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Opportunity to earn a class letter to complete a phrase

Individual STAR Bucks

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Behavior specific praise is used with a star token! Once the students get to 10 stars on the chart that is located on the whiteboard, they are able to choose a prize.

Secret student can choose a sticker or a splash ticket at the end of the intervention session.

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This is where I need to work on. Since I have multiple groups going on throughout the day so I have not had time to put stickers on their work. I would like to focus on more positive feedback with academic behavior like effort or showing their work. For behavior, I do have 2 things in my class "Smart Cookies" and "Kindness Sprinkles" that work well. This reward is given to the kids immediately. If they fill up either one they get a "game day" during their SAI session. I do also do use the school-wide expectations and give them a "PAWS" ticket. At the end of most sessions the "Start Student" picks a name out and they get to choose a prize.

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Specific positive praise.

Noticing when students are making the right choice and praising instead of always correcting.

Tying praise to our school wide expectations.

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Class Points; Team points; Splash Tickets - "showing responsibility" "Being on task"

"Having integrity for returning something that doesn't belong to you."

Positive feedback for work..."You are writing more complex sentences..."

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When handing out splash tickets, I always tell them why they are receiving it.

Giving positive feedback to students who are on task often makes the ones off task stop their negative behavior so that they will also receive praise from the teacher.

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Positive praise about expected behavior.

Table points or classroom points and highlighting why they are receiving them

Splash tickets - reinforcing the why they are getting it

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Splash Tickets for participating, for being ready first/on task

Walking around classroom to check on all students

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Discrete signals for individual students

Proximity

Proactive Grouping

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My teacher group table is positioned so that I can see all of the students in the room.

I always walk around when students are working independently.

I also position myself next to students that need reminders as non verbal reminders often.

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small group table is a horseshoe table

walking around

iPad is on a rolling cart for easy access

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Move around the classroom while teaching and while kids are working.

Always available.

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Proximity to students - students needing more support are closer to me

Combo teaching from carpet with assigned carpet spots

Pre-planned partnerships to reduce issues

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In the SAI room I have at least 2-3 adults at all times. Our 3 small group tables are stationed in a way where all the adults can see and hear the students. I also try to stand up and walk behind the kids when they are working independently so they feel like they get some one-on-one attention. Finally, I position my chair so that I can see specific students while I help others just so I can keep an eye on them.

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In the SAI room I usually work with the students for 2 years and in small groups so I get to know the kids well. This year I needed to add a mirror with some positive affirmations because I noticed that they were very hard on themselves. I also heard about a check-in at the door where they move their name to where they are feeling. That might also work as a routine and/or expectation.

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Mood meter: students move their clip to how they’re feeling as a quick check in.

Students answer an opinion question at the start of the group each day to share more about themselves.

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Greeting at the door by name.

Community circles

Making sure to connect with each student one on one.

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Greetings in the morning

Following up on something they mentioned

Talking about things they like or you know they are interested in

Kagan structures that promote classroom collaboration

Morning Meeting

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Greeting at the door- elbow bump

Feelings check-in during Morning Meeting

Share what you did over the weekend

Birthday cards

Peer editing - positive feedback

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Greeting each student by name and with eye contact each day.

Checking in with students at the beginning of my small group each day to see how their weekend/afternoon/etc was.

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"Lucky Ducks" is just like pulling sticks. I have ducks for each season and the kids love them. I also do "teacher" for those students who need that talk time and they "teach" what we are learning to the small group at the end of the session. I do that about once per week.

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Partner share

Thumb response indicator

Spinner with names to share

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using tables as white boards

Rally Robin - assigning partner A and partner B

Name calling cards

Thumbs up/Thumbs down hand signals

Finger writing

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I use popsicle sticks with student numbers for students to respond.

We also do a lot of partner talks and I ask them to share what their partner's idea was.

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Thumbs up or down on how student feels about the their knowledge of the material.

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What did your partner say?

Popsicle sticks for randomizing or randomizer

Think time paired with partner conversations

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In the SAI room I have several groups working at the same time working on different areas. I often ask my students if they liked the unit and what things that they would like to change for future students. I use a lot of pictures, word walls, graphic organizers, and hands on realia that help as well.

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iReady Activities

Leveled Readers

Small Group Intervention

Literature Circles

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Heterogeneous and homogeneous groups

Partner work

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small groups for intervention

Using iReady fluency passages at their reading level

Using tier II Benchmark intervention resources to scaffold learning

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Small Group Instruction - decodables and leveled readers. iReady Next Steps

During math games I will different student pairs working on different games.

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diverse classroom library

introduce students to Nowruz (persian new year) during the month of March

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I do small groups daily for reading. I do activities with each group that support the needs of the students in that group.

Students who still need extra support also participate in intervention with our intervention teacher daily.

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In the SAI setting, I have just 1 job per week called:"Star Student". Basically that 1 student passes out papers, answers the phone, and sits in the teacher chair during their SAI session. I do have the rules posted but I would like to add a matrix to that of what each rule looks like and doesn't look like.

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Expectations are posted and used for reference.

Students point out others who are exemplifying "Riding the Wave"

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Classroom jobs - so not everyone is trying to jump up and do something

helper of the day - right hand of teacher

Practice and model the desired behavior and expectations

students know/practice where to turn in things when they are done, where to grab tools from when they needed and how to properly use them.

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Revise Matrix throughout the year

Continual Review

Clear and Concise for each activity

Verbal/Visual/Students repeat to each other

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creating expectations posters for each intervention group at the start of each six week cycle

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We review matrix every morning. We usually pick an area that we really want to focus on that day.

Splash Tickets

Positive Praise

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We go over WAVE behaviors and classroom matrix every morning.

They are also posted in the front of the room for students and teacher to refer to.

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What has worked:

- small group routine —> coming in quietly, moving their clip on the mood meter, and then sitting down to answer the daily question

- Using Kagan Talk Structures

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Stand Up/Hand Up/Pair Up

Vertical Learning Responder/Researcher/Recorder

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Teaching classroom expectations and routines in the early weeks, practicing them and reinforcing them

Using timers to manage

Positive reinforcement (whole group, table points, splash tickets)

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Splash tickets for riding the wave

Clear routines reviewed

Team Points - Homework passes

Money system

Music for transitions

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Using music for transitions is helpful for Kinders. They know what to do and where to go based on what song is playing.

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Practicing routines and positive praise.

Clear expectations.

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Follow up/check-in with the classroom mood meter

Individualized greetings at the door

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As an SAI teacher this can be a bit of a challenge since I have my students for a specific amount of minutes throughout the day. I do have a daily group at the end of the day that I can use "The First Five" as a wrap up before sending them back to their gen ed class.

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Greeting at the door.

Community Circles

Small group instruction

Using student names in the work they are doing.

Sending positive messages home to parents.

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Individual morning greeting (stand by the door and welcome them in)

Morning meeting (circles)

Student voice in shared whole class management reward

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Morning Circle Prompts

Morning Run/Walk

End of Day Shout Outs

Weekend News Write-Up/Quick chat

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-Morning Meetings

-Small group activities and team points

-Positive comments

-Stand up-hand-up-pair up

-Morning greetings with each student before entering (elbow bumps)

-Celebrate birthdays- make a card and do birthday slide

-Positive Office referrals

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Greeting every student with eye contact every morning.

Classroom circles, everyone has a voice.

Using sticks to call on students gives every child a chance to share.

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-Sitting in table groups for cooperative learning

-Schedule posted

-Expectations reviewed with positive reinforcement

-Carpet space for instruction as well as circle meetings

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I would like to clean up the labels I have for my daily schedule and use a picture of the covers of our textbooks as the actual picture and label the student supplies.

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Small group instruction

Floor seating

Daily schedule

Materials are on tables and ready to use

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Students have access to supply area

Desks are set up in pairs or groups of three for collaboration

Anchor charts for reference

Sound Card Wall

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Transitions from carpet with to small table for group work

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Materials are easily accessible, students know where their items are stored.

Calm spot

Classroom schedule posted

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Desks in U shape with carpet area in the middle towards the front (helpful for back and forth combo teaching)

Calm Corner

Items are around the room for easy access (students know where to go and where to put stuff)

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Math manipulatives are available for students to grab when needed.

Calm Corner

Cubbies are in different spots in the room so kids are going to different areas of the classroom when getting materials. Spread out the traffic.

Carpet space to alternate learning areas.

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Del Cerro - Grade 3

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Foothill Ranch Elementary/ 3-4 SAI

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De Portola

4th Grade

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Del Cerro/Intervention

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Del Cerro Reading Intervention K-3

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La Madera Principal

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Del Cerro 1/2 combo

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Del Cerro - Kindergarten

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Del Cerro 1st Grade

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Cielo Vista 2nd grade

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I have a sparkle board - Like a Bingo board. Students write their names down for anything worthy of a "sparkle" - When the sheet is full, we draw names for a reward!

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Standing/moveable desk that had your doc cam and keyboard so you can still manage your tech and move around the room

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Proximity is magic everytime.

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~ Individual white boards for responding has been fantastic.

~ Also having students share what someone in their group or what their partner said. This encourages them to listen to their peers even more. Also, when a peer says what you contributed, the connections and pride is priceless.

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Looking forward to adding some new opportunities to respond in my class. Slide 24 in the presentation was helpful, thank you!

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This is a link to my holdiays drive, where I have been complining ideas for national days and as many holidays of as many culutres as I can. This is a growing recourse, so in no way finished. Some students love that I bring up their treasured, valued holiday, so they are not the one who always does this within their class.

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-Student-led podcasts

-Padlet

-Kahoot

-Snorkl

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Small Groups

adjust lesson

provide opportunity for students to learn other culture (holidays around the world)

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-challenge center with task cards for kids who have showed they mastered a concept and are ready to be challenged

-Mustard for “must-dos” Mayo for “May-dos” And Ketchup for “catch-up work”

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Consider your audience when planning read aloud books.

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During WIP or Small group independent time, give students several options and remind them to choose the one that is best for them at the moment.

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my students have to choose the best learning environment for completing work when I'm with the other grade level. They know they can not be disruptive nor interrupt my teaching. They know to wait until the appropriate time to address me, as well as, if I address them. They also remind the others of this expectation in our class.

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Include a brief way that “guest/itinerant teachers “ can refer to or review with students to keep the consistency of expectations TO the classroom as a group

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-Rewards Paper Clip Chain for classroom

-Table Points for good table group behavior

-ROAR tickets for individual behavior

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SV RESPECTS CONTRACT

RIDE daily in our slides

Character Trait for the month

Positive Reinforcement (Tickets)

Student Jobs

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classroom chart with student signitures on learning expectations and classroom agreements

developed these as a class w/ revisting.

routines/procedures are taught and practiced

PBIS

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Have a student repeat my directions before I say "Go" - I usually say Ready, Set, Gorilla" to try and trick them! Or "gopher, etc."

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Showing what materials the students need for the next activity and reminding that one student at a time leave the table and return before sending the next.

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-Norms BEFORE the activity & give Strive tickets to the students who share what they think the norms should be.

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-Be consistent with routines

-change up the reward part & give students choices

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Having table groups of four, with the Kagan table mats, students have numbers 1-4 for their seat. The lab team roles are also their jobs throughout the day. Director, material manager, facilitator, and technician. The numbers rotate each day. A student has this job to switch them. This was from Science Penguin.

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-Combo class-"Grade level split"-Students move to different seats. When I say this, the students know where to be in the room and it allows me to teach each grade level with less distractions to the other group while they work independently

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When I play certain music clips, students know what supplies to grab and where to go and they have until the music stops to get to where they need to be with supplies in hand.

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Flexible seating. My students get up and move all day everyday in order for me to get to both grade levels. They know this is the routine and it builds order, respect, courtesy, and accomplishments.

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-Kagan strategies

-Student cards to pair up: ie P-nut butter/Jelly

-Quiet Signal

-Academic Language

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Opportunity to address when routines are challenging or expectations aren’t met. Problem solve and address as a community. Adjust as needed

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-talking tallies

-math talks at the carpet

-Pennies & quarters at each table group

(Pennies for thoughts, quarters for questions)

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For reading group rotations, I have 5 groups, color-coded sheets in sheet protectors. I list on the sheet what each group is to do during rotation time, including when to meet with me.

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Classroom Economy - every student has a job and knows when and where it needs to be done