Proposition+Five

__**Proposition 5: Teachers are Members of Learning Communities**__
 * NBCT's collaborate with others to improve student learning
 * They are leaders and actively know how to seek and build partnerships with community groups and businesses
 * They work with other professionals on instructional policy, curriculum development and staff development
 * They can evaluate school progress and the allocation of resources in order to meet state and local education objectives
 * They know how to work collaboratively with parents to engage them productively in the work of the school

= Artifact: PBIS Behavior Matrix = = =
 * ** Expectations ** ||  ** Classroom **  ||  ** Hallways **  ||  ** Bathroom **  ||  ** Lunchroom **  ||  ** Playground **  ||  ** Library **  ||  ** Before & After School **  ||  ** Van Area **  ||  ** All Settings & Community **  ||
 * ** Be safe ** ||  Calm body

Use materials appropriately

Get adult permission to leave ||  Walk the line

Feet on the floor

Calm body ||  Wash hands with soap & water

Lights on

Feet on the floor ||  Stay in line

Calm body ||  Wait to see an adult on duty

Calm body ||  Calm body

Walk ||  Calm body

Walk the line

Dress for the weather ||  Calm body Walk ||  Stay with your group

Calm body ||
 * ** Be Respectful ** ||  Stay in your personal space

Use kind words and actions ||  Stay in your personal space

Quiet voice ||  Wait your turn

Throw trash in garbage can

Give others privacy

Keep to yourself

Voices off ||  Quiet voice

Use good manners

Throw away trash

Be patient

As permission to leave ||  Stay in your personal space

Use kind words & tone of voice

Take care of equipment

Take turns

Include others ||  Quiet voice

Sit and whisper read while you wait

Stay in your personal space ||  Be patient and kind

Stay in your personal space ||  Quiet voice

Be patient and kind ||  Follow directions

Respect personal space

Use kind words and actions ||
 * ** Be Responsible ** ||  Take care of classroom materials

Follow directions

Complete assigned work/tasks

Be quick & quiet ||  Go timely  ||  Use the right bathroom

Be timely

Flush

Use the toilet, sink, dryers correctly ||  Take care of your belongings

Clean up your spot ||  Return equipment

Line up quickly

Keep equipment ||  Return books to the shelves

Take care of the books

Return books by due date ||  Be quick and on time

Care for your belongings

Stay in your area ||  Go timely

Pay attention

Stay in your spot ||  Be on time

Use objects for intended purpose ||
 * ** Be a Learner ** ||  Pay attention

Participate

Believe in Yourself ||  Read the signs  ||   ||   ||  Know and follow the rules of the game

Be a good sport

Try new playground activities ||  Read

Pick “just right” books ||   ||   ||  Participate

Pay attention || to Learn* ||  *Walk the Line*  ||  *Be Quick, Be Quiet, Be Careful* ||  *Be a    Fine Diner*  ||  *Show Sportsmanship*  ||  *Be a bookworm*  ||  *Show the Wildcat Way* ||  *Show the Wildcat Way*  ||  *Show the Wildcat Way*  ||
 * ** Staff Prompts ** ||  *I am Here

Description: This is the behavior matrix that myself and a team of others worked togeter to create as a springboard for implementation of PBIS in our school.

Analysis: PBIS (Positive Behavior Implementation System) was implemented at Whittier School in May 2011. Beginning in January of 2011, a team of people from my school was gathered together to train in this system and then collaborate to put the pieces into place for it's implementation. As a team, we created this matrix that gives specific language and guidelines for students to achieve positive rewards. The kick off was the day that we returned from break. As a team we decided to concentrate on hallway behavior at first so not to overwhelm. The students and teachers were energized and excited. I am hopeful that this will be the positive force that my school needs.

= Artifact: Kindergarten Writing Rubric = = =  Kindergarten Writing Rubric

Target: **I can organize ideas in my writing.**

There is evidence of a beginning, a middle, and an end. || The writer is starting to show evidence of a beginning and an end. ||
 * 4 || The beginning, middle, and end add interest to the writing. ||
 * 3 || The writing is in logical order.
 * 2 || The writing is out of order.
 * 1 || There is not enough writing to get a sense of order. ||
 * 0 || The writer made no attempt. ||

Kindergarten Writing Rubric

Target: **I can communicate through writing.**

Minor touch-ups would get the piece ready for publication. || The writer uses spacing consistently. The writing makes sense and can be read by an adult. || The writer is beginning to show evidence of using letter sound knowledge and spacing. || The writer uses strings of letters. ||
 * 4 || The word choice and sentence structure enhance the writing.
 * 3 || The writer uses beginning, middle, and end sounds consistently to write words.
 * 2 || Parts of the writing are awkward or choppy.
 * 1 || It is unclear what the writer is trying to communicate.
 * 0 || The writer made no attempt. ||

Description: This is a rubric used to grade all pieces of writing in the classroom in order to help differentiate writing instruction and to communicate students' progress to parents.

Analysis: As a PLC team, the kindergarten teachers decided that we needed a rubric to help guide our instruction and to attach to pieces of writing included in the report card. We discussed the elements that should be included in all areas of the rubric and then created it. This has really helped not only with communication with parents but when conferring with each individual students. They can see the areas that they are quite successful in and the areas where they need more work.

= Artifact: Alignment of the Common Core Standards with The CAFE Reading and Writing System = = = Description: Our school is universally using "The CAFE" in our reading workshops. We have been working in PLC's for two years aligning our teaching with the learning targets. When The Common Core Standards were introduced this year and we were told that they were going to be the new standard to go by, we decided to take the standards that are in the core and align them with our CAFE menu so that our children are learning everything they are supposed to learn in kindergarten.

Analysis: TBD: This is a work in progress as this is written