Action Plan 2008-2009: Social Responsibility
back to Action Plan Table of Contents
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What will the outcome be? |
How will we measure this? |
What activities will lead us to this outcome? |
Who will be responsible? |
What resources do they need? |
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All new staff will have an orientation and training in the Supportive Classroom model |
Attendance at training session |
At least one full day training for all new staff |
Mary Wood |
Time Space Refreshments Copies Supportive Classroom texts |
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All staff will use key features of the Supportive Classroom, including setting class norms, teaching collaborative skills, teaching core concepts and our 3 expectations, using entry routines, and managing transitions smoothly. |
Direct observation by administrators or peers (Classroom walkthroughs or appraisal process) Classroom visual displays Lesson plans and curriculum maps |
Grade level meetings Curriculum mapping and lesson planning Coaching/modeling as necessary |
Classroom teachers Administrators Mary Wood |
Time Coaching support as needed |
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All students will be taught a consistent signal for gaining attention to teacher instruction and directions. For lower grades, this will be “Give me Five.” This is: 1. Eyes on the speaker 2. Lips closed 3. Ears listening 4. Sit up straight 5. Hands and feet quiet
For upper grades, we will use SLANT: S – Sit up; L – Listen; A – Ask questions; N – Nod; T – Track the speaker with your eyes |
Lesson plans Visuals in classrooms Feedback from Unified Arts teachers and Guidance Counselors, who see all students |
Initial review at pre-service Initial classroom instruction Classroom re-teaching and reinforcement as needed |
Classroom teachers |
Pre-service time Funds for commercial or personally made visuals for classrooms |
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What will the outcome be? |
How will we measure this? |
What activities will lead us to this outcome? |
Who will be responsible? |
What resources do they need? |
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There will be consistent responses to disruptive or dangerous behaviors throughout the school environment. |
Review of Level 2 and Level 3 sheets
Review of SWIS data by Behavior Support Team at monthly meetings
Classroom visual displays
Lesson plans |
Review and discuss guidelines for Level 1, 2 and 3 behaviors by full staff each trimester. 5 minute “calibration” activities at each staff meeting All students engage in discussion and definition of Levels, using T or Y charts, at least twice annually. Discussion among BAT team members, teachers or paraprofessionals, and administration to resolve discrepancies as needed. |
Teachers Paraprofesssionals Administration BAT team members Students |
Staff meeting time Scheduled paraprofessional staff meetings |
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Behavior plans or responses will be developed for students with significant behavioral issues at Level 2 or Level 3, and students will be involved in the planning process. |
Written behavior plans Increase number of Functional Behavioral Assessments CICO data in the SWIS system Level 2 and Level 3 data |
Behavior planning meetings Training and consultation for BAT team members Implementation of the WINGS “check in check out” program for selected students in collaboration with teachers and parents |
BAT team Students Teachers Parents |
Time Ongoing training and supervision for BAT team in development of positive behavioral planning and supports |
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Parents will be consistently notified and involved with Level 2 and Level 3 infractions |
Signed Level 2 form letter Scheduled Level 3 meetings |
Require parent signature and return a form level following all Level 2 incidents. Require parent meeting prior to student re-entry for the of Level 3 incidents unless there is an ongoing plan in place. |
Parents BAT team Administration Classroom teachers and/or guidance counselors as needed |
Space Time for meetings Postage for mailing as needed |
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What will the outcome be? |
How will we measure this? |
What activities will lead us to this outcome? |
Who will be responsible? |
What resources do they need? |
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The Guidance curriculum will be written and aligned with the Vermont Standards and coordinated with grade level curriculum maps to the extent possible. |
Written curriculum Guidance lesson plans |
Curriculum work and discussion |
Guidance staff |
Time |
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Students with frequent social-emotional concerns will have the opportunity for small group or individual guidance counseling sessions. |
Number of small guidance groups
Number of students involved in groups
Reduction in referrals for behavioral difficulties related to social-emotional challenges |
Establish referral process
Develop assessment tools for assessing student acquisition of guidance curriculum
Schedule and hold groups
Divide guidance lessons into blocks of 4-6 weeks of direct teaching followed by 4-6 weeks of small group reteaching in small groups |
Guidance staff Teachers Administrators |
Time
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Social curriculum will be taught weekly either in guidance led, teacher led, or team-taught lessons incorporating social and academic skills. |
Lesson plans Direct observation: classroom walkthrough data and formative appraisal SWIS data |
Guidance units divided into blocks of 4-6 weeks Team taught model lessons with guidance and classroom teacher Cooperative group and social learning models incorporated with academic content at least weekly in lesson plans |
Guidance counselors Teachers Administrators |
Time Professional development in cooperative group structures and strategies |
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What will the outcome be? |
How will we measure this? |
What activities will lead us to this outcome? |
Who will be responsible? |
What resources do they need? |
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All students and adults in our school will be involved in at least one service-learning project annually. |
Curriculum maps Lesson plans Artifacts Student work |
Training and support for teachers
List of community and global resources
Curriculum mapping |
Mary Wood Classroom teachers Students |
Time for training and coaching
Resources for service learning projects
Staff member or consultant dedicated to coordinate and support
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There will be at least three major school-community events annually, including First Day, Family Night, and the Community Dinner |
Event publicity Attendance Artifacts, photographs |
Planning and preparation for the events Publicity |
Mary Wood Swanton PTO Other school and community members |
Time Funds for materials and supplies Staff member or consultant dedicated to coordinate and support
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