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Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
Frrogs power point rev.
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Frrogs power point rev.

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For Mr. Winters

For Mr. Winters

Published in: Education
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  • 1. A Presentation for the August 27 In-Service
  • 2. <ul><li>We are an RTI school and part of Tier I interventions includes positive behavior supports for students prior to them reaching Tier II. </li></ul><ul><li>We have a need for a positive behavior support plan to address the positives that students do and to encourage their connectedness within school. </li></ul><ul><li>MS data from 2008-2009 shows us that AM tardies are the highest they have been over the past three years and that attendance is an issue. </li></ul><ul><li>Educational research shows us that improved communication between parents and teachers is crucial for student success in school. In fact, Sue, Patrick, Lynn, and Melissa have agreed to take the entire student body, divide it in four, and make one phone call to each family in the school early in the year to ask them questions about their son/daughter’s experiences at GSMS. </li></ul>
  • 3. <ul><li>Before deciding on the purpose statement and L.E.A.P. initiative for 2009-2010, we considered… </li></ul><ul><ul><li>Having every student in the building receive a phone call from a teacher by the holiday break. </li></ul></ul><ul><ul><li>Student of the Month </li></ul></ul><ul><ul><li>Multiple assemblies the first week of school </li></ul></ul><ul><ul><li>Family Fun Festival </li></ul></ul><ul><li>In the end, we wanted to development an initiative and components of an initiative that were MANAGEABLE and MEANINGFUL , which led to our purpose statement and initiative for 2009-2010. </li></ul>
  • 4. <ul><li>To create a developmentally and socially appropriate learning environment where teachers, students, and parents participate, communicate, and celebrate achievements at GSMS. </li></ul>
  • 5. <ul><li>Laminated Picture with FRROGS Logo, Acronym, & Purpose Statement </li></ul><ul><li>Five FRROG Bucks (Ribbits) </li></ul><ul><ul><li>Front – Frog Logo & Line for Student’s Name </li></ul></ul><ul><ul><li>Back – Teacher’s Name </li></ul></ul><ul><li>Postcards </li></ul><ul><ul><ul><li>“ The GSMS Community Recognizes…” on Label </li></ul></ul></ul><ul><ul><ul><li>Pre-Paid Postage </li></ul></ul></ul><ul><li>L.E.A.P. (Learning Experiences Are Positive) Positive Expectations Handout </li></ul><ul><li>Parent Letter/Golden FRROG Buck (Gribbit) </li></ul>
  • 6. <ul><li>L earning </li></ul><ul><li>E xperiences </li></ul><ul><li>A re </li></ul><ul><li>P ositive </li></ul>
  • 7. <ul><li>COMP L ETE ALL ASSIGNMENTS </li></ul><ul><ul><li>Participate </li></ul></ul><ul><ul><li>Stay on task </li></ul></ul><ul><ul><li>Cooperate </li></ul></ul><ul><ul><li>Do Your Own Work </li></ul></ul><ul><li>B E ON TIME </li></ul><ul><ul><li>Attendance in MS is crucial for success. </li></ul></ul><ul><ul><li>You’re responsible to be in your seat when the bell rings with class materials out and ready to use. </li></ul></ul><ul><li>BE P A SSIONATE </li></ul><ul><ul><li>Give me your best. </li></ul></ul><ul><ul><li>With a positive attitude, enthusiasm, and an open mind, we will be sure to have a great year. </li></ul></ul><ul><li>RES P ECT </li></ul><ul><ul><li>Expect Respect – Get It and Give It!...Yourself, Peers, & Others </li></ul></ul><ul><ul><li>Proximity – Space </li></ul></ul><ul><ul><li>Integrity – Doing the right thing even if nobody is watching </li></ul></ul><ul><ul><li>Tolerance – Not everyone is the same. </li></ul></ul><ul><ul><li>Flexibility – There is no such thing as “perfection”. </li></ul></ul><ul><ul><li>Language – Kind words </li></ul></ul><ul><ul><li>Dress Code – Dress to impress </li></ul></ul>
  • 8. <ul><li>Voting Rubric for Consensus </li></ul><ul><ul><li>Five Fingers …OUT OF SIGHT! – “I will give full support and help to the bitter end.” </li></ul></ul><ul><ul><li>Four Fingers …RIGHT ON! – “I will give my full support.” </li></ul></ul><ul><ul><li>Three Fingers …OK – “I can live with it.” </li></ul></ul><ul><ul><li>Two Fingers …I DON’T THINK SO – “I have concerns.” </li></ul></ul><ul><ul><li>One Finger …NO WAY! – I can’t live with it, and I now will be attending the next FRROGS Team Meeting on September 1 to determine a better proposal.” </li></ul></ul>
  • 9. <ul><li>I will post the positive expectations handout in my classroom. </li></ul><ul><li>I will explain the expectations to my HR students during the opening cycles through a FRROGS Team Presentation provided to me. </li></ul><ul><li>I will refer to these expectations throughout the year and review them during HR as needed. </li></ul>
  • 10. <ul><li>Open dialogue with the people in the building who are immersed in school culture daily…the students. </li></ul><ul><li>Melissa Boas is the advisor, and it will meet 5 th period on “B” day. </li></ul><ul><li>Student version of the FRROGS Team in the MS. </li></ul><ul><li>Work with students to support the Safe and Civil Schools initiatives in the MS. </li></ul><ul><li>Team intended to help better connect students to school by making them more a part of the school culture. </li></ul><ul><li>Some potential members have been identified already by the school counselors and the administrative team, while other members will choose or be recommended by teachers. </li></ul><ul><li>The team is designed to support teachers in improving school culture also, so teachers are encouraged to provide this team with suggestions on how they can best serve teachers. </li></ul>
  • 11. <ul><li>I support the Tadpoles Team as a Tier I intervention and means for helping to get certain students better connected to middle school culture. </li></ul><ul><li>I will provide Melissa Boas with names of students whom could best benefit from such an intervention. </li></ul><ul><li>I will support and/or participate in school-wide activities sponsored by the Tadpoles Team. </li></ul>
  • 12. <ul><li>School Environment </li></ul><ul><ul><li>“ A caring school environment can increase students’ feelings of empathy for others, reduce inter-group tensions and antisocial behavior, improve moral judgment and build positive feelings toward others. By creating nurturing environments, school counselors and teachers encourage children to want to come to school, thus improving attendance and motivation.” </li></ul></ul><ul><ul><ul><li>Building Connections, Communication, and Character in the Classroom – Mary Ann Clark, Ph.D. </li></ul></ul></ul><ul><ul><li>“ Students are more likely to do well in school if they feel supported and understood by their teachers and peers at school.” </li></ul></ul><ul><ul><ul><li>Jack O’Connell – CA State Superintendent of Public Instruction; CA Department of Education News Release – 12/08/08 </li></ul></ul></ul>
  • 13. <ul><li>Parental involvement enhances academic performance. </li></ul><ul><li>Parental involvement leads to better classroom behavior. </li></ul><ul><li>Parents should stay involved in their child’s education from pre-school through high school. </li></ul><ul><li>Training helps parents of disadvantaged children get involved. </li></ul><ul><li>Reading together at home greatly improves reading skills. </li></ul><ul><li>Schools can encourage parental involvement in many ways. </li></ul><ul><li>Parental involvement lifts teacher morale. </li></ul><ul><li>Parental involvement benefits children and parents. </li></ul><ul><li>Time constraints are the greatest barrier to parental involvement. </li></ul><ul><ul><li>Grace Chen – “Parental Involvement Is Key to Student Success”; Public School Review : March 25, 2008 </li></ul></ul>
  • 14. <ul><li>What is it? </li></ul><ul><ul><li>Parent/guardian sees student do something “extra good” outside of school. P/G describes action on Gribbit; student turns Gribbit in to teacher of their choice for a small reward. </li></ul></ul><ul><li>What can it be used for? </li></ul><ul><ul><li>Teacher’s discretion ( this is the revision! ) </li></ul></ul><ul><ul><ul><li>Something small…for example, HW Pass OR Extra Credit OR Free SSR Time </li></ul></ul></ul><ul><ul><li>Recommendation : tell classes what Gribbit is redeemable for in advance </li></ul></ul><ul><li>How are some other notes? </li></ul><ul><ul><li>Student gets only one Gribbit per year </li></ul></ul><ul><ul><li>Different from Golden Buck (teacher gives buck for “extra good” behavior) </li></ul></ul>
  • 15. <ul><li>A “Yes” Vote Means… </li></ul><ul><ul><li>I will allow properly-completed Gribbits to be used in my classroom for something small (free HW, extra credit, etc.) </li></ul></ul>
  • 16. <ul><li>Each teacher gets 5 at the start of the school year. </li></ul><ul><li>One FRROG Buck (Ribbit) earned by a student equals one coupon for a free $.75 ice cream from the cafeteria. Student brings the Ribbit to Lindsay in the office, who will keep the Ribbit and give the student the ice cream coupon. </li></ul><ul><li>Student’s name is on the front and teacher’s name is on the back. </li></ul><ul><li>Drawing at the end of the semester to recognize one kid with a special prize and also the teacher for taking the time to see something special and positive in this particular student. </li></ul><ul><li>Ribbits are given to students by teachers to award them when they do something positive that supports the purpose of the FRROGS Team. </li></ul>
  • 17. <ul><li>I will use all five of my FRROG Bucks (Ribbits) by the end of the semester by strategically awarding them to five different students. </li></ul><ul><li>I will be in dialogue with the members of my team to insure that we are recognizing as many different students on our team as possible. </li></ul><ul><li>I will be consistent in awarding FRROG Bucks (Ribbits) only to students when their action(s) support the purpose statement of the FRROGS Team. </li></ul>
  • 18. <ul><li>Designed to improve communication with parents in positive ways. </li></ul><ul><li>Guidelines </li></ul><ul><ul><li>Every child will have at least one postcard sent home from a teacher per semester. </li></ul></ul><ul><ul><li>Each team receives enough postcards to accommodate every child on the team. </li></ul></ul><ul><ul><li>Team leader will facilitate discussion about timeline for sending out student postcards at Student Team Meetings. </li></ul></ul><ul><ul><li>Recognition needs to be creative, positive, purposeful, and impacting…Postcards should go home to parents when a student’s actions are helping to achieve the purpose of the initiative. We want parents to hear something positive about their kids they do not typically hear. </li></ul></ul><ul><ul><li>Structure </li></ul></ul><ul><ul><ul><li>FRONT – Teacher writes address and return address. </li></ul></ul></ul><ul><ul><ul><li>BACK – Affix “The GSMS Community Recognizes…” label at the top and a comment about what they did. </li></ul></ul></ul><ul><ul><li>Team leaders will have labels as well as an Excel spreadsheet that alphabetically lists all students on the team, a place to write the date it went home, and a place to summarize what was recognized. </li></ul></ul>
  • 19. <ul><li>I will work with my team leader to make sure that we recognize each student on our team for one positive thing he/she does over the course of the 1 st Semester. </li></ul><ul><li>When sending out a postcard to home, I will make certain that I write on the return address and home address, affix the appropriate label on the back, write a solid explanation for the parent of how the student supports the purpose of the FRROGS Team, and sign my name below the explanation. </li></ul><ul><li>If all students on my team receive recognition prior to the end of the 1 st Semester, I will work with my team members to continue this positive recognition of kids. </li></ul>
  • 20.  

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