Positive Behavioral Interventions and Support Plan

Jacqueline Nichole Broome

A.1 – Establishing Rapport & Demonstrating Respect

For Students:
1. Design a T-shirt about me activity will help me get to know and build positive relationships my
students by providing information such as their name, age, grade level (which may be different),
favorite subject, movie, song, fruit, vegetable, sport, book, and color. I learn their interest, family
situation, and other factors. As well as, I get to see their skill set through there self-portrait and
overall craftsmanship of the piece. This activity shows I respect my students by differentiating the
assignment to be all about the individual student and shows I care about my students because I
will keep these and try to incorporate their interest in the classroom. Also, it helps ease students
into class and ease any anxiety they may have about the difficulty of the art class.
*Design your own tee shirt inspiration website link.
https://www.teacherspayteachers.com/Product/All-About-Me-Back-to-School-T-Shirt-art-writing-
activity3769152?utm_source=pinterest&utm_campaign=T%20shirt%20long%20pin2%20%20NP

2. Let me see your phone is another activity that will help me get to know and build positive
relationships my students by providing personal information through the five required phone apps
they make up in the background. I learn their interest, personal art aesthetics, what kind of phone
they have and other factors. As well as, I get to see their skill set through there self-portrait and
overall craftsmanship of the piece. This activity shows my students that they have a voice in art
and in the classroom by differentiating the assignment to be all about the individual student and
showcase the works in a group display in the classroom. That way they see that I appreciate their
work and I have a reminder on the wall if I forget any of the information about them.
*Let me see your phone inspiration website link.
http://elisasantambrogio3.blogspot.com/2014/10/lets-
selfie.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:+Immaginrti+(im
magin@rti)

3. All about me worksheet activity is essentially a student inventory of important information that
will help me build rapport with the students. Not only will it help me get to know and build positive
relationships my students by providing personal information it will also help me teach them better.
I learn their interest, personal art aesthetics, class goals, where they are developmentally in art,
and other factors. This activity shows my students that I have an interest in them and they have a
say in the classroom by asking what goals they have for the class. With making the assignment to
be all about the individual student while still adding art into it shows their versatility and
importance art and relationship can have on us.
* All about me worksheet activity inspiration website link.
https://i.pinimg.com/originals/b8/13/41/b8134127a391d1d5925fa0f98176c6c0.jpg
For Parents:
1. Parent Survey activity is a great way to get to know your parents. Parent involvement is essential and a
student inventory of important information from the perspective of the parent(s) will help me build rapport
with the students as well as parents. Not only will it help me get to know and build positive relationships my
students by providing personal information it will also help me address any concerns or goals the parents have
for their child. I learn their family dynamics if there are any personal issues I should know about and learn about
the character of the child. This activity shows my students that I have an interest in them and that I have a
relationship with their parents and how they perform and act in the class.
*Parent Survey activity inspiration website link.
http://snippetsbysarah.blogspot.com/2014/08/getting-to-know-your-students.html

2. Parent Handbook activity is a great way to get to know your parents. Parent involvement is essential and
having a system that helps parents understand their child’s responsibilities in the class as well as their behavior
and performance standards. Not only will it help me get to know and build positive relationships my students
and parents by meeting them in person it will also help me address any concerns or goals the parents have for
their child. I teach the parents the classroom expectations and climate so the parent can understand what their
child does in my class. Parents having my contact information and chances to volunteer helps fix personality
conflicts or any personal issues that may arise in the classroom. This activity shows my students that I have an
interest in them and that I have a relationship with their parents and how they perform and act in the class.
*Parent Handbook activity inspiration website link.
https://www.mrsdscorner.com/parent-classroom-fliipbook/

3. Meet the Teacher Classroom Kit activity is a great way to get to know your parents. Parent involvement is
essential and having a system that helps parents understand their child’s responsibilities in the class as well as
their behavior and performance standards. Not only will it help me get to know and build positive relationships
my students and parents by meeting them in person it will also help keep open house neat and organized. That
why I get all parents rotated around the room and make sure I talk to each parent in some privacy. I get vital
information from parents that help me differentiate my classroom expectations before class gets going. Parents
having my contact information and chances to volunteer helps build rapport with students and their families.
This activity shows my students that I have an interest in them and that I have a relationship with their parents
and how they perform and act in the class.
*Meet the Teacher Classroom Kit activity inspiration website link.
https://www.teacherspayteachers.com/Product/Back-to-School-Meet-the-Teacher-EDITABLE-Forms-Signs-
Labels-BRIGHT-3210863

For Fellow Teachers:

1. Ditch the email and communicate face to face. Instead of just sending a quick email go visit
the teacher in their classroom to build respect and establish rapport with colleagues. This
helps build friendship and betters you as a teacher because you can get personal advice from
experienced co-workers. As well as, set a goal to visit a new teacher in the school every week
until I have met all the teachers.
Idea from:
https://www.teachhub.com/relationship-building-teacher-colleagues
2. Co-teach a lesson together especially with other related arts teachers. Teaching and figuring out
each other’s teaching style can help build strong professional bonds that help aid to better-
 rounded lesson plans. Arts integration with other subjects or even connecting with homeroom
teachers help better your teaching and build relationships with those teachers.
Idea from:
https://www.teachhub.com/relationship-building-teacher-colleagues
3. Ask about other teachers’ success. Everyone likes to be acknowledged for a great job and being
respected by their peers. Not only does it help you build friendship by paying them compliments
on their hard work you also may receive helpful advice to better your own teaching. Seeing you
incorporate their advice in the classroom will also better your relationship because they will be
flattered you took their advice and are trying to better yourself as a teacher.
Idea from:
https://www.teachhub.com/relationship-building-teacher-colleagues

A. 2 – Peer-to-Peer Relationships
o Instructional methods for creating a collaborative, respectful, classroom
-Give your peer a kindness flower. Use construction paper and write 7-10 kind traits a classmate
has. The teacher will draw names randomly. The student will come up, the teacher will draw a
second name and that will be their partner and they will work together. Repeat until all children
have a partner if you have an odd number a group of three is acceptable. Give students 30 minutes
or so to chat with a partner and once they have the 7-10 positive traits written down, they need to
cut the words out into flower petal shapes. Glue all petals at the center into a radial shape. Allow
students to decorate and add steam. Then exchange flowers and get students to present the flowers
about themselves.
Example of flower:
http://www.kidsplayandcreate.com/self-esteem-character-building-activities-for-kids/
-The ABC’s of good character. Have students break off into groups of four and break up randomly.
Give each group the handout below. Talk about collaboration with students and the importance of
respect for each other, for the teacher, and for the classroom supplies. Break up the letters as evenly
as possible among the groups and task them with creating a drawing based on those letters. For
example, A is for availability, were always there to help each other. What does that look like in a
drawing? I would give students a choice of materials to work with, but I would limit them to dry 2-D
media materials such as charcoal, graphite, oil pastels, markers, etc. Present to class as a group as
well as complete the assignment as a group.
ABC Chart from:
http://imom.com/tools/training-tools/abcs-of-good-character/#.UCD3bdgVSLc.pinterest
-Create an instant book. Get students in groups of 3-5 and create an instant book. Demo how to
create the book and the directions are below. Get students to brainstorm and come up with seven
common hobbies or interest, movies, music, etc. Write down the seven ideas then create two instant
books. Use one as a rough draft, make sketches and notes on how to illustrate those seven ideas.
Then use the second instant book to do the final drawing. No words are allowed to be in the final
book the students must come up and present as a group taking turns in explaining their work.
This is my own idea but this image shows how to create an instant book:
https://www.pinterest.com/pin/131026670379433754/?lp=true

-Kindness activity. Use the kindness activity before the first group critique to build peer rapport and
classroom respect. Get the groups with there artwork. Pass out the handout below to each group.
Tell students to start with this sheet. When they are done move on to critique. When performing a
critique, the students should do a compliment sandwich. Two compliments about their work with a
 helpful suggestion in-between. The compliment circle starter is practiced to complimenting there
work as well as builds trusting relationships with the classroom.
Compliment chart from:
http://www.ourelementarylives.com/2017/01/compliment-circles-creating-kind.html?m=1

Comprehensive and detailed bullying prevention plan

o NO Forms of bullying will be allowed this includes but is not limited to:
-Verbal bullying (teasing, inappropriate sexual comments, threats, etc.)
-Social bullying (Spreading rumors about someone, embarrassing someone in public, etc.)
-Physical bullying (Hitting/kicking/pinching, taking or breaking someone’s things, making mean or
rude hand gestures, etc.)
-Cultural, Economic, Gender, and Sexuality bullying will not be tolerated.

Preventing Bullying: I will build a classroom environment of respect for diversity and uniqueness.
Build the knowledge that all students are equal and respected within the classroom community no
matter what. At the beginning of class, the teacher will go over the syllabus of the class and address
the rules, especially on bullying and class conduct. Keep a poster with the class rules against bullying
to serve as a reminder for students to stop, think, and assess whether their actions are appropriate.
When conflicting personalities arise separate students and move their seats. As well as, try to diffuse
situations before they turn into bullying behaviors allow students a chance to fix the situation.

Responding to Bullying: Stop student’s actions immediately, if fighting accrues promptly call the
office for assistance and move other students away from violence. Reprimand bully to the office to
be dealt with in accordance with the school policy. Ask the victim to talk in the hallway and ensure
that the student gets assistance based on the situation such as a visit to the nurse’s office or a visit to
the school’s counselor.

Reporting Bullying: Bullying will be immediately stopped by teacher and students will be separated.
The teacher will follow the instructions of the school. The teacher will call the office to report
misbehavior of bully as well as pull aside the victim outside of class to ensure the student is okay and
refer them to the school counselor. If both engaged in inappropriate behavior both will be sent to
the office and kept apart at all times. All incidents in the class will be kept documented for the
student’s safety. If students, see bullying they are encouraged to report it to the teacher or write it
anonymously in the “teacher should know this” locked box at the teacher’s desk.

o Procedures and activities to prevent bullying:

*Practice What You Preach. Don't use your status as the school leader as the lever for change;
instead, "listen before talking and reflect before acting" to ensure your students feel valued (adult
willingness to intervene in bullying was their "connectedness" to the school, defined as their belief
they are valued as individuals and professionals in the learning process).

*Assess the Extent of the Problem. Survey students, staff and parents to find out how much and
what type of bullying is going, as well as where and when, to target prevention efforts.

*Follow the School-wide Code of Conduct that reinforces school values and clearly defines
unacceptable behavior and consequences. Empower bystanders -- teachers and especially students -
- to help enforce it by training them to identify and respond to inappropriate behavior.
 *Increase Adult Supervision. Most bullying happens when adults are not present, so make sure they
are "visible and vigilant" in hallways, stairwells, cafeterias, and locker rooms, as well as on buses and
the way to and from school for students who walk.

*Conduct Bullying Prevention Activities such as all-school assemblies, communications campaigns or

creative arts contests highlighting school values to bring the community together and reinforce the
message that bullying is wrong.
(plan from stop bullying.org https://www.stopbullying.gov/prevention/index.html)

- When bullying behavior occurs try to engage them in a private conversation about the situation.
Address the behavior but try to keep your tone and choice of words as positive as possible. First and
foremost, listen and let them tell their side of a story. In bullying situations, there are often many
other issues going on with the child. You have to be a good listener if you want them to engage in
the conversation and truly change the behaviors. This means trying to avoid putting on our stern
teacher voices. Don't lecture, but rather probe them with questions such as 'How would you feel if
someone did that to you or someone you care about?' You may need to engage other adults in the
conversation with the child as well.

-Next, find opportunities to reward positive behaviors in all of your students. For example, if Sam
offers Charlie a pencil because he can't find one, praise it. Say 'Thank you for sharing.' Finding little
opportunities like this one to reinforce acts of kindness helps to show the bullying child there are
greater rewards in kindness versus meanness. Building a culture of kindness in your classroom is a
great way to help counteract the negativity caused by bullying behaviors. The United States
Department of Health & Human Services' stop bullying program recommends a ratio of five positive
affirmations for every one negative criticism.
(plan from https://study.com/blog/what-to-do-when-you-have-a-bully-in-the-classroom.html)

-Activity: Teacher will teach from PowerPoint on bullying and how it hurts everyone. It will then be
supported with a video on bullying and what to do if there is bullying going on around you. Next, the
teacher will have the students use their electronic devices to take the bullying pledge to reassure the
classroom is a bully-free zone.
https://www.behance.net/gallery/2353556/The-Pledge-to-End-Bullying

o How it will be taught, implemented, and supported

*Bullying will be covered in the syllabus day. We will have a discussion in class on what is bullying?
What can we do as a class to stop it and what to do when we see bullying happen? We will watch the
video linked below on what is bullying. I will then have my students sign the bully prevention page on
the same website, stop bullying.org. Those ideals will be implemented in the rules and procedures of
the classroom and supported through the classroom climate. As well as, the procedures of removing
a bully in the classroom properly. While teaching conflict resolution and teaching correct critique
skills through “critique sandwich.” A critique sandwich is a compliment on students work, a
constructive comment on what could be improved, and another compliment.

o Field experience school’s bullying plan – follows districts bullying plan all bullying leads to detention
and or suspension. Extreme forms may lead to expulsion.
o Classroom posters used to help prevent bullying linked below:

https://i.pinimg.com/originals/72/2b/5c/722b5cda3f56948c95069564c5fb82de.jpg
 http://craftibilities.blogspot.com/2013/10/october-anti-bullying-campaign-poster.html

http://www.flickr.com/photos/92520607@N04/8435439836/
-Use posters in the classroom to remind students to think before they act. That we are all human and
we all can be hurt by the words and actions of our peers. I also want to remind my students that
being a bystander to bullying is not okay as well. If you see someone hurting, or someone acting
inappropriately speak up.

The comprehensive and detailed plan for teaching social skills

o Social Skills:

1. Building and Maintaining Relationships for promoting teamwork:

*Students will give feedback to peers or other team members in the form of critiques using “critique
sandwiches” to work on art language and assessing qualities of an artwork. This helps build
professional peer relationships based on mutual trust and acknowledging different perspectives of
classmates.
* Students will receive feedback from peers or other team members in the form of critiques to work
on art language and assessing qualities of an artwork. This helps build professional peer relationships
as well as build a growth mindset. It’s best to receive constructive feedback to improve the piece
instead of just a good job.
3. Building and Maintaining Relationships for promoting peer respect:
*Share credit for good ideas with others in group work and collaboration projects. Identify influences
in art through sketchbook and artist statements.
*Acknowledge others' skill, experience, creativity, and contributions to the class. Listen to and
acknowledge the feelings, concerns, opinions, and ideas of others through critique and discussions.
4. Basic Communication Skills:
*These include the ability to listen, follow directions and refrain from speaking during inappropriate
class times.
*Must follow directions of teacher especially regarding safety rules when working with dangerous
materials such as xacto knives, hot plates, special clay glazes, etc.
*During class discussions and critiques the students must participate to learn how to speak in front
of a group of people.
* Work on appropriate eye contact, physical stillness, and emotional attentiveness while the other
person is presenting projects/artist.
5. Interpersonal Skills:
*Students should have the ability of sharing, joining activities, asking for permission and waiting for
turns throughout the class. They will need these skills throughout their lives.
*Ask concise questions, participate in daily conversations, elitist feedback on work and question
information received in a professional manner.
6. Problem Solving Skills:
* Be willing to asking for help, apologizing to others when necessary, deciding what to do and
accepting consequences for mistakes.
*Being kind, understanding, and respectful is a necessity in growing together in art.
*Life and art are not a competition with others but with us.
7. Accountability:
* Do not be overly afraid of being criticized in the classroom. Dealing with constructive feedback is
essential in art. Understanding different personal aesthetics, learning what works and what does not
 work in the art piece. As well as, deciphering what advice to peruse in working on future and current
works.
8. Empathy:
*Understanding of fellow students. Having respect in knowing how much time and effort when into
their project before they make comments and suggestions on it. As well as, let me put myself in your
shoe attitude when students are struggling with outside of class issues that may arise in class.
o Classroom poster, bullying pledge, and video link on bullying:

* http://www.myeverydayclassroom.com/2015/10/how-to-prevent-bullying/

* https://www.behance.net/gallery/2353556/The-Pledge-to-End-Bullying
-Video about stopping bullying set in the art room
* https://www.stopbullying.gov/kids/webisodes/yes-thats-bullying/index.html
A.3 – Self Regulation
 Students identifying goals, self-monitoring, self-evaluating
(1) A detailed instructional plan to help students identify their strengths, interests, and goals
- Students first assignment in art class will be to create a free Weebly website that will store
their weekly blogs, student information, artist information, and artworks. Every week students
will be given two blog prompts; one on art content and one on students identify their strengths,
interests, and goals. These websites will be public so that students can view classmates,
teacher’s website, and parents can view their child’s work. I learned this instructional process
from my art education professor, Dr. Livek. She uses this process for all her classes sixth grade
and up.
- The teacher will also hold class meetings and class critiques in which students will have to
converse in small groups or as a class about their work and processes. Some questions that
students will have to routinely answer will be what strengths did you gain from this process?
What can be improved if you had more time to spend on the piece? What did you gain as an
artist from this experience? What artistic interest and goals have you gained from the
experience? After the discussion’s students will be given time to write down a more articulated
response on their website for personal reflection. Class meetings according to the Middle and
Secondary Classroom Management book written by Weinstein and Novodvorsky allows the
“Circle of power and respect.” This creates a classroom climate where students have power and
say in their artwork and in their classroom. This engagement allows the students to set goals
together and build personal strengths, interests, and goals (Weinstein p.79-80).
- Students are also responsible for writing an artist statement for every major project turned in.
This allows students to self-evaluate their work and understand their influences for their
artworks. These help students’ asses their strengths and interests in the art to help create
future goals and project ideas. As the student advances in art classes the art experiences
become more student controlled so self-monitoring and evaluation through their websites
become critical.
- Even my project rubrics allow students a chance to self-monitor and evaluate. Students tell
me why or why not they meet the objectives as well as add in an extra objective they meet and
why that objective is important. Then I go over and agree or disagree with the student and if I
disagree, I explain why.
- The big art projects that a few weeks to complete so I have sketchbook checks and project
picture checks to help ensure students are self-monitoring their work and progress. Sketchbook
checks are to make the student try multiple ideas and mediums to assess what is best for their
project. As well as, to ensure that the work is a hundred percent original or at least listing
 influences. Picture checks are for when the projects are started and in process. I require my
students to take a picture of their work at the end of class every day until the project is
completed and post the pictures on their websites. The website timestamps the date, so I know
that student is actually making the process and it forces students to recognize their process.
- I will also have students take the sixteen-personality test near the beginning of the semester. I
had a Winthrop professor have the class take it and it really seems to help students gain
personal insight. Here’s the link: https://www.16personalities.com/free-personality-test

(2) A detailed instructional plan to help students self-monitor and self-evaluate both social and
academic behavior
- Teacher models and recognize prosocial behavior. Respect is a very important aspect of
communication in life and in art. So, I will model being respectful to all so my students will
know how to treat others and behave in my classroom. As well as, on the first day of class I
will model what I consider respectful and what is disrespectful, so I set clear boundaries in
the class. I will also reward honesty and compassion in my students. Modeling these
behaviors and praising helps build a structure for students social and academic behavior.
(Weinstein 76).
- Provide opportunities for students to get to know one another. I would use activities such
as “find someone who” where students go around finding other students who like the same
food, hobbies, etc. (Dr. Vawter). As well as, provide a home group where students would
work with that group for the rest of the semester (Weinstein 77-79).
- Hold class meetings. Class meetings and having students involved in creating fair rules and
goals of the classroom help social and academic behavior. They help create the rules, so
they understand them and think they are fair and stand by them because they created
them. As well as, students must work together as a class to create goals and rules. Students
must stay in cooperative learning groups in order to have success in critiques and
collaborative art projects (Weinstein 79-82).
- Teaching social-emotional skills from part A.2 will also help students self-monitor and self-
evaluate proper social and academic behavior in the classroom (Weinstein 82-83).
- Curb peer harassment and bullying (be alert for cyberbullying, student-to-student sexual
harassment, etc.). Teaching empathy and diversity helps curb bullying. Understanding of
different perspectives betters us as a community and as an art class. Providing students
healthy ways to compromise and coexist allows them the social skills to succeed (Weinstein
83-90).
- Fostering collaboration between families and schools. Helping families to fulfill their basic
obligations. Parents must help guide students and build positive conditions that support
learning and behavior. Knowing students background and home lives are vital in helping
them grow. As a teacher I will support family involvement by educating families on available
materials, motivating them to come to attend programs such as our bi-annual art show, and
being available to assist in creating solutions to problems that may arise. It is part of my
curriculum to bring home a parental survey to help give families a voice as well as an
information packet to keep parents up to speed (Weinstein 155-159).
- I plan on communicating with families through electronic communication such as direct
emails and through my website, phone calls home, notes on report cards, back-to-school
night, and scheduled parent-teacher conferences. I will also let parents know that I am
always available to listen to concerns or comments toward the class and their child. I plan
 on making one scheduled phone call a semester. Just to let parents know how their child is
and that I care enough to call home even though there are no behavioral problems.
However, I will email and call home when a pattern of behavioral problem occurs and if
possible, meet with the parents. (Weinstein 159-169)
- Family involvement in school and learning activities at home. Ask for parents to come in
and volunteer, ask for donations of art supplies, ask for help at art functions, ask parents to
assist students in certain projects so they can play a part in their child’s education. Anything
that gets them more involved helps them stay involved. Any involvement you can
contribute is welcome as well as at home. Monitor the child’s homework and take interest
in their work. I encourage parents to help students with homework even possible
(Weinstein169-172).
- Recognize the diversity of families and the importance of involving families in students’
education. As well as understand the issues that most affect families who have children
with disabilities.
Information from:
https://iris.peabody.vanderbilt.edu/module/fam/
- Six types of parental involvement in Students Lives:
1. Parenting: Help all families establish home environments to support children as students.
2. Communicating: Design effective forms of school-to-home and home-to-school
communications about school programs and children's progress.
3. Volunteering: Recruit and organize parent help and support.
4. Learning at home: Provide information and ideas to families about how to help students
at home with homework and other curriculum-related activities, decisions, and planning.
5. Decision-making: Include families as participants in school decisions and develop parent
leaders and representatives.
6. Collaborating with Community: Coordinate resources and services from the community
for families, students, and the school, and provide services to the community.
Information from:
https://www.fhsdschools.org/UserFiles/Servers/Server_995699/File/2015-
16/Parents/Epstein%20-%20Six%20Keys.pdf)
B.1 – Classroom Rules and Procedures - Comprehensive Plan
 5 Positively stated rules that are age appropriate for 9-12th grade.
1. Be on time, on task, and prepared to learn every day.
-This rule starts with the students being on time. On time in my class means being in the classroom in
your seat ready to learn. Being prepared for my classroom means bringing the appropriate materials
you need to complete your assignments which will include your sketchbook, pencils, and any special
materials not available in the classroom. Being on task means that if we are in studio time you are
working on your project, if we are in instructional time students are not working on projects they are
listening and taking notes, and during critiques, students are engaged in respectful conversations.
2. Care for materials as well as trash and recycling go in the appropriate cans.
-This rule means that students must properly care for all materials provided by the school. For example,
paint brushes should be cleaned out with soap and water and place appropriately back in their
containers, pencil and markers should be placed back in their boxes with the tops securely on after
gentle use, xacto knives should be handled with at most care and placed back in there safe Gard, and so
on. Paper and other trash/scraps that cannot be saved for another project needs to be recycled or
thrown away.
3. Use electronics appropriately.
-This rule means that students need to stay off all electronic devices such as phones, computers until I
say it is okay to do so. When I do say it is okay to use an electronic device the student must only use it
for what I said such as using for research on a project, listening to music during studio time, or kahoots.
4. Respond to everyone in an appropriate manner. Encourage not discourage others.
-Speak respectfully to all students, teachers, staff, and parents that walk into the classroom. During all
discussions especially critiques students must encourage and not discourage other students’ artwork,
research findings, and artistic processes.
5. Students must follow all school rules.
-Students must follow all school-wide rules set in place by the principal and the district such as dress
codes and other rules.
Expectations:
-Golden rule – do unto others as you would have them do unto you
-Respect each other and the classroom materials
-Have a (creative) Artful attitude
-Be productive
-Be a Team player
-Experiment with materials
-Value Aesthetics
o Standard of Adequate Notice
o I will address the rules for the first two weeks of class at the start of the class. A controlled
structure classroom is essential so students can manage themselves during studio times and
move on to learn procedures and rules of dangerous art room equipment. After that, I will
remind of the class of rules as the needs arise. For the publishing of the rules, I will first have the
rules and expectations posted in the classroom for easy assesses and serve as a daily reminder
for students. I will also post these in my syllabus, my parent letter home, and in my student
teacher contract. In the teaching of the rules on the first day, I will state the rule, explain the
rule, state the rationale for the rule and ask the students if they understood it.
 4 Classroom procedures – (will write and draw all four procedures onto posters for students to
follow)
 1. What to do at the beginning of class: Come into class quietly. Get out your sketchbook from your
bookbag/shelf. Do the daily warm-up exercise. If you were absent, leave me a note on my desk as to
why and I will catch up with you later in the class to fill you in on what you missed.
2. What to do during class: Work at your assign seat quietly. You may get up to sharpen your pencil,
throw trash away or another necessary task when Ms. Broome is not talking. When you finish your work
ask Ms. Broome for her opinion. If you finish early you may free draw or work on other art assignments.
Write your name, grade, and period on the back of your artwork.
When you need to use the bathroom, wait until Mrs. Broome finishes teaching and then ask for
permission before you go. If you misuse materials, you will not get to use the materials the next day.
Raise your hand if you have a question or a comment and wait to be called on. Find something positive
to say about other people’s artwork. Never give up! 99% of success is hard work.
3. What to do at the end of class: Keep working until Mrs. Broome announces it is time to clean up. Stay
in your seat until Mrs. Broome tells your group to get up. Clean your area while the art aides pick up the
supplies. Sit down when you’re done. This is not the time to stand around and socialize. Mrs. Broome
will dismiss the class when everyone is seated, quiet, and clean! Push your chairs under the table and
have a great day!
4. The proper way to clean paint brushes: Start with collecting all the brushes from your station you
used. Take them all over to the sink, if no sink is available set them down to go next and clean other
things while waiting. When you get back to the sink take the brushes one by one and rinse them in
water. Next, take a drop of dish soap in your hand and swirl each brush in the soap of the palm of your
hand to get rid of all the left-over paint. Then rinse the soap off the brush and repeat until no paint is
left over. Set the brush down on the class rag for the teacher to check and do that process to the rest of
the brushes. When done finish cleaning your workspace and sit down quietly.
Description of how explicit instruction and evidence-based practices will be used to teach both the
rules and procedures.
- Classroom rules need to be consistent with school rules and that is why I included rule number five.
The other rules deal with how the classroom and materials should be treated. As for the planned
routines listed the first three are classroom running routines. It starts with how to enter the classroom,
the second is for what to do during the class, and the third is general clean up and what to do to wrap
up class (Weinstein). The forth was a planning routine for a specific situation, cleaning paint brushes. A
lot of time is wasted, and misbehavior occurs in clean up especially in cleaning paintbrushes. So, having
a clear concise procedure helps to solve problems before they occur. It also helps conserve materials
and teach students studio procedures if they decide to continue art after the class (Weinstein).
B.2 – Positive Reinforcement
 5 ways each of the following will be positively reinforced for meeting expectations:
 Individual students:
1. Ask a student to help you choose artwork to display around the classroom.
- Tangible reinforcer
- Description of how each reinforcement will be implemented: Every time I have work that needs to be
hung around the classroom I will choose a child displaying positive behaviors and surprise them the next
day with getting to help pick the artwork pieces that get to be hung up for the first rotation. I will then
mark a tally by their name, so I make sure that all children displaying positive behaviors get a chance
and also motivate children with behavior problems to work on them, so they get the chance to pick out
what artwork gets hung up.
2. Make a positive phone call home.
- Social reinforcer
- Description of how each reinforcement will be implemented: This reinforcement is in place to make a
connection with parents, so they know how their child is doing in the class. For the students, they make
 their parents proud and may potentially receive other awards for a positive phone call home from their
parents. I would use this method for every child even ones with behavioral issues. For those children I
would comment on the progress they are making in the classroom and this could set a relationship and
environment to motivate the child to try even harder.
3. Send a student to the office with a delivery.
- Activity reinforcer
- Description of how each reinforcement will be implemented: Students love to get out of their
classroom routine to get to run errands and get ownership over an activity. So, instead of leaving my
classroom I will send a child that is displaying appropriate behavior and hard work. I will tell the rest of
the class I chose this student because I noticed they were on task and well behaved. This sets out the
motivation of the rest of the class to come in and stay working hard so they may get a chance to run an
errand to the office.
4. Art certificates of recognition
- Tangible reinforcer
- Description of how each reinforcement will be implemented: This gives students a reinforcer that they
can show to parents, family, friends, and be proud of. They know that they are going great if they get
one of these because I only give them once a week to a select group of students that have impressed
me all week. They get the satisfaction that I noticed how hard they try, and it gives them a sense of
pride.
5. “I like the way you do…” Positive Verbalization statement
- Social reinforcer
- Description of how each reinforcement will be implemented: When going around the class for
individualized instruction I will stop by students’ desk and say the “I like the way you do…” phrase. This
could be about their artwork, their behavior, or anything. However, the point is to comment on how I
am pleased with that action and the student knows that this is appropriate to so during this activity. I
could also use this so surround students know that they should be behaving similar to the student that
acknowledged so that they can receive the praise too.
 Groups of students:
1. Allow a group of students to draw on the whiteboard.
- Activity reinforcer
- Description of how each reinforcement will be implemented: This allows students to be a part of the
classroom and get to show off their skills to the rest of the class. I would use this to get students to help
me during instruction and also as a fun privilege for students who need a break from their assignments.
2. Let a group of students work outdoors on a drawing or art project.
- Activity reinforcer
- Description of how each reinforcement will be implemented: Some students crave to be outside and
perform better within a new environment or a quiet environment like the outdoors. So, I will allow a
select few students outside at a time to work on projects. Students will volunteer to go outside, and I
will select a few who get to go out for the day. I do not have a problem doing this during all studio days
when the weather is nice.
3. Have a group of students share the progress they made on their artwork at the end of class.
- Direct reinforcement
- Description of how each reinforcement will be implemented: In the art classroom all students sit at
group tables and the table that is behaving the worst or is off task will be announced as the group to
share at the end of class. I will frame it as a good thing, but it is meant to correct behavior and get
students working so they are not embarrassed to present what they have done at the end of class and
gives them ownership of their artwork.
4.Group Verbal Praise
 - Social reinforcer
- Description of how each reinforcement will be implemented: I will use this as verbal praise and let the
class know that I am proud of this particular group. So, if they want praise, they know that they need to
be on task and acting like the group I called out.
5.Group is picked the leader and is in charge of making sure the class is cleaned up
- Activity reinforcer
- Description of how each reinforcement will be implemented: I will take turns picking all groups for this
activity. They are in charge of making sure their station is clean and then they need to check behind the
rest of the groups to make sure the class is clean. For all their hard work they are the first group to get
to leave the class. This activity helps keep students keep other students accountable. It teaches
leadership, responsibility, and gives kids pride in their classroom.
 Whole class:
1. Let the class have 15 minutes of free choice art time at the end of class once a week.
- Token reinforcement
- Description of how each reinforcement will be implemented: If the class stays engaged and on good
behavior for the whole week, I will allow them fifteen minutes of free art time on Fridays. I will keep
tally’s every day and when they get the seventh at the end of class, they get there 15 minutes. This is
just to give the students a reward for there hard work and to pay back the respect they have given me
all week.
2. Allow the class to listen to music with headphones during class.
- Tangible reinforcer
- Description of how each reinforcement will be implemented: This again is a positive reinforcer or a
reward for good behavior and being on task. The students are welcome to listen to music during studio
time, but it must be low, and they may only have one earbud in so I can get their attention if I need it. If
a student is misbehaving on Tier 1 infractions, I will take away their music privileges for the day.
3. Allow students a short chat break at the end of class once a month.
- Token reinforcement
- Description of how each reinforcement will be implemented: Much like the fifteen-minute free art
time a week this will be a free fifteen-minute chat time. Students may use their phones, work on other
classes, or just hang out. I would keep a tally every day and when they get to thirty tally’s they get the
last fifteen minutes to do whatever they want. It just a token of my gratitude for their cooperation and
hard work. I want them to know that I am proud and want to give them something in return for
following the rules as a class.
4. Give out a fun sticker or pencil.
- Tangible reinforcer
- Description of how each reinforcement will be implemented: I always give stickers or some sort of art
material to students with good grades. Half the grades in my art class curriculum are about the
experience and experimenting with the materials. I want my students to know that process is just as
important the final art product and I want to give them a token for their hard work on trying different
methods. I also like to give them these for working hard on their final art projects to. I want to set up a
culture that hard work pays off and help motivate my students to better themselves.
5. Let the class be in charge or organizing the class show
- Activity reinforcer
- Description of how each reinforcement will be implemented: I would do this once a semester for each
of my classes. I want the students as a class to prove to me that they have what it takes to run their own
curated art class show. I will tell them that hard work, passion for the art they are going, and
cooperation as a class will prove to me that they are ready. In actuality, I had always planned to let
 them do it unless their behavior was very poor. I just want them to strive to be better and think that it is
a special privilege to get to curate the show.
B.3 – Consequences
 The plan includes a clear hierarchy of supportive consequences that will be used if or when students do
not meet expectations (Bulleted format followed by explanation)
o List of consequences
-Non-Verbal Warning
- Explanation of how each consequence will be implemented: The child will receive a head
shake in disagreement, staring until the child is aware that they are breaking the rules, and I will
move closer to the child to stop them.
-Verbal Warning
- Explanation of how each consequence will be implemented: When the non-verbal warning
does not cease the child’s misbehavior, I will move toward given the child a verbal warning. This
will include calling the child’s name out in class with no context. I will then move close to the
child and whisper to them to stop.
- Chill Zone (think area)/Loss of misused art material.
-Explanation of how each consequence will be implemented: When the verbal warning does not
cease the child’s misbehavior, I will move toward given the child chill zone time and if the
behavior is centered around a material the material will be taking away for the duration of the
class period. The chill zone is a comfy seat in the back of the class away from other students. It
is time to just sit, relax, and reflect on why the teacher sends me here. I will then talk to the
child in the hallway of after class about why they think I sent them to the chill zone.
- Silent Lunch
- Explanation of how each consequence will be implemented: When the chill zone does not
cease the child’s misbehavior, I will move toward given the child silent lunch. Repeated chill
zone visits will also result in silent lunch. Essentially this is used to give the the child more time
to reflect on how their misbehaviors and how this is becoming a serious problem and that we
need to change it. It also shows that if you waste time in class, I will waste your time at lunch
because it is not fair to other students or to me.
- Note/Phone call home.
- Explanation of how each consequence will be implemented: When the second silent lunch
does not cease the child’s misbehavior, I will move toward given the child’s parent a note or
phone call home. This is to establish communication with the parents that this is a pattern and I
would like to set up a system with them to help the child correct this pattern of behavior.
- Office visit.
-Explanation of how each consequence will be implemented: When the communication with
parents does not cease the child’s misbehavior, I will move toward given the child a write-up or
an office visit. This gets the administration involved and we know that this is a serious problem.
I will get the administration to connect with parents too to let them know that this is still
occurring. Behavior classroom contract will be signed by the child to re-enter the art room.
- If the offense is dangerous or the parent has been contacted and the behavior continues, an
office referral can occur without going through all of the consequence steps for the safety and
preservation of learning of the student and others in the class.
B.4 – Active Engagement of Students
 6 evidence-based UDL practices to keep students actively engaged
- Develop self-assessment and reflection
- Citation – http://udlguidelines.cast.org/engagement/self-regulation/self-assessment-reflection
 - Specific examples of each: Use activities such as critiques and checklist that include a means by which
learners get feedback and have access to alternative scaffolds. Offer behavior monitoring worksheets
for student’s own behavior for the purpose of monitoring changes in those behaviors.
- Promote expectations and beliefs that optimize motivation
- Citation – http://udlguidelines.cast.org/engagement/self-regulation/optimize-motivation
- Specific examples of each: Support activities that encourage self-reflection and identification of
personal goals in their artworks. Increasing the length of on-task orientation in the face of distractions
by giving rewards such as music time, free art time, and stickers.
- Optimize individual choice and autonomy
- Citation –http://udlguidelines.cast.org/engagement
- Specific examples of each: Involve learners, where and whenever possible, in setting their own
personal academic and behavioral goals. Allow different choices of art materials. Allow students a
change in color, design, or graphics of layouts, for more access.
- Optimize relevance, value, and authenticity
- Citation –http://udlguidelines.cast.org/engagement/recruiting-interest/relevance-value-authenticity
- Specific examples of each: Provide art projects that allow for active participation, exploration, and
experimentation for individuals. Include activities that foster the use of imagination to solve relevant
real-world problems such as the perimeters of a project given by a working artist.
- Create clear, specific goals
-Citation - http://castprofessionallearning.org/project/top-10-udl-tips-for-engagement/
- Specific examples of each: Is the intended learning goal clear and understandable for all learners? How
can I state and show different ways to make it more accessible, teacher examples, PowerPoint, verbal
communication, worksheets, demonstrations, etc.? To make goals, even more, learner-friendly allows
access for student’s learners to help create their own learning goals for maximum engagement.
- Increase opportunities for collaboration
-Citation -http://castprofessionallearning.org/project/top-10-udl-tips-for-engagement/
- Specific examples of each: Fostering collaboration can generate new ideas, consolidate understanding,
generate ideas for building relevancy, and offer the opportunity for active processing. It can provide
social connections for students who have a hard time communicating, as well as help, fill in learning
gaps by learning through peers.

C.1 – Strategies, Interventions, Supports

 Evidence-based Tier II strategies and interventions to support students and/or their parents.
o Behavior Contract:
- https://classroom.synonym.com/student-behavior-contract-2218698.html
- http://www.teach-nology.com/web_tools/contract/
-Examples of when to use this strategy are when students exhibit persistent behavior problems,
are unorganized, consistently fail to compete for requirements, student exhibits persistent
emotional difficulties or defiance.
-Use this strategy to provide students with more one on one help, support, and intervention.
It holds students accountable, provides structure, promotes self-responsibility, improves
student motivation and school/home communication.
-How do I do it? Decide on the main problem behaviors and put these on the chart or use the
generator linked above. Explain the procedure with the student and then rate the student for
what you decided to put on the form. Send a copy of the chart or form home for the parent to
sign and review with the student weekly.
o Daily Behavioral Form:
- https://www.additude.com/daily-report-card-to-improve-adhd-classroom-behavior/
 - http://www.jimwrightonline.com/pdfdocs/tbrc/tbrcmanual.pdf
- Examples of when to use this strategy are when students exhibit persistent behavior problems
such as unorganized, consistently fail to complete school requirements, exhibit persistent
emotional difficulties, and are defiant.
- Use this strategy to provide students with more one on one help, support, and intervention.
Holds students accountable on a daily basis, provides structure and routine, promotes self-
responsibility, improves students’ accountability, increases student motivation and
school/home communication.
-How should I do it? Utilize a daily behavior form and decide on the main problem behaviors
and put these on the form. Explain the procedure with the student and rate the student for
each hour in the areas you decide to put on the form. Send a copy of the form home for the
parent to sign and review with the student daily. Give the student a new form each day to
repeat the process until success. Review the student’s daily behavior and marks with them in a
productive manner, discussing how they felt they did, why, and what can be crossed out the list
every month.
o Teach Social Skills:
- https://www.parentcenterhub.org/repository/ee/social-skills
- https://www.parentingscience.com/social-skills-activities.html
- Examples of when to use this strategy are when students have poor hygiene, students seem
out of place, ostracized, or isolated. When students exhibit poor social routines, like taking
turns, sharing, waiting in line, rude, or short. When students demonstrate poor personal care
habits, students appear socially awkward, when students are perceived as weird and strange by
the class. When students do or say weird, silly, inappropriate, or out of place things.
- Use this strategy to provide students with basic social skills. It increases instructional time,
improves student interactions, productivity, helps students make friends, and teaches students
essential life skills. It also helps students to fit in, to function better in classes, teaches students
to follow rules and expectations, as well as increases self-confidence and gives students a
common “language.”
- How should I do it? At the Tier 2 level, think of doing social skills lessons and interventions for
groups and individuals. Incorporate into lesson plans if possible.
o Self-Monitoring:
o - https://ici.umn.edu/products/impact/182/over6.html
o - http://education.odu.edu/esse/docs/selfmonitoring.pdf
- Examples of when to use this strategy are when students have poor attention, focus,
disorganized, and impulse control. When students have trouble being prepared, forgetting,
overly talkative or exhibit chronic or compulsive behaviors, like tapping and making sounds.
When students demonstrate other off-task behaviors or difficulties attending.
- Use this strategy to provide students with independent and responsible behaviors. It promotes
independence and self-esteem, increases coping ability, productivity improves on-task
behaviors, self-awareness, and reflection.
- How should I do it? The technique involves sitting down with the student, defining the
behavior(s) to address, and choosing and implementing an intervention or system by which the
student can keep track of their own behavior and progress toward the goal. These may include
visual cues, like pictures, gestures, by which the student may be reminded to address the
behavior indicated for intervention. Charts will be used by students to keep track of their
behaviors.
o Teach Relaxation techniques:
- https://www.pbisworld.com/tier-1/draw-a-picture-or-write-in-a-journal/
 - https://www.pbisworld.com/tier-1/take-a-break/
-Examples of when to use this strategy are when you see a student becoming frustrated
(banging things, groaning, crying, refusing to do work), the student involved in a mild
confrontation with another student, the student appears, tense, uptight, anxious or having a
“bad day.” When a student appears uncomfortable or unfocused and off task.
- Use this strategy with students because they can get overwhelmed easily. Many students want
to be successful but haven’t yet developed all the skills, which can lead to frustration, everyone
needs a break every once in a while. Provides students a way to manage their own feelings and
emotions. Improves student focus and attention as well as help refocus and refresh students.
Has positive physiological benefits, like improved blood flow, oxygen levels, and endorphin
levels, as well as decreased cortisol or “stress hormone” levels.
- How should I do it? Take time to speak with the individual student alone and assure the
student that everyone gets overwhelmed. Teach the student to know when they are
overwhelmed and just ask to go relax. Practice the first time with the student and establish
where, when, and how the student will initiate and carry out a break to relax.
o Teach Conflict Resolution Techniques:
- https://www.educationworld.com/a_issues/issues/issues103.shtml
- http://www.bullystoppers.com/101_great_comeback_lines.html
- Conflict resolution skills are good to teach all kids in your classes at the beginning of the year
and then again when needed. Examples of when to use this strategy are when students argue,
and fight when you lose time due to student conflicts and disagreements. When a student is
being suspended a lot due to fighting and conflicts with students or adults and when students
have trouble compromising, taking turns, and sharing.
- Use this strategy to provide students with the basic skills necessary for solving and resolving
daily conflicts with other students, adults, and authority figures. Enables and empowers
students to be more independent, reduces teacher’s time “putting out fires” which increases
instructional time. It promotes maturity and self-confidence while also reducing tattling,
bickering, and disruptions
- How should I do it? At the Tier 2 level, think of doing conflict resolution lessons and
interventions for groups and individuals. Conflict resolution skills should be taught and revisited
that include role-playing to practice the skills. When students fail to use the taught skills, have
them reflect on how they could have handled the situation or conflict and role play it with
them.
* look at PBIS world for this information: https://www.pbisworld.com/tier-2/
C.2 – Crisis Plan
 2 Crisis Plan scenarios – one Tier III Behavior Issue and one classroom emergency.
-Sexual Harassment
-According to Indian land Middle School Bullying plan any “bullying, harassment, or intimidation is
prohibited. Any student who feels he/she has been subjected to these acts is encouraged to file a
complaint with an administrator, school counselor, or staff member. Students are expected to conduct
themselves in an orderly, courteous, dignified and respectful manner. The school has two black
mailboxes located in the main corridor to be used for anonymous notes regarding bullying. There is also
a link on the school website, See Something...Say Something, to be used to report issues regarding
bullying.”
-This procedure will be implemented by careful observation of student interaction and/or receiving a
complaint of sexual harassment. The teacher will report to guidance immediately for administration to
set in and investigate while this is happening students involved in the incident will be separated. If it is
found to be true, the student responsible will be suspended and if serious enough removed
permanently from my classroom. If not removed from my classroom that student will have an assigned
seat near my desk for close supervision. The student who had to deal with the incident will be
immediately referred to guidance for assistance. According to the book building supportive school
communities, being alert to signs of hate, and knowing the early warning signs can help curve violence
and serious misbehaviors (Weinstein p 339-343).
-If necessary, do a lesson plan with a sex education teacher using this link after receiving parent and
school permission: https://www.lessonplanet.com/lesson-plans/rape
-Fire in the classroom
-According to Indian Land Middle School disaster plan, the school host “regular fire and emergency drills
will be held throughout the school year. In each classroom, a sign will be posted giving exit instructions.
When you hear the drill sound, listen carefully for instructions from the teacher or administrator and
follow these completely.”
- This procedure will be implemented by the school-wide policy of the fire drill. I will teach the routine
of our classroom fire drill in the first week of school by first explaining it and what doors we use to get
outside. Explain that we should stay together, wait for the teacher, and walk not run outside. We will
then line up as a class and run a practice drill, so we know what to do during a fire and emergency drills.
Then when an actual fire occurs in the classroom, we as a class are prepared to promptly get out to
safety as a whole class. In the classroom management book, it refers teachers to know the district
developed emergency management plans and teach the plans at the beginning of each school year and
then have routine drills (Weinstein p.353).

-Link to Indian Land Middle School:

https://drive.google.com/file/d/1stFmUP0FQ3zx_CCdTRlft1qlxTi0UzXY/view