Friday, January 21, 2011

Proposition 1

Proposition 1: Teachers are Committed to Students and Their Learning
• NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn.
• They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.
• NBCTs understand how students develop and learn.
• They respect the cultural and family differences students bring to their classroom.
• They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships.
• NBCTs are also concerned with the development of character and civic responsibility.

1. Individual Behavior Charts

Individual behavior charts for students based off their needs.

Process:When putting a behavior intervention in place, we like to use a chart or some form of documentation to record the students’ progression or regression. The chart will have specific behavior goals the child is trying to meet. Depending on the intervention some plans have a point system that allows the student to earn a reward that is engaging to them. When there is a student concern regarding their behavior in class, teachers will contact me for support and resources. Rather if it is in the moment when a child is acting out, or over a course of time where they have repeated behavior observations, we meet and collaborate together to come up with an effective plan. This meeting will involve teachers, specialist, parents, and administration. As a group we review the documentation, identify patterns, and discuss possible strategies to use with the student. We then plan a follow up meeting four to six weeks out to reconvene and discuss the status and effectiveness of the plan.

Artifact: Example of Behavior Plans

Reflection:Behavior charts allow the teacher, parent, and administration to document the child’s growth over time. It’s a visual check in for myself, to see what is working and what is not for the student. I feel that the chart is also a visual reminder to the student what he/she needs to be working on. With the chart the students have something tangible to be proud of if they succeed, and or feedback on what they need to work on if they did not meet their goals. These charts also serve as a communication piece for teachers and parents along with helping the team be on the same page.
I also feel it is very effective when a child is part the making of the behavior chart or plan. Their voice and perspective on the behavior can help the teacher use kid friendly language and target what they see they need to work on. The student may feel more connected to the plan and feel that sense of ownership.

2. Solar System Projects

Description:Third grade Solar System Projects

Process:The first Science unit third grade covers is the Solar System. It happens to be one of the most engaging units for the students and they are excited throughout the entire unit. This project happens towards the end of the unit to wrap up what they had learned over the two month period. Over the course of the two months, students will learn about the planets, the solar system and where the planets are with in it, the phases of the moon, stars, and the constellations.The teachers introduce the project to the entire third grade. They go over procedures, expectations, due dates, and answer any questions. An informational packet it set home with a letter for the parents and student to go over together. The student must choose a planet, moon, or star to do a report on, and then create and present a project. The students have approximately three weeks to work on this project at home, with few hours to do research at school. Each class utilized their library time to check books out that are specifically related to their project, and spend their computer lab time doing extensive research. They have a guideline and recommendations for project ideas (poem, song, shadow box, mobile, etc). At the end of the unit, the entire third grade class presents their projects to the school. Each grade level scheduled a time to come and visit the projects and walk through like a museum.After the entire school views the projects, I allow our class to spend an afternoon looking at their classmate’s project and provide feedback. Each project is graded individually using a rubric by the teacher. I then set up conference sessions with each student to go over their entire project and their grade. I give them feedback specifically on their project and leave time so they can reflect on their grade and ask questions.


Reflection:I absolutely love this project and enjoy the student’s creativity with their final product. Even though each child is graded with the same rubric and needs to provide the same information, they can still create something utilizing their strongest skill set or multiple intelligence. For example, the students who have a strong linguistic intelligence ("word smart") provided a lot of facts and a lengthy in depth report on their planet, moon, or star. Some students who were strong in the logical-mathematical area ("number/reasoning smart") enjoyed creating a mobile that was perfectly balanced for their presentation. The students who excelled in their spatial intelligence ("picture smart") presented a very creative artistic presentation, like shadow box and or collage of some sort. Songs and poems were created for those who strived with the musical intelligence ("music smart"). This projected indirectly helps me to learn about each child and learning style at the beginning of the year as it is our first “big” project. I try to support all ideas and projects and provide them with as many resources as possible. IN my daily teaching, I try to foster best practices. Best practices, including, recognizing the difference that distinguish one student to another and be an advocate for all learning styles. I embrace my student’s differences, and celebrate final projects that magnify their strengths.

3. Implementation of  Positive Behavioral Interventions and Supports (PBIS)

1. PBIS is a research-based, school-wide systems approach to improve school climate and create safer and more effective schools.
2.  PBIS IS a process. PBIS IS NOT a program or a curriculum. The process focuses on improving a  school’s ability to teach expectations and support positive behavior for all students. 
3. PBIS provides systems for schools to design, implement, and evaluate effective school wide, classroom, non-classroom, and student-specific discipline plans.
4. PBIS is a team-based process for data review, data-based problem solving and intervention, ongoing planning, and monitoring of interventions.
5. PBIS implementation includes school-wide procedures and processes intended for: ALL students, ALL staff and in ALL settings. This includes individual classrooms and teachers AND non-classroom settings and related staff.

Process: Steps involved in setting up school-wide PBIS after initial training

1. Identify school team to guide and direct the process. This team should be made up of an administrator, grade level representatives, student services staff, non-classroom staff and parents.
2. Establish 3-5 positively stated school-wide behavioral expectations.
3. Establish a way to collect office referral and other data on a regular basis to evaluate the effectiveness of school-wide PBIS efforts


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