1	Dan F. Long Middle School Make Your Day 2007 - 2008
2	"Consequences" Consequences Vs. Punishment Make Your Day
3	Consequences vs. Punishment Would you like to be perfect? What is a mistake? Does anyone know what a miss take is? (in movies) A mistake is an opportunity to learn. Does making a mistake make you bad?
4	Consequences vs. Punishment What is a punishment? (student discussion including examples) To inflict a penalty Correct, discipline, chastise Suffering pain or loss Severe, rough, or disastrous treatment
5	Consequences vs. Punishment What is a consequence? (Class discussion) Conclusion derived through logic Something that is fair, predictable, and/or logical Something produced by a cause or necessity following from a set of conditions (expectations!!)
6	Consequences vs. Punishment If a teacher whispers to you to take some time to think about a problem, is this a punishment or a consequence? Consequence! Why? A whisper is fair, predictable, and you are not being publicly embarrassed! Want to know how? You will learn how with “Steps!”
7	Consequences vs. Punishment At Dan F. Long middle school we are doing away with PUNISHMENTS! No more detentions No more DMC No more confrontation What does this mean for you? Your new program is fair It will be predictable and logical This does not make you bad
8	STEPS Steps are used to allow students time to reflect over the behavior they have chosen. What are some behaviors that students exhibit that may cause them to go to Steps? Student responses…
9	STEPS Some examples of behaviors that students exhibit that may cause them to go to Steps? Talking out Tapping the desk or making noise Whispering while the teacher is talking Taking others’ property Throwing anything Insubordination (Do you know what this means?)
10	STEPS What are some behaviors that students exhibit that may not cause them to go to Steps? Student responses…
11	STEPS Some examples of things that are not related to the Steps plan? Messy work Not doing your work in class Not having your materials or homework These behaviors do not violate our rule. These are examples of Point issues. Points will be discussed later today.
12	How the Plan Works - Step 1 If you go to Step 1, this means that you have chosen a behavior that interferes with the learning, safety, or well-being of others. The teacher will walk over to you and state, “Step 1, exact behavior.” The teacher will walk away. What do you do?
13	Step 1 When you are told you are on Step 1, you are required to move to a chair that is facing away from the class activity. Your teacher will point this area out to you now. While you are on Step 1, you are to face away from the activity and reflect on the behavior that you chose which caused you to go to Step 1.
14	Step 1 After some time has passed, your teacher will come to you and privately ask, “What behavior did you choose to go to Step 1?” Answer the question. If you state your behavior, your teacher will ask, “Do you need more time?”
15	Step 1 (repeat of previous slide) If you state your behavior, your teacher will ask, “Do you need more time?” If you state “no.” The teacher may state “You may return to the activity.” If you state “yes.” The teacher may state, “I’ll come back later.” Use this time to reflect on your behavior.
16	Step 1 If you choose not to respond to your teacher when he/she asks, “What behavior did you choose to go to Step 1?” – your teacher will state “You chose Step 1 by exact behavior. Your time starts over.” OR If you state “I don’t know.” or “I forgot.” – Your teacher will help you by telling you the exact behavior and starting your time over. You will remain in Step 1.
17	Step 1 If you feel the teacher made an error, you may choose to say, “You said I was exact behavior. It wasn’t me.” – Your teacher may agree or disagree with you. If your teacher agrees, he/she will return you to the activity. If your teacher disagrees, he/she will ask if you need more time. You will remain in Step 1.
18	Step 1 Model step one and appropriate and inappropriate responses.
19	Step 2 What types of behaviors will students choose that may cause them to go to Step 2? Student responses…
20	Step 2 In order to go to Step 2, the student is in Step 1 and chooses an inappropriate behavior. Your teacher will walk over to you and state, “Step 2, exact behavior.” In Step 2, you will stand up and face away from the activity. You need to reflect on the behavior that got you to Step 2.
21	Step 2 After reflection time, your teacher will ask you, “What behavior did you choose to go to Step 2?” Please respond to the question. Then your teacher will ask, “Do you need more time?” If you state “no.” your teacher will state, “You may return to Step 1.”
22	Step 2 If you choose not to respond when your teacher asks you, “What behavior did you choose to go to Step 2?” - he/she will give you more time for reflection or restate your exact behavior for you and give you more time for reflection. After reflection time, your teacher will ask, “Do you need more time?” If you state “no.” your teacher will state, “You may return to Step 1.”
23	Step 2 At this time, you are working your way back down the Steps. You will always work your way back down the Steps. Steps are never skipped – unless certain circumstances occur. These circumstances will be addressed later in the presentation.
24	Step 3 In order to go to Step 3, the student is in Step 2 and chooses an inappropriate behavior. Your teacher will walk over to you and state, “Step 3, exact behavior.” In Step 3, you, as the student, will remain standing.
25	Step 3 Your teacher will state, “You have now chosen Step 3. You have a choice to make. Your choice is to focus your attention on the rule or you may choose Step 4, which is calling home to arrange for an immediate conference with your parents. Which do you prefer?” You will make your choice to look and reflect on the rule or go to Step 4.
26	Step 3 (repeat from previous slide) You will make your choice to look and reflect on the rule or go to Step 4. If you do not give an immediate response in the form of focusing on the rule or saying “yes”, you are choosing Step 4.
27	Step 3 Again, you are working your way back down the Steps. You will always work your way back down the Steps.
28	Step 4 If you chose a behavior that brings you to Step 4, your teacher will fill out the Step 4 Form. Your teacher will state, “You have chosen Step 4 for exact behavior. You have a choice to make. You may go to the office to call your parents to arrange for an immediate conference or you may choose to qualify for Step 5, which is going home today. Which do you prefer?
29	Step 4 If you chose Step 4, the completed Step 4 Form is given to you, and you are sent to Mr. Vernon’s office to make the phone call home. Your teacher will call Mr. Vernon to let her know you are on your way to his office. In Mr. Vernon’s office, he will permit you to contact your parent and have them come to school immediately.
30	Step 4 After your parent is contacted, you will be directed to another classroom and be on Step 1 in that classroom until your parent arrives. It is the expectation of that teacher that you will not interfere with his/her class. If you choose to interfere while in a buddy room, you have chosen to qualify for step 5.
31	Step 4 When your parent arrives, your teacher will have a conference with him/her outside of the classroom. For students who are in the teacher’s classroom, the teacher will state, “Students, I will be involved in a Step 4 conference. Please continue working.” The students remaining in the classroom are expected to be working.
32	Step 4 Outside of the classroom, the teacher and parent will discuss the behaviors that you chose to get you to Step 4. The teacher, the parent, and you will then conference. Your parent determines whether you are ready to return to class or not.
33	Step 5 If you chose a behavior that gets you to Step 5, your teacher will state, “You have qualified for a Step 5.” An administrator takes it from here.
34	Dress code and ID card violations Dress code violations and ID card violations are automatic Step 4’s. What are dress code violations?
35	Are ID card violations automatic step 4? What are ID card violations? Not having your ID card visible. It should be worn around your neck and/or above your waist at ALL times! Your ID card cannot be defaced in ANY way.
36	ID Card Continued Temporary ID’s are purchased for $1.00 before 8:40 in the morning. No student is allowed to be anywhere in the building with out an ID. If a student is found without an ID in the middle of the day, the student must be immediately sent to Mr. Vernon. The main office will keep track and after the fourth time a student purchased an ID, it will be an automatic Step 4. If purchasing an ID makes a student tardy, student takes the consequences of points.
37	What is an automatic Step 5? Play fighting, horseplay, the silly games where you physically touch one another is an automatic Step 5. What are we talking about? This includes shoving, pushing, hitting, kicking, tripping, slapping, knuckle games, “licks”, “lashes”, “necks”, flicking, slap boxing, etc (we know there are others games!). In other words, please keep your hands to yourself.
38	What is an automatic Step 4? Step 5? Physical, aggressive fighting OF ANY KIND is an automatic Step 5. Drug, alcohol and weapon related offences are an automatic step 5.
39	What is an automatic Step 4? Step 5? Verbal confrontations when aggressive or directed at a person are automatic Step 5’s.
40	Shadowing What is shadowing? When another student responds to or interacts in any manner with a student on Steps, he/she has chosen to "shadow" or follow his/her fellow student through the steps. Choosing steps is only the business of the student making the choice. No other student is allowed to become involved.
41	Shadowing What happens if you “shadow” a student who is on Steps? You join them on Steps. You join them at whatever Step that student is on. For example, if a student has chosen to be on Step 3 and you shadow that student, you will be placed on Step 3! Laughing at others who are on Steps is shadowing.
42	Opting Out What happens if you let your teacher know you want to be on Steps – even if you haven’t chosen a behavior that would put you on Steps?
43	Opting Out Occasionally a student, for any number of reasons, may choose to go to steps so he/she may earn his/her points away from the learning environment. This student should be accommodated by the teacher and recognized for taking responsibility for behavioral management.
44	Opting Out Please keep in mind that if you Opt Out and are on Steps, you may still earn your Points BUT you will be missing class work that cannot be made-up at a later date. In other words, your grades will reflect your choice to Opt Out. If there is a test/quiz, your parents may be contacted. No make-up tests are given to students who Opt Out.
45	Points Who earns points? Students and teachers
46	Points What are points? Points measure success in the “Make Your Day” program.
47	Points Why earn points? Earning points is how you “Make Your Day.” Not earning points offers opportunity to learn from a mistake. You can never LOSE points.
48	Points How are points earned? Do what is expected. Do the best you can.
49	Points REMEMBER If you do what’s expected, you earn points. If you interfere with the learning, safety, and well-being, you choose steps.
50	Points You assign your own points. You only earn ALL points when you’ve met ALL expectations. Honor system
51	Points You CAN earn points on Steps IF you are meeting expectations while you’re there.
52	Points What’s the goal again? (discuss) And why do this? (discuss)
53	Points See sample point chart.
54	Points How many Points do you need to Make Your Day? At the end of the day, you can make a possible 410 Points. If you make 400 Points or above, CONGRATULATIONS you have MADE YOUR DAY!
55	Points If you make 399 Points or below, you have not Made Your Day. We will all have days when we don’t “Make Our Day,” including teachers – we learn from experience and do better next time! Your parents will be informed that you did not “Make Your Day,” by a note sent home from your 6^th period teacher. Parent signs note, you return it to your 6^th period teacher and you do better next time. It’s that simple!
56	Concerns Make Your Day
57	Concerns When we complete our Points, some students are very fair. BUT. . . What if some students don’t realize they are interfering with others, or that they are not doing what is expected? What if some students are too hard or too easy on themselves?
58	Concerns Tattling vs. Concerns: Definition: Tattling is revealing the plans or activities of another, to chatter aimlessly; to gossip. Tattling is meant to cause harm to another for the sake of making oneself look good.
59	Concerns A student can only have a concern with another student who has directly interfered with their learning, safety or well-being. The expectation to this is that students may have a concern for another student who is interfering with his/her own safety (like someone who wants to hurt himself or herself in some way)
60	Concerns Any information given during Concerns needs to be delivered in a positive tone, remembering that the purpose of a concern is to HELP a fellow student.
61	Concerns Teachers may use the coin trick at this time. “Was he/she lying when she chose my _________ hand?”
62	Concerns How do “Concerns” work? Each student’s name will be called. When a student’s name is called that you have a concern with, you will raise your hand. Do not talk out. Please wait to be called on by the teacher.
63	Concerns How do “Concerns” work? When you are called upon, you speak directly to the person who interfered with your learning, safety, or well-being. Direct eye contact and respectful speaking tone are very important and are expected. You are not speaking to the teacher, unless your concern is with the teacher.
64	Concerns How do “Concerns” work? You will BRIEFLY state the behavior and how it interfered with your learning, safety, or well-being. Now an opportunity is given for a concise response that directly addresses the Concern.
65	Concerns How do “Concerns” work? If a Response is offered, the person who has the Concern is asked if they accept the Response. If the person with the Concern accepts the Response, the discussion is finished.
66	Concerns How do “Concerns” work? If a Response is offered, the person who has the Concern is asked if they accept the Response. If the person with the Concern does not accept the Response, a different Point value is offered by the student with concern.
67	Concerns How do “Concerns” work? If there is only one Concern, the student either accepts or rejects the new POINT value, end of story. If there is more that one Concern, the student receiving the feedback must wait until all the Concerns are finished before accepting or rejecting any of the choices.
68	Concerns How do “Concerns” work? If the student does not accept the new Point value, the median score is determined between the two Point values If there is more that one Concern, the median point is found between the High and Low Remaining Points.
69	Concerns How do “Concerns” work? If the student does not have a Response, the student with the Concern can assign a different Point value. The new Point value may be accepted or rejected by the student. The same process is used to determine the final points.
70	Concerns How do “Concerns” work? A student who does not have a Response for his/her behavior, and does not accept a change in Point value may be a candidate for removal from giving themselves points. This means the teacher will giving that student Points until he/she can rejoin the Points system on their own.
71	Concerns How do “Concerns” work? If a concern is given inappropriately, the student is given a warning for the 1^st offense. The next occurrence merits removal from Concerns for a specified period of time. Before the student can rejoin the process again, they must convince their teacher they are ready to handle this responsibility appropriately.
72	Concerns If a student consistently fails to take responsibility for their behavior as demonstrated by inappropriately high Point values, they temporarily lose the opportunity to evaluate themselves. The student may regain this opportunity after they convince the teacher that they can handle the responsibility.
73	Concerns Let’s role play with the Points we collected during our Points presentation.
74	What are Long’s Common Areas?
75	Common Area Procedures The steps and Points work the same way in Common areas as in each of your classes. Difference: You can choose the Steps with ANY Long Teacher/Staff, not just your own.
76	Hallway Expectations Students move QUIETLY from class to class on the right-hand side of the hall. WHY??? Helps with the flow of traffic to stay on one side so students will get to class ON TIME. - Maintains an academic environment so everyone can learn.
77	Dan F. Long Make Your Day Self-Management The End