Hillside Elementary School
Make Your Day Review

Staff divided into seven groups

Assignment -

You have 90 minutes to prepare the following:

• "A Quality Implementation Rubric" (Check List) for the assigned component of the Make Your Day program

• A 2-5 minute presentation to staff that will assist them in remembering and being able to use the information you have developed

Include all members of your group in the development of the rubric and the presentation.  Use the implementation manual in your staff handbook.

Groups

1. Philosophy

2. Steps

3. Points

4. Concerns

5. Implementation in Classroom, Specialists, and Playground

6. Step Four Conference

7. Other Stuff

   • Cueing

   • Step 5

   • Substitute Survival

   • Buddy Room

   • Contracting

   • Opting Out

   • Shadowing

   • Automatic Step 4

Implementation Guide - Hillside Staff

I.  Philosophy Rubric

Key

Consistently Observed    =    5 points
Occasionally Observed   =    3 points
Seldom Observed           =    1 point

II. Steps

Check list:

Step 1    Sit, facing away from class
Step 2    Stand, facing away from class
Step 3    Stand, facing away from class, reading school rule
Step 4    Office, phone parent, buddy room, parent-teacher-student conference
Step 5    Suspension - principal management

III.  Points

Points Rubric

IV.  Concerns

Checklist for Concerns

___    I read off student names for concerns and I often vary the order.

___    I read names in a quick but clear manner.

___    I only allow concerns between the two parties involved with the concern.

___    I check to see that all students use good eye contact and use a respectful tone when speaking to one another.

___    I check to see that students concisely state the behavior and how it interfered with their learning, safety or well being.

___    I provide an opportunity for the other student to respond directly about the specific concern.

___    I ask the person who has the concern if they accept the response.

___    If the response is not accepted, I ask the student with the concern to suggest a different point value, if necessary

___    If the student does not accept the new points, I assign the median score between the two point values offered.

___    If there are multiple concerns, I consult the MYD Guide on page 31, point #9.

___    I work hard to ensure that I provide consistency from session to session.

___    I don't hesitate to occasionally remove a student from the concerns process if they are abusing the process for themselves or others.

V.  Implementation in Classroom, Specialists, and Playground/Lunchroom

    Implementation Rubric

Classroom                                                                                                                             
    1.    Establish the rule                                                              
                A.  Brainstorm list of rules  
                B.  Formulate one rule
                C.  Check for understanding and ownership
                D.  Post the rule

    2.    Steps
    3.    Points
    4.    Concerns

Specialist
    1.    Post Rule
    2.    Does Steps, Points, Concerns
    3.    Communicate with classroom teacher
    4.    Does Step 4 Conferences

Playground
    1.    Student problem, solves before going to duty
    2.    Communicates with classroom teacher (report to homeroom teacher)
    3.    Uses steps - No warnings
    4.    Does Step 4 Conferences

VI.  Step 4 Conference

VII.  Other Stuff

Checklist

1. Cueing

2. Step 5 - "You have qualified for a Step 5."  Go to the office - Call Don and he will do the rest
   *Problems in the Buddy Room
   *Vandalism
   *Sexual Harassment
   *Bullying (serious)
   *Playing Hooky
   *Weapons
   *Fighting
   *Extreme Defiance
   *Threats

    Note:  refer to district guidelines

3. Substitute Survival Sheet
   *Only the teacher can have concerns
   *Let the students know this from the start

4. Buddy Room

   1. Buddy teacher sets expectation for classroom before the student arrives

   2. Student sits at Step One after being informed of times for restroom breaks and lunch

   3. Student is then sent to their homeroom for a conference when the homeroom teacher calls for him/her

5. Contracting:  This is for the repeater.  In other words, if a student has chosen step 1 twice in the same period, the teacher would contract verbally and might say:  "If you choose step 1 another time this period, I will not be able to get back to you before the end of the period."

6. Opting Out:  Occasionally a student, for any number of reasons, may choose to go to steps so he/she may earn his/her points away from the learning environment.  This student should be accommodated by the teacher and recognized for taking responsibility for behavior management.  The student may earn all of his/her points if following the expectations of step 1.

7. Shadowing:  When another student responds to or interacts in any manner with a student in steps, he/she has chosen to "shadow" or follow his/her fellow student through steps.  Choosing steps is only the business of the student making the choice.  No other student should be allowed to become involved.

8. Automatic Step 4:  Immediate step 4 placement will occur should the student participate in any of the following behaviors:  Defiance of school authority or Refusal to obey reasonable directions of any staff member

Thanks to Hillside Elementary School
Clover Park School District, Washington