Personal Assessment/Newcomer

Kim Daniels – Personal Assessment – I used my reading groups during second grade reading as my primary focus during the questions




Positive Behavior Support for the Classroom Newcomer, 2007 Universal Positive Behavior Supports Classroom Strategies Self-Assessment

1. What is your attention signal? When do you use it?

I generally use the ,” 123, look at me” then I wait….



2. What are your classroom rules?

School wide rules are: Be respectful, Be a learner, and Be in control - that generally covers our basic rules in groups



3. What is the routine/procedure to gain assistance?

Students raise their hand



4. What are the consequences for appropriate behavior?

School wide system – Bulldog bucks. I also use stickers and occasionally hand out surprises when they least expect it!



5. What are the consequences for inappropriate behavior?

Reminders to stay on task, then they are removed from the group, then 5 minutes of recess and if they are still having issues we send them to a buddy room to fill in a think sheet. If they return and continue to have problems we call home and if this still is not enough they are sent to the principals office



6. What is the routine/procedure for the start of class?

Since I am an intervention teacher, I do not have a start of class but I do begin with a brief conversation “ how are you today” and then we move into the actual lesson



7. What is the routine/procedure for working in groups?

Students follow the same basic rules for the classroom – when they are in a group without a teacher they are to work quietly but they may interact as long as they follow the posted rules – the same consequences for misbehavior



8. What is the routine/procedure for working independently?

The only time they work independently is when they should be reading quietly to themselves and the routine is get your books, read and continue until the time is up – there is no talking with partners at this time. (although in second grade they tend to read out loud a lot and it is quite noisy at times)



9. What is the routine/procedure for obtaining materials/supplies?

They should know where the items are and get them as they need – we trust they are old enough to obtain needed materials without interrupting others – if it is a paper they are to raise their hand and wait for response



10. What is the routine/procedure for personal belongings (e.g. hats, coats)?

These items should be secured in the coat closet as they arrive – if toys are out and causing disruption they are taken until parents come to retrieve them or until the end of the day (depends on type of toy)



11. What is the routine/procedure for entering/exiting the classroom?

Come in go to your area and talk quietly with table partners until instruction begins



12. How many students in the classroom read below grade level? above grade level? (I am not the classroom teacher but I believe it is an abnormally uneven group with the majority below at this time – this is according to scores before Christmas)



13. How many students in the classroom have a disability for which they receive IEP services? This particular classroom has two – I service 21 students K-2



Which of the above items must be developed as part of the classroom universal positive behavior support plan?

1 5 9

2 6 10

3 7 11

4 8



Positive Behavior Support for the Classroom Newcomer, 2007

Physical Space: Is physical space organized to allow access to instructional materials? L M H



Work centers are easily identified and correspond with instruction 1 2 3~



Traffic flow minimizes physical contact between peers and maximizes teacher mobility

1 2~ 3

Attention: Does the teacher gain the attention of the students prior to instruction? L M H



A consistent and clear attention signal is used across instructional contexts

1 2~ 3

Uses a variety of techniques to gain, maintain, and regain student attention to task.

1 2 ~ 3

Time: Does the teacher initiate instructional cues and materials to gain, maintain, and regain student attention? L M H

Materials are prepared and ready to go. 1 2 3 ~



Pre-corrects are given prior to transitions. 1 2 ~ 3



Common intrusions are anticipated and handled with a consistent procedure. Unexpected intrusions are minimized with an emphasis on returning to instruction.

1 2 ~ 3



Down-time (including transitions) is minimal 1 2 ~ 3

Behavior Management: Does the teacher have universal systems of PBS in place? L M H

Rules are posted 1 2 3 ~



Rules are referred to at appropriate times 1 2 3 ~



Students receive verbal praise for following rules 1 2 ~ 3



Corrections are made by restating the rule/expectation and stating the appropriate replacement behavior.

1 2 ~ 3



Continuum of consequences for encouraging expected behaviors

1 2 ~ 3



Continuum of consequences for discouraging expected behaviors

1~ 2 3



Maintains a 4:1 ratio of positive to negative statements 1~ 2 3

Routines: Does the teacher have procedures and routines that are clear and consistently followed? L M H



Start of class 1~ 2 3



Working in groups 1 2~ 3



Working independently 1~ 2 3



Special events (movies, assemblies, snacks, parties) 1~ 2 3



Obtaining materials and supplies 1 2 ~ 3



Using equipment (e.g. computer, tape players) 1~ 2 3



Managing homework and other assignments 1 2 3~



Personal belongings (e.g. coats, hats) 1 2 3~



Entering/exiting classroom (e.g. using restroom/drinking fountain, going to library, moving around room

1 2~ 3

(While taking this assessment I found the highlighting and changing of text color a useful tool in making choices:))