****SPECIAL NOTE: Not all of my students participate with the clip chart system detailed below. The clip chart system denotes abstract student behavior which requires some time and direct instruction to help the student understand why they are "clipping up" or "clipping down." My classroom still follows the school wide behavior plan and system, we just approach our behavior re directives in a different way, see immediate following.
Mrs. Ashford's Token Economy System
As students complete their work and display other appropriate classroom behaviors, they receive a secondary reinforcer of a penny. The collect the pennies on a chart and will be presented with several oppurtunites throughout the day to go shopping. The shopping choices include primary reinforcers based on the students' specific interests and desires. They contain edible items as well as activities.
Some students are not ready for a secondary reinforcer and require primary reinforcers to encourage positive learning behaviors. In these cases, students immediately given one of their primary reinforcers after desired behaviors.
Mrs. Ashford's Token Economy System
As students complete their work and display other appropriate classroom behaviors, they receive a secondary reinforcer of a penny. The collect the pennies on a chart and will be presented with several oppurtunites throughout the day to go shopping. The shopping choices include primary reinforcers based on the students' specific interests and desires. They contain edible items as well as activities.
Some students are not ready for a secondary reinforcer and require primary reinforcers to encourage positive learning behaviors. In these cases, students immediately given one of their primary reinforcers after desired behaviors.
Classroom Discipline
PGES is committed to positive reinforcement and reminders for appropriate behavior for our students in the classroom and throughout the school. To help create such an atmosphere, we teach, encourage, coach and reinforce appropriate behavior by following the PGES Splash expectations and the “PGES Behavior Choice Clip Chart”.
PGES Behavior Choice Clip Chart
All students begin each day “Ready to Learn”. During the course of the day, the clothespins move up and down the chart based upon the behavioral choices each student makes. Good behavior choices cause the clothespin to move up one level. Inappropriate behavior choices will cause the clothespin to move down one level. Special Area teachers and Intervention teachers will inform the homeroom teacher of any student needing to clip up/down. The homeroom teacher holds the student accountable when returning from special area.
Teachers may have an individual system of rewards for students clipped up to “Outstanding”. Rewards can be pencil toppers, bling, wearing clips on lanyard, monthly prize drawings, etc.
Teachers may have an individual system of logical interventions for students clipped down to “Think About Choices” and “Teacher’s Choice”. Interventions for Think About Choices can be time out in the classroom, completing a reflection sheet, one-on-one conference with the student, etc. Interventions for Teacher’s Choice can include walking recess, sitting alone at lunch, etc.
Documentation will be made in the teacher’s behavior log for all incidents where a student reaches “Teacher’s Choice” or “STOP” on the chart.
When student’s reach “STOP” (Speak to Parents), contact will be made with the student’s parent/guardian. Contact can be made through a note in the agenda, a phone call or the “PGES School Office Discipline Referral”.
Major behaviors such as non-compliance, abusive language, fighting, etc. will result in an immediate office discipline referral.
Teachers may have an individual system of rewards for students clipped up to “Outstanding”. Rewards can be pencil toppers, bling, wearing clips on lanyard, monthly prize drawings, etc.
Teachers may have an individual system of logical interventions for students clipped down to “Think About Choices” and “Teacher’s Choice”. Interventions for Think About Choices can be time out in the classroom, completing a reflection sheet, one-on-one conference with the student, etc. Interventions for Teacher’s Choice can include walking recess, sitting alone at lunch, etc.
Documentation will be made in the teacher’s behavior log for all incidents where a student reaches “Teacher’s Choice” or “STOP” on the chart.
When student’s reach “STOP” (Speak to Parents), contact will be made with the student’s parent/guardian. Contact can be made through a note in the agenda, a phone call or the “PGES School Office Discipline Referral”.
Major behaviors such as non-compliance, abusive language, fighting, etc. will result in an immediate office discipline referral.
Agendas
Each day, students will take home their “Agendas” that will have a list of important news, announcements, reminders and homework or other assignments that may need to be completed and returned. Agendas need to be signed by a parent EVERY night (including Fridays), to show that you have seen what is listed for that day.
***Important*** I also communicate daily behavior notes by initialing in marker the color that corresponds with where their clip is on the chart at the end of the day. I may also comment to explain specific behaviors. Nightly initials also show me you are aware of your child's behavior during the school day.
***Important*** I also communicate daily behavior notes by initialing in marker the color that corresponds with where their clip is on the chart at the end of the day. I may also comment to explain specific behaviors. Nightly initials also show me you are aware of your child's behavior during the school day.
Weekly Folders
Weekly, students will bring home a folder that will include graded assignments and other important school papers. Newsletters will be available on our class blog. (Printed newsletters will also be available on request).