1. Roland Park Elementary School Recess Training Outline Roland Park Elementary/Middle School 5207 Roland Avenue Baltimore, MD 21210 (410) 396-6420

2. RPEMS Mission Statement Roland Park, an urban elementary/middle school, empowers our diverse community of learners to achieve academic excellence. Teaching and learning at Roland Park provide a positive, engaging, and challenging environment for creative and critical thinking.

4. Recess serves as a break and should be used as a learning and growing experience. “…whether it’s spent indoors or outdoors, recess should provide free, unstructured play or activity.”

5. The American Academy of Pediatrics recommends that recess should never be withheld as a punishment. It is a learning experience for all students and is used as an opportunity to learn and hone social skills.

6. Recess serves as a necessary break from the rigors of concentrated, academic challenges in the classroom. Recess is unique from, and a complement to, physical education—not a substitute for it.

7. Safe and well-supervised recess offers cognitive, social, emotional, and physical benefits. Recess is a fundamental component of development and social interaction that students may not receive in a more rigid school environment.

8. When confronted with an issue, we want students to stand up for themselves. They should not ignore problems and should never overreact.

10. Volunteers help: Model positive behaviors Extra set of eyes to supervise all children Practice reasoning and problem solving skills Discern between major and minor disagreements

11. Volunteers are important because they model positive behavior. They help Students understand what it means to be respectful, responsible, ready, as well as rejoiceful and rejuvenated. …and most of all, HAVE FUN!

12. Extra set of eyes to supervise all children 4 major playground zones: Blacktop, Equipment, Kickball, and Soccer Kickball Blacktop Equipment Parking Lot Soccer

14. Volunteers help students prioritize and discern between major and minor disagreements. There is a difference between: – not wanting to play with someone – physically fighting

15. RPEMS has no expectation that volunteers would discipline students. Students should respect volunteers. If you feel like your safety or the safety of other students is at risk, please get a member of the RPEMS staff or send another student to get a staff member.

16. Seek guidance from staff if questions come up Think of your role as that of a “Lifeguard” – Keep alert at all times and attempt to anticipate potential issues

18. PBIS is a framework for assisting the school define, teach, and acknowledge behavioral expectations. It is: – a research based model of teaching and supporting positive behaviors to meet the needs of ALL students. – common routines and uniform language around appropriate school behaviors – consistent throughout the school

19. Every member of the RPEMS community (children, staff and volunteers) is expected to demonstrate positive behavior that is based on the three “R”s of PBIS.

20. Respectful Include others positively Share materials and equipment Play cooperatively Include everyone in conversations Responsible Use equipment properly and safely Take all materials with you for lunch Throw away all of your lunch materials Ready Line up when directed (at whistle) Have a plan Dress appropriately (bring appropriate outerwear)

22. Students can not leave campus at any time, additionally, they are not allowed: – To play in the parking lot – Along the southern fence of the back field – On the trail – On the hill north of the playground and back field – Jump ropes and hula hoops are not allowed on/under playground equipment

23. These are areas where most disagreements occur: – Monkey Bars – Rock Wall – Slide (there is no climbing up slide) – Climbing wall on slide (make sure students have enough space ahead of them to not get fingers and faces stepped on) – Blacktop (when playing tag, students are not permitted to tag too hard) – Fields – there are often disagreements about the rules of the games

24. “I” messages: Teaching children to recognize emotions, both in themselves and others. Using an I-statement, such as “I feel sad when you don’t play with me,” allows children to identify their emotion instead of blaming others. Adults can guide children to talk out their conflict with I- messages before discussing possible solutions. In time, children become better at using I- statements without adult guidance.

25. Rock Paper Scissors

26. At each corner of the field and at each corner of the blacktop, there are signs signifying a peace path. The peace provides guided steps for students to take when resolving conflicts. The four steps require a pair of students to walk through the four steps where they “tell the problem, ” “discuss their feelings about the problem,” “brainstorm solutions,” and “solve the problem.”

27. tell the problem: each has a turn to say, “this is what happened from my perspective.” discuss feelings about the problem: each has a turn to say, “this is how it made me feel.” brainstorm solutions: each has a turn to say, “this is how we could have done it differently.” solve the problem: each has a turn to say, “this is how we will address it next time.”

28. When students feel “left out,” lonely, hurt, upset or angry, or overwhelmed during recess, they can sit on the buddy bench. Students know to go here if they feel like they could use a friend for some support.

29. There are a number of games that the students play consistently. This includes: – Soccer – Kickball – Dodge ball – Tag – [are there more] With these games, it is useful for the volunteer to serve as a referee. Students can become competitive and may have difficulty fairly interpreting the posted rules of a game. You can remind them that this is a time for fun and to use an appropriate level of competition.

30. – Children not including each other (Peacemaking bench, “I” messages) – Game rules are not followed (Ro sham bo) – Students are playing too aggressively/arguing (Peacemaking Bench or Peace Path) – Altercations (Office referral)

31. ALL TEAMS MUST BE DIVIDED FAIRLY AND EVERYONE MUST BE INCLUDED Team Captains will Ro Sham Bo for 1 st possession of the ball No more than 15 players on the field at a time (1 goalie and 6 field players per team) 1 person can be designated as the referee All students should only use feet, even for throw-ins and goalie Navy shirts vs. pinnys There is space for multiple soccer games Students are allowed to be off sides, but express to them that it is not ideal and certainly not permitted during competitive/refereed play. All disagreements MUST be decided with RO SHAM BO and/or The Peace Path IN THE EVENT THAT THE DISAGREEMENT CAN NOT BE RESOLVED RESPECTFULLY, THE GAME COULD BE SUSPENDED FOR A SPECIFIED NUMBER OF DAYS

32. ALL TEAMS MUST BE DIVIDED FAIRLY AND EVERYONE MUST BE INCLUDED 1 person can be designated as the Umpire Team Captains Ro Sham Bo for 1 st kick Pitcher rolls the ball The pitcher pitches until it is kicked - no strike outs Bunting isn’t allowed Once the ball is thrown to the Pitcher, no one may advance to the next base Throwing/hitting to get a runner out is not permitted Stealing is not permitted All disagreements MUST be decided with RO SHAM BO and /or The Peace Path IN THE EVENT THAT THE DISAGREEMENT CAN NOT BE RESOLVED RESPECTFULLY, THE GAME COULD BE SUSPENDED FOR A SPECIFIED NUMBER OF DAYS

33. ALL TEAMS MUST BE DIVIDED FAIRLY AND EVERYONE MUST BE INCLUDED Only 2 teams Throwing hard is not permitted Hitting above shoulders is not permitted Make sure students know who IS and who IS NOT playing. Ball should not be thrown at those not playing

34. Square 1 will always serve the ball Students enter the game at Square 4 and rotate around To serve, you bounce the ball in Square 1 then serve to any other square The ball must bounce once in your square before you hit the ball (no catching the ball) Balls that hit the line are out of bounds All disagreements are be decided by RO SHAM BO and/or The Peace Path IN THE EVENT THAT THE DISAGREEMENT CAN NOT BE RESOLVED RESPECTFULLY, THE GAME COULD BE SUSPENDED FOR A SPECIFIED NUMBER OF DAYS

35. Climbing up the slide is not permitted Monkey bars are climbed East to West only Hands to yourself (no carrying, hitting, pushing, etc.) Hula hoops and/or jump ropes are not permitted on or under equipment

36. No hitting, pushing, shoving Hula hoops and jump ropes are to be used appropriately No throwing balls at people (unless they are explicitly playing dodge ball) Peace Path is not a punishment, but a time for thoughtful reflection one’s actions Buddy Bench should be monitored

37. No walking through games No hitting, pushing, shoving Hula hoops and jump ropes are not allowed on grass No throwing balls at people No one may go into the brush on any part of the field or behind the trailer Peace Path is not a punishment, but time for thoughtful reflection of one’s actions Buddy Bench should be monitored

38. RPEMS values safe and unstructured outdoor play, but occasionally the weather is too bad for them to be out. During inclement weather, students have recess in the Multipurpose Room or in their classrooms. Though logistically challenging, this can be equally rewarding. During indoor recess, Ms. Furno will give volunteers a list of simple games to play. The behavior expectations are equally high whether recess in inside or out.

39. 1 st whistle: 3 minute warning 2 nd whistle: Students to blacktop, then freeze Single file lines (by homeroom) No yelling If not in line, students go to the end No cutting or saving places (a student, however may invite a friend to join them in the back of the line) Staff and volunteers may be generous with blue 3R tickets

40. Despite clear, consistent expectations and positive acknowledgments, children sometimes engage in behavioral infractions. When this occurs, appropriate and predictable consequences will be issued. Discipline issues are divided into major and minor infractions. – Major infractions result in administrative decision- making and may require parent/guardian notification. – Minor infractions are behaviors that are disruptive to the learning environment, but are handled by the supervising staff member.

41. EXPECTATIONS RESPECTFUL: Include others; share equipment; play cooperatively RESPONSIBLE: Use equipment properly & safely; take all materials with you to lunch READY: Line up when directed; have a plan; dress appropriately CONSEQUENCES First Offense: 2 Minute reflection time on Peacemaking Bench Second Offense: 5 Minute reflection time on Peace Path Third Offense: Entire recess spent walking/reflecting on Peace Path Physical Offense: Office Referral

42. EXPECTATIONS RESPECTFUL: Include others; share equipment; play cooperatively RESPONSIBLE: Use equipment properly & safely; take all materials with you to lunch READY: Line up when directed; have a plan; dress appropriately CONSEQUENCES First Offense: 5 Minute reflection time on Peacemaking Bench Second Offense: 10 Minute reflection time on Peace Path Third Offense: Entire recess spent as reflection time on Peace Path Physical Offense: Office Referral

43. GradeLunch TimeRecess Time PreK and K11:35-12:0511:05-11:35 1 st 11:35-12:0511:05-11:35 2 nd 11:35-12:0511:05-11:35 3 rd 12:45-1:1512:20-12:45 4 th 12:45-1:1512:20-12:45 5 th 12:45-1:151:15-1:45 Regular Lunch/Recess Schedule

44. GradeLunch Time K9:55-10:20 in class 1 st 9:55-10:20 in class 2 nd 9:55-10:20 in cafe 3 rd 9:55-10:20 in cafe 4 th 9:55-10:20 in cafe 5 th 10:25-10:50 Delayed Opening Lunch Schedule (no recess) GradeLunch Time K9:55-10:20 in class 1 st 9:55-10:20 in class 2 nd 9:55-10:20 in cafe 3 rd 9:55-10:20 in cafe 4 th 9:55-10:20 in cafe 5 th 10:25-10:50 Early Dismissal Lunch Schedule (no recess)

45. GradeLunch Time 6 th 1:25 to 1:55 7 th 11:05 to 11:35 8 th 12:15 to 12:45 Regular Lunch/Recess Schedule

46. GradeLunch Time 6 th 10:25-10:50 7 th 10:55-11:20 8 th 11:20-11:45 Delayed Opening Lunch Schedule GradeLunch Time 6 th 10:25-10:50 7 th 10:55-11:20 8 th 11:20-11:45 Early Dismissal Lunch Schedule

47. Fingerprinting – If you have been fingerprinted within the last year, please call CJIS (Criminal Justice Information Services) at 410-764-4501. Let them know when you were fingerprinted in the last year and ask for proof that you were fingerprinted. They will send/email/fax that information to you. You would then bring/send RPEMS a copy.410-764-4501 – If you have not been fingerprinted within the last year, go down to Central Office (200 East North Ave, Baltimore, MD 21202) and get the fingerprinting done there. To be fingerprinted, you need a letter from Roland Park requesting your fingerprinting because we need you at the school. When you go to North Ave, please take that letter with you. They will not fingerprint you without it. When you are done getting fingerprinted, please bring proof of fingerprinting to the school. To get this letter, email Phillip at rpems.crc@gmail.com. Please include your full government name. rpems.crc@gmail.com Sign up through Classroom parent http://rpems.classroomparent.com/http://rpems.classroomparent.com/ Come to school!

48. 1.If you can’t make it to your assigned day, please do your best to find a replacement and/or call the main office to leave a message for Ms. Furno 2.You are important to a positive recess experience 3.Seek guidance from staff if questions come up 4.Watch all children in your zone(s) and monitor for safe play 5.Help children follow rules 6.Encourage children to resolve their own conflicts – unless it becomes physical, then you step in immediately. 7.Use judgment to limit bathroom breaks 8.Remind students that the peace path or peacemaking bench is not punitive, it is an opportunity to learn and reflect on their recent experience

49. Volunteers – lots of them Shaded area for protection from the sun Bathroom sign out system Picnic Tables