McWhorter Elementary “Make Your Day” Self-Discipline: We are SERIOUS about EDUCATION

WHAT IS MAKE YOUR DAY? Make Your Day is the understanding that - Make Your Day is the understanding that - “No one has the right to interfere with the safety, wellbeing, and life-long learning of others.” “No one has the right to interfere with the safety, wellbeing, and life-long learning of others.”

Philosophy MAKE YOUR DAY is based upon the premise that “No one has the right to interfere with the safety, wellbeing, and life-long learning of others.” We are developing a school-wide culture which fosters self-discipline and self-evaluation to develop the whole child for lifelong learning. Consistent and predictable expectations and consequences allow students to make informed choices to achieve their full potential every day. MAKE YOUR DAY is based upon the premise that “No one has the right to interfere with the safety, wellbeing, and life-long learning of others.” We are developing a school-wide culture which fosters self-discipline and self-evaluation to develop the whole child for lifelong learning. Consistent and predictable expectations and consequences allow students to make informed choices to achieve their full potential every day.

HOW CAN I MAKE MY DAY? Children can make their day by earning “Points”. Points are used as a measure to evaluate if a student is “Doing what is expected and doing it the best that they can”. Children can make their day by earning “Points”. Points are used as a measure to evaluate if a student is “Doing what is expected and doing it the best that they can”. Follow expectations – These have been communicated to every child Follow expectations – These have been communicated to every child

WHAT HAPPENS WHEN I INTERFERE WITH THE SAFETY, WELLBEING, AND LIFE-LONG LEARNING OF OTHERS? Inappropriate behavior will be dealt with in “steps”. Inappropriate behavior will be dealt with in “steps”. Progression through steps is ENTIRELY THE STUDENT’S CHOICE Progression through steps is ENTIRELY THE STUDENT’S CHOICE

Making Mistakes Choosing “Steps” is not a punishment, but a consequence based on the student’s choice to make a mistake. We all make mistakes. Choosing “Steps” is not a punishment, but a consequence based on the student’s choice to make a mistake. We all make mistakes. Children have the opportunity to make a mistake, take time to think on steps, and try again hopefully making better choices the next time Children have the opportunity to make a mistake, take time to think on steps, and try again hopefully making better choices the next time

Step 1 Step 1 is designed to be a quick removal so that the teacher can continue to teach the rest of the class without interruption. A child who behaves contrary to the school rule chooses a step 1 designation and is expected to stop interacting with the class and sit quietly outside the group for 3-5 minutes. After this time, the teacher asks the child to identify the misbehavior and if the child is ready to rejoin the class. If he/she is not ready, or misbehaves in another manner, the child moves to a step 2 designation. Step 1 is designed to be a quick removal so that the teacher can continue to teach the rest of the class without interruption. A child who behaves contrary to the school rule chooses a step 1 designation and is expected to stop interacting with the class and sit quietly outside the group for 3-5 minutes. After this time, the teacher asks the child to identify the misbehavior and if the child is ready to rejoin the class. If he/she is not ready, or misbehaves in another manner, the child moves to a step 2 designation.

Step 2 Step 2 is in a standing position, again away from the rest of the class. The teacher again checks on the child with the same questions as before, and the child determines if he/she is ready to move back to step 1 or progress to step 3. If the child can identify the offending behaviors and is ready to do a better job, he/she returns to step 1 and then to the class activity. If he/she is not ready or misbehaves while in step 2, the student moves to step 3. Step 2 is in a standing position, again away from the rest of the class. The teacher again checks on the child with the same questions as before, and the child determines if he/she is ready to move back to step 1 or progress to step 3. If the child can identify the offending behaviors and is ready to do a better job, he/she returns to step 1 and then to the class activity. If he/she is not ready or misbehaves while in step 2, the student moves to step 3.

Step 3 Step 3 is again in a standing position and the teacher directs the child to reflect on how his/her behaviors are supportive of the classroom rule. The teacher continues teaching the class and checks in with the child at a later time. At that time, the student retains control over moving back to step 2 and then to step 1 or progressing to step 4. If the student is not ready to move to step 2 or misbehaves while in step 3, the student moves to step 4. Step 3 is again in a standing position and the teacher directs the child to reflect on how his/her behaviors are supportive of the classroom rule. The teacher continues teaching the class and checks in with the child at a later time. At that time, the student retains control over moving back to step 2 and then to step 1 or progressing to step 4. If the student is not ready to move to step 2 or misbehaves while in step 3, the student moves to step 4.

Step 4 Step 4 involves removal of the child to a different classroom and an immediate parent conference. Parents are contacted because a child in a step 4 situation has required 4 interventions by the teacher and is still not choosing to behave in a positive manner. At the step 4 conference, the child is asked to explain his/her behavior, and the parent determines if the child is ready to return to the classroom. Step 4 involves removal of the child to a different classroom and an immediate parent conference. Parents are contacted because a child in a step 4 situation has required 4 interventions by the teacher and is still not choosing to behave in a positive manner. At the step 4 conference, the child is asked to explain his/her behavior, and the parent determines if the child is ready to return to the classroom.

Step 5 Step 5 is reserved for misbehaviors that are serious and require immediate administrative attention, and often result in a suspension from school or removal to our district or county alternative school. Step 5 is reserved for misbehaviors that are serious and require immediate administrative attention, and often result in a suspension from school or removal to our district or county alternative school.

Automatic Step 4 may qualify for Step 5 Violations included in the district student handbook Violations included in the district student handbook Administration will make decision Administration will make decision

WHAT ARE THE PROCEDURES FOR A STEP 4/5 PARENT CONFERENCE? When the parent comes to school for a conference, the purpose is to help the child understand the behavior choices expected to occur at school. When the parent comes to school for a conference, the purpose is to help the child understand the behavior choices expected to occur at school. Because it was THE STUDENT’S CHOICE to have a conference, the STUDENT IS EXPECTED TO CONDUCT THE CONFERENCE. Because it was THE STUDENT’S CHOICE to have a conference, the STUDENT IS EXPECTED TO CONDUCT THE CONFERENCE.

Conference The Child will: State the problem State the problem Express that it was his/her responsibility to manage his/her behavior Express that it was his/her responsibility to manage his/her behavior Offer alternative methods of managing his/her problem Offer alternative methods of managing his/her problem Exhibit a willingness to accept responsibility Exhibit a willingness to accept responsibility Express a desire to return to class Express a desire to return to class

Successful Conference The conference will be considered successful when: The child states the problem honestly and completely The child states the problem honestly and completely The child takes responsibility for his /her actions The child takes responsibility for his /her actions The child uses problem solving skills to verbalize positive alternatives The child uses problem solving skills to verbalize positive alternatives The parent agrees that the child is ready to return to class The parent agrees that the child is ready to return to class

Did you “Make Your Day”?