10 Upper School Transition to 1st block 8:10—9:?? Upper School 1st Block • 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 (Williams, the Music Teacher) • Thursday, 4/22: Expectations/Rules (Charles), College (Ms. Francois) • 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 2
  • 3. and conference with parent.5. J. Brown> - 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 GreenPolo-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-8thGrade Boys • Black Uniform Style Pants or Knee Length Shorts • Black Belt with Buckle not larger than 2 inches wide and 2 inches length • GoldPolo-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-8thGrade 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 3
  • 4. 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.” “We are going to have our best day of learning today.” “This class is showing me that they are ready to learn.” 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 who does not meet this expectation will cause the class to 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. 1stperson Karels 2ndperson Fenjves 3rdperson Trant 4thperson Jones 4
  • 5. 4thGrade (Rutl, Edwards), 8thGrade (Francois) Exit on the left 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. 1st person Rutledge 2nd person Edwards 3rd person Francois D. Williams and Garnettare in each stairwell to help with lines. LINES. YOUR JOB IS TO MAKE SURE THAT THE LINES RETURN TO CAFÉ IF THEY ARE NOT STRAIGHT AND SILENT. YOU SHOULD ALERT THE TEACHER(S), AND TELL HIM OR HER TO BRING HIS/HER CLASSES BACK TO THE CAFÉ IF ANY STUDENT IS SPEAKING Car Duty Trant/H. Taylor on regular car duty. Close and lock gate at 7:45 AM. Students enter in front.Transitions and 1. Line up students in classroom. If students are not in a straight silent line. Ask them to sit back Dismissal down and do it again. 2. Restate the expectations. 3. Do not move the line until it is straight and silent. If you do, kids’ chaos will become our norm again. 4. All doors will be locked once you exit them, so students can not reenter the building. Staff will have to enter from the main entrance only. 5. Dani will remain at front door to prevent students from reentering the building. Students who come out of classes without a teacher or outside of the line will meet with the leadership team and the teachers in question. 6. Who’s on hall duty? 5
  • 6. 1st Block2nd Block3rd Block4th Block5th Block6th Block 6
  • 7. Behavior Log Teacher Date• Out of Seat (OS) • Eating in Class (E) • Talking Excessively (TE)• Materials/Unprepared (NO • Arguing w/Student (A) • Off Task Behavior(s) (OT) pencil, pen, homework) • Not Following Directions (ND) Student Name 1st 2nd 3rd Notes 7
  • 8. Behavior Reflection Room Referral PART I. BASIC INFORMATION (Student cannot enter the Time Out Center without Part I completed.) Student Name (first and last): ___________________________________________ Date:__________________ Teacher/ Staff: ________________________________________________ Incident Time:_________________ Immediate Referral for Intolerable Behavior Inappropriate Language Blatant Disrespect to Teacher Fighting Escalating Consequences (Student earned 3 marks for inappropriate classroom behaviors) ______Out of Seat ______Eating in ______Talking ______Off Task Class Excessively Behaviors ______Not Following ______Arguing Directions Brief Explanation: PART II. TEACHER RECOMMENDATION (Optional) ________________________________________________________________________________________ __ PART III. ADMINISTRATIVE ACTION TAKEN 01 Student Pick-up 04 Left message for Parent 07 Detention 02 Called Parent 05 Referred to Social Worker 08 Friday Detention 03 Parent will call Teacher 06 Student earned sets 09 Suspension Days Out:_________ Letter Sent? Yes No Notes:____________________________________________________________________________________ REFLECTION ROOM Staff Signature_______________________________________ Date Time Staff SurveyThank you for spending your week working with FirstLine staff. We appreciate your tenacity and hope that the changes we 8
  • 9. implement next week will improve both the quality of instruction and the school culture. Pleasecomplete the survey below, as your feedback is invaluable to us.Directions: For #1-6, read the question, and circle your response. For #7, rate the quality of training,and provide a brief explanation that supports your rating. For #8, please share any lingering questions you still have. 1 5 10 1. The quality of training was strong. Strongly Disagree Neither Agree Agree Strongly Disagree nor Disagree Agree 2. If executed well, our morning Strongly Disagree Neither Agree Agree Strongly routine, instructional delivery, and Disagree nor Disagree Agree behavior management strategies will improve our school culture. 3. I am confident about my ability to Strongly Disagree Neither Agree Agree Strongly implement what I have learned Disagree nor Disagree Agree this week. 4. I am confident that staff has the Strongly Disagree Neither Agree Agree Strongly ability to implement what we have Disagree nor Disagree Agree learned this week. 5. I will commit to making the Strongly Disagree Neither Agree Agree Strongly restarts successful. Disagree nor Disagree Agree 6. I believe that if I perform well, I Strongly Disagree Neither Agree Agree Strongly will have a fair opportunity for a Disagree nor Disagree Agree position at FirstLine. 9
  • 10. 7. My rating for this week’s professional development training on a 1-10 scale is a because8. What’s one concern you have after this week? 10

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