A Positive Classroom Behavior Management Plan Incorporating Character Education and the Core Knowledge Curriculum Grade Level: Grades 4-8

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1 A Positive Classroom Behavior Management Plan Incorporating Character Education and the Core Knowledge Curriculum Grade Level: Grades 4-8 Presented by: Length of Unit: Janet Kernes, Twin Peaks Charter Academy, Longmont, Colorado Kate Lyons, Twin Peaks Charter Academy, Longmont, Colorado Michelle Yurchak, Twin Peaks Charter Academy, Longmont, Colorado Yearly I. ABSTRACT This unit explores the use of a positive behavior management system that can be used with upper elementary and middle school students. The focus is on the implementation of a positive incentive program using C.O.R.E. Cash (Character Organization Responsibility Excellence Cash) that is currently being used in grades 6-8 at Twin Peaks Charter Academy. Through the use of this C.O.R.E. Cash System, students are taught strategies to improve responsibility, organization, and self-discipline. An atmosphere of mutual respect, fairness, high expectations, and cooperation is strengthened. Connections with the Core Knowledge Sequence and character education are established at each targeted grade level. II. OVERVIEW A. Concept Objectives 1. The students will make connections with specific grade level Core Knowledge curriculum and their own lives. This will be ongoing throughout the program. 2. The students will develop skills to improve their individual responsibility, organization, and self-discipline. This will be ongoing throughout the program. 3. The students will participate in an activity that will create a common standard of positive student behavior thus creating an atmosphere of mutual respect, fairness and cooperation. This will be ongoing throughout the program. 4. The staff/parents/students will develop an understanding of the C.O.R.E. Cash System of responsibility. 5. The staff/parents/students will develop an understanding of the relation of the C.O.R.E. Cash system, Character Education, and the Core Knowledge Curriculum. B. Content from the Core Knowledge Sequence Grade 6 1. English: Writing, Grammar, and Usage-Speaking and Listening a. Participate civilly and productively in group discussions 2. Sayings and Phrases: a. Every culture has phrases and proverbs that make no sense when carried over literally into another culture. 3. History and Geography: Industrialism, Capitalism, and Socialism a. Law of supply and demand b. The early factory system c. Free enterprise vs. government regulation of business 4. Math: Probability and Statistics/ Ratio, Percent, and Proportion a. Collect and organize data in graphic form (bar, line, and circle graphs) b. Given a set of data, find the mean, median, range, and mode c. Convert between fractions, decimals, and percents d. Find the given percent of a number, and find what percent a given number is of another number Positive Classroom Behavior, Connections 2001 Conference 1

2 C. Skill Objectives 1. The staff/parents/students will watch a Power Point presentation introducing the C.O.R.E. Cash System of Responsibility. 2. The staff/parents/students will ask questions pertaining to the presentation of the C.O.R.E. Cash System of Responsibility. 3. The staff/parents/students will examine handouts. 4. The staff will role-play situations which will demonstrate the implementation of the C.O.R.E. Cash System. 5. The staff/parents/students will develop connections to the Core Knowledge Curriculum that pertains to each individual grade level. 6. The students will develop an understanding of the local/state/national election process. 7. The students will make a relationship between voting in a state/national election with the Six Pillars of Character. 8. The students will improve their public speaking skills. 9. The students will participate in the election process and evaluate the results. III. BACKGROUND KNOWLEDGE A. For Teachers 1. The teachers will have a working knowledge of the school s discipline policy, rules, and procedures. 2. The teachers will have a working knowledge of fundamental principles of positive behavior management (the use of immediate positive reinforcement, immediate feedback, consistent management procedures, frequent reinforcement). B. For Students 1. The students will have a working knowledge of the school s discipline policy, rules, and procedures. 2. The students will have a working knowledge of the Six Pillars of Character. IV. RESOURCES A. Copies of the school s discipline policies and procedures B. Copies of Appendices A through C V. LESSONS Lesson One: Presentation to the Staff A. Daily Objectives 1. Concept Objectives a. The staff will develop an understanding of the C.O.R.E. Cash System of responsibility. b. The staff will develop an understanding of the relation of the C.O.R.E. Cash System, Character Education, and the Core Knowledge Curriculum. 2. Lesson Content a. C.O.R.E. Cash System implementation; rules and responsibilities for the staff C.O.R.E. Cash System implementation; rules and responsibilities for the students. b. Connections to the Core Knowledge Curriculum. 3. Skill Objectives a. The staff will watch a Power Point presentation introducing the C.O.R.E. Cash System of Responsibility. b. The staff will ask questions pertaining to the presentation of the C.O.R.E. Cash System of Responsibility. c. The staff will examine handouts. Positive Classroom Behavior, Connections 2001 Conference 2

3 d. The staff will role-play situations which will demonstrate the implementation of the C.O.R.E. Cash System. e. The staff will develop connections to the Core Knowledge Curriculum that pertains to each individual grade level. B. Materials 1. Appendix A: Teacher Guidelines/Procedures 2. Appendix B: Student Guidelines/Procedures 3. Appendix C: Parent Handout 4. Appendix D: Frequently Asked Questions 5. Computer 6. Power Point presentation 7. Projector 8. Screen C. Key Vocabulary 1. C.O.R.E. Cash-see Appendix A 2. C.O.R.E Cash Bash-see Appendix A D. Procedures/Activities 1. A visual presentation will be shown to the staff on the C.O.R.E Cash System in action. 2. The presenters will explain the system to the staff. 3. The staff will examine the handouts, which will be presented to both the parents and the students. 4. The staff will divide into groups and discuss Appendix D: Frequently Asked Questions. 5. The staff will discuss other pertinent questions. E. Assessment/Evaluation 1. The staff will divide into groups of four. Each group will be given a situation in which to role-play the implementation of C.O.R.E. Cash. Presentations will be made to fellow staff members. Lesson Two: Presentation to the Parents A. Daily Objectives 1. Concept Objectives a. A. The parents will develop an understanding of the C.O.R.E. Cash System of responsibility. b. The parents will develop an understanding of the relation of the C.O.R.E. Cash System, Character Education, and the Core Knowledge Curriculum. 2. Lesson Content a. C.O.R.E. Cash System implementation; rules and responsibilities for the staff. b. C.O.R.E. Cash System implementation; rules and responsibilities for the students. c. C.O.R.E. Cash System implementation; responsibilities for the parents. d. Connections to the Core Knowledge Curriculum. 3. Skill Objectives a. The parents will watch a Power Point presentation introducing the C.O.R.E. Cash System of Responsibility. b. The parents will ask questions pertaining to the presentation of the C.O.R.E. Cash System of Responsibility. c. The parents will examine handouts. d. The staff will role-play situations which will demonstrate the implementation of the C.O.R.E. Cash System. e. The parents will develop connections to the Core Knowledge Curriculum that pertains to each individual grade level. Positive Classroom Behavior, Connections 2001 Conference 3

4 B. Materials 1. Samples of C.O.R.E. Cash 9. Appendix B: Student Guidelines/Procedures 2. Appendix C: Parent Handout 3. Examples of charting systems 4. Computer 5. Power Point presentation 6. Projector 7. Screen C. Key Vocabulary 1. C.O.R.E. Cash-see Appendix A 2. C.O.R.E Cash Bash-see Appendix A 3. C.O.R.E. Cash Council-see Appendix A D. Procedures/Activities 1. The teachers will present a Power Point presentation to the parents of pictures of the C.O.R.E Cash System in action. 2. The teachers will explain the system to the parents. 3. The parents will examine the handouts. 4. The teachers will address questions generated by the parents. E. Assessment/Evaluation 1. The parents will be given a workshop evaluation form to be filled out at the conclusion of the parent meeting. Lesson Three: Presentation to the Students A. Daily Objectives 1. Concept Objectives a. A. The students will develop an understanding of the C.O.R.E. Cash System of responsibility. b. The students will develop an understanding of the relation of the C.O.R.E. Cash System, Character Education, and the Core Knowledge Curriculum. 2. Lesson Content a. C.O.R.E. Cash System implementation; rules and responsibilities for the students b. C.O.R.E. Cash System implementation; rules and responsibilities for the staff 3. Skill Objectives a. The students will watch a Power Point presentation introducing the C.O.R.E. Cash System of Responsibility. b. The students will ask questions pertaining to the presentation of the C.O.R.E. Cash System of Responsibility. c. The students will examine handouts. d. The staff will role-play situations which will demonstrate the implementation of the C.O.R.E. Cash System. e. The students will develop connections to the Core Knowledge Curriculum that pertains to each individual grade level. B. Materials 1. Samples of C.O.R.E Cash. 2. Appendix B: Student Guidelines/Procedures 3. Appendix C: Parent Handout 4. Examples of charting systems 5. Computer 6. Power Point presentation 7. Projector Positive Classroom Behavior, Connections 2001 Conference 4

5 8. Screen C. Key Vocabulary 1. C.O.R.E. Cash-see Appendix A 2. C.O.R.E Cash Bash-see Appendix A 3. C.O.R.E. Council-see Appendix A D. Procedures/Activities 1. The teachers will present a Power Point presentation to the students of pictures of the C.O.R.E Cash System in action. 2. The teachers will explain the system to the students. 3. The students will examine the handouts. 4. The teachers will address questions generated by the students. E. Assessment/Evaluation 1. The students will successfully participate in the C.O.R.E. Cash System of Responsibility. Lesson Four: C.O.R.E. Council A. Daily Objectives 1. Concept Objectives a. The students will develop an understanding of the C.O.R.E. Cash System of responsibility. 2. Lesson Content a. The teachers will present information regarding election of representatives in local, state, and national elections. b. The teacher will explain the structure of the C.O.R.E. Council, the rules, and regulations. c. The teacher will explain the structure of the nomination process, speeches and election. d. The teacher will supervise the election process. 3. Skill Objectives a. The students will develop an understanding of the local/state/national election process. b. The students will make a relationship between voting in a state/national election with the Six Pillars of Character. c. The students will improve their public speaking skills. d. The students will participate in the election process and evaluate the results. B. Materials 1. Ballots 2. Ballot box 3. Voting booths C. Key Vocabulary None D. Procedures/Activities 1. The teacher will discuss with the students what a representative form of government is. 2. The teacher will present the C.O.R.E. Council and the need to elect representatives from each homeroom. Representatives will plan and present recommendations for the C.O.R.E. Cash Bash. 3. The teacher will accept nominations from the class. 4. The nominees will create a campaign, which could include posters, buttons, etc. 5. The nominees will present speeches to the homeroom. Positive Classroom Behavior, Connections 2001 Conference 5

6 E. Assessment/Evaluation 1. The students will vote for their favorite candidate in an election held during the lunch hour. VI. CULMINATING ACTIVITY A. The monthly C.O.R.E. Cash Bash will be the culminating activity. This is a monthly celebration for those students exhibiting exceptional behavior and responsibility. Students who have earned 85% of their monthly total of C.O.R.E. Cash will be eligible to attend the C.O.R.E. Cash Bash. Those students who have earned 90% of more of their monthly total will attend the C.O.R.E. Cash bash and bring junk food to snack on. B. Activities for the C.O.R.E. Cash Bash may include Core Knowledge related activities such as videos, P.E. activities, science activities, field trips, computer time, etc. C. Those students who do not earn at least 85% of their monthly total will attend an Opportunity Room (study hall) where they will complete a self-reflection, write goals for more responsible behavior, and complete any unfinished schoolwork. VII. HANDOUTS/WORKSHEETS Appendices A-D VIII. BIBLIOGRAPHY A. Core Knowledge Foundation. Core Knowledge Sequence, Content Guidelines for Grades K-8. Charlottesville, VA: Core Knowledge Foundation, ISBN B. Howard, Lisa M., & Sprick, Randall S. The Teacher s Encyclopedia of Behavior Management. Longmont, CO: Sopris West, ISBN C. Lickona, Thomas. Educating for Character. New York: Bantam Books, ISBN Positive Classroom Behavior, Connections 2001 Conference 6

7 Appendix A Teacher Guidelines/Procedures C.O.R.E. Cash System C.O.R.E. Cash is a classroom money system used to promote positive behavior. This system provides a way to track student behavior on a daily basis. The objective is for the students to save all of the daily salary and not receive any fines during the day. The currency used is called C.O.R.E. Cash. The letters of the acronym stand for: Character + Organization + Responsibility = Excellence Daily Procedures Each student will be given $5 in C.O.R.E. Cash for each day of attendance. When the teacher is paying the students, he/she will check each student planner. This should take approximately 5 minutes. The planner should have the daily assignments written along with the parent s signature. The parent signature provides a daily means of communicating between parents and teachers. The payment schedule is as follows: $5=planner present, assignments written, parent signature $4=planner present, one element missing (assignments written or parent signature) $3=planner present, two elements missing (assignments written and parent signature) $2=no planner present During last period, teachers will collect all student money and record the day s total. This again should take approximately 5 minutes. At the time of collection, the teachers will have an opportunity to praise each student for a good day or briefly discuss a plan of action for those needing assistance. Payments/Fines Teachers are encouraged to promote positive student behaviors. This is done by awarding (paying) students $1 for demonstrating behaviors which promote the Six Pillars of Character, by working above and beyond expectations, exhibiting extraordinary behaviors/performance, etc. Students are also given an opportunity to earn extra money by doing special tasks for the teachers. These tasks could include sorting, organizing, cleaning, etc. Most of these tasks would be completed outside of instructional time. All reinforcement is to be given at the teacher s discretion, immediately, and frequently. Teachers are encouraged to help students manage their own behavior and be responsible for their Cash. The goal is to promote positive behavior by helping students learn to save their money. Fines of $1 are assessed for acts that do not promote the Pillars of Character, responsibility, or are due to lack of organization. Monthly Total A monthly total is obtained. This total is calculated at $5 times the number of school days in that month. Absences are not penalized. Students do not have days absent added to his/her total days. Students who are absent will have a different total. Students are encouraged to check their total on a regular basis by referring to the posted chart. This helps the student monitor their progress and make appropriate adjustments. Positive Classroom Behavior, Connections 2001 Conference 7

8 Appendix A, continued C.O.R.E. Cash Bash The monthly culminating activity is the C.O.R.E. Cash Bash. The Bash is a curriculum-oriented, team-building, enrichment activity that the representatives of the C.O.R.E. Council help to plan. Participation is based on the student s C.O.R.E. Cash percentage of the monthly total. The participation/earning schedule is as follows: % Participation in the Bash AND eating junk food brought from home 89-85% Participation in the Bash only 84-0% Participation in the Opportunity Room Opportunity Room Those students earning the opportunity to attend the Opportunity Room will participate in a teacher supervised structured learning activity. This activity will include writing a reflection about their behavior/responsibility/organization for the past month, plan strategies for the next month, and finish incomplete work. Students attend the Opportunity Room while the C.O.R.E. Cash Bash is taking place. C.O.R.E. Cash Teacher Procedures WHEN YOU BEGIN CLASS 1 ST PERIOD check each student s desk for planner, assignments written correctly, and parent signature check for weekly folder and returning papers pay each student $5 salary minus any fines check that each student is seated properly check that each student is ready to work or working check that each student has necessary materials for that class take attendance and lunch count PERIODS 2-8 check for tardy students; fine as appropriate check for planners check for necessary materials BEFORE THE END OF 8 TH PERIOD collect each student s Cash record each student s Cash total for the day ABSENCE POLICY record student absences on chart using A (differentiate between 0 and absent ) student who leaves before 8 th period is responsible to turn money in to 8 th period teacher as soon as possible adjust monthly total for individual student absences Positive Classroom Behavior, Connections 2001 Conference 8

9 Appendix A, continued ASSESSING FINES fines are always $1 the goal is to help students save their money, not punish them avoid power struggles teacher discretion is expected yellow slips* will also be issued for missing assignments (parent communication) yellow slips* will be issued for student behavior warranting parent notification. *yellow slips are disciplinary/communication tools required by the Twin Peaks Charter Academy discipline policy PAYING BONUS CASH FOR SUPER BEHAVIOR OR EXTRA WORK helping with cleanup, organizing classroom, housekeeping, running errands, etc. behavior that exemplifies the Six pillars-above and beyond normal expectations! great citizenship, mediating disagreements, helping another student, etc. teacher discretion FOR STUDENTS WHO HAVE NO CASH WHEN FINED no negative balances are posted on classroom chart teacher discretion for other consequences (0 pt. Yellow slip as a warning, 1 minute passing time, provide an earning opportunity, collect fine the next day) ****Certain cases may warrant special attention. TPCA staff reserves the right to adapt these policies on an individual basis. Positive Classroom Behavior, Connections 2001 Conference 9

10 Appendix B Student Guidelines/Procedures When teacher begins class for 1 st period each day, students must have: student planner open to the current week s page previous day s assignments listed parent signature for previous day s assignment page student is quietly seated in proper seat student has all materials ready to begin work student begins class work, if available weekly folder is signed and on the desk for pickup any returning papers (including yellow slips) are placed beside folder for pickup For periods 2-8 student will have all necessary materials for work in that class student will have planner student will be seated in proper seat when class begins student will be attentive or begin work student must carry money at all times during periods 2-8 For period 8 student will turn in that day s money by the end of the period student will check planner to see that all assignments are correctly listed student will indicate what was done in class for any subjects with no assignment listed For the monthly C.O.R.E. Cash Bash students will 85% of their possible Cash total for that month are eligible to attend the Bash students with 90% of their possible Cash total for that month may bring their own junk food from home to eat students with 90% may NOT share their snacks with 85% students students below 85% of their possible Cash total for that month will attend the Opportunity Room to work Absence Policy student who leaves before 8 th period is responsible for turning in money to 8 th period teacher as soon as possible student will not be penalized for absences, but his/her monthly Cash total will be adjusted ***Certain cases may warrant special attention. TPCA staff reserves the right to adapt these policies on an individual basis. Positive Classroom Behavior, Connections 2001 Conference 10

11 Appendix C Parent Handout Parent Information Sheet for C.O.R.E. Cash When teacher begins class for 1 st period each day, students must have: student planner open to the current week s page previous day s assignments written in appropriate section of the planner parent signature for previous day s assignment page student is quietly seated in proper seat student has all materials ready to begin work student begins class work if available weekly folder is signed and on the desk for pickup any returning papers (including yellow slips) are placed beside folder for pickup For periods 2-8: student will have all necessary materials for work in that class student will have planner student will be seated in proper seat when class begins student will be attentive or begin work student must carry money at all times during periods 2-8 For 8 th period: student will turn in that day s money by the end of the period student will check planner to see that all assignments are correctly listed student will indicate what was done in class for any subjects with no assignments listed For the monthly C.O.R.E. Cash Bash: students with 85% of their possible Cash total for that month are eligible to attend the Bash students with 90% of their possible Cash total for that month may bring their own snacks from home Students with 90% may NOT share their snacks with 85% students Students below 85% of their possible Cash total for that month will attend the Opportunity Room to work Absence policy: students who leave before 8 th period are responsible for turning in money to 8 th period teacher as soon as possible. Students will not be penalized for absences, but his/her monthly possible total will be adjusted ***Certain cases may warrant special attention. TPCA staff reserves the right to adapt these policies on an individual basis. PARENT SIGNATURE INITIALS PARENT SIGNATURE INITIALS Positive Classroom Behavior, Connections 2001 Conference 11

12 1. How much class time is this going to take? Appendix D Frequently Asked Questions There is minimal class time for implementation. Handing out the money and checking planners should take approximately 5 minutes. Handing in money and recording the totals should also take approximately 5 minutes. The time saved by not having as many discipline issues offsets implementation time. 2. How do you deal with lost money? This is an ongoing problem. It has been found that lost money is best dealt with on an individual case-by-case basis. 3. What about those stubborn students who do not care? Some of these students will attend the Opportunity Room due to poor choices. Many students who appear to not care will begin to care when they realize what their peers are doing in the C.O.R.E. Cash Bash. Some students may need individualized programs to help them reach success. For example, some Special Education students may need to have lower monthly totals. This system does not replace the school discipline policy. 4. What happens if a student leaves before turning in their money? The student turns it in upon their return to school. 5. What if a student arrives after 1 st period? The student will have the current classroom teacher check the planner and pay the student. 6. What about students who have no money when fined or at the end of the day? No negative balances are posted on the chart. Fines can be collected the next day or other consequences can be assessed. 7. Will this work with Middle School students? Twin Peaks Charter Academy implemented this system in the Fall, The students are excited about the program, parents like seeing the planners on a daily basis, and teachers are excited about having a positive behavior plan in place. 8. What are the Teacher benefits? The C.O.R.E. Cash System of Responsibility gives all teachers an equal base from whic h to work. New teachers are given the extra security they often need in the world of classroom management. Positive Classroom Behavior, Connections 2001 Conference 12