Florence Bowser Elementary School

1. Florence Bowser Elementary School Suffolk Public Schools Cohort 3 Region 2

2. Why ESD? • Equips children with the social skills so they are ready to learn. • Reinforces SOL’s

3. Aligning the SOL’s with ESD • Oral Language • 1.1 The student will continue to demonstrate growth in the use of oral language. • Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials. • Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns. • 1.2 The student will continue to expand and use listening and speaking vocabularies. • Follow simple two-step oral directions. • Give simple two-step oral directions.  • 1.3 The student will adapt or change oral language to fit the situation. • Initiate conversation with peers and adults. • Follow rules for conversation. • Use appropriate voice level in small-group settings. • Ask and respond to questions in small-group settings.

4. Reading • 1.5 The student will apply knowledge of how print is organized and read. • Read from left to right and from top to bottom. • Match spoken words with print. • Identify letters, words, and sentences. • 1.6 The student will apply phonetic principles to read and spell. • Read and spell common, high-frequency sight words, including the, said, and come.

5. Economics • 1.7 The student will explain the difference between goods and services and will describe how people are both buyers and sellers of goods and services. • 1.8 The student will explain that people make choices because they cannot have everything they want. • 1.9 The student will recognize that people save money for the future to purchase goods and services. • Civics • 1.10 The student will apply the traits of a good citizen by • focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect; • recognizing the purpose of rules and practicing self-control; • working hard in school; • taking responsibility for one’s own actions; • valuing honesty and truthfulness in oneself and others.

6. Number and Number Sense • 1.1 The student will count objects in a given set containing between 1 and 100 objects and write the corresponding numeral. • 1.2 The student will group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value. • 1.4 The student will recognize and write numerals 0 through 100. • Computation and Estimation • 1.9 The student will create and solve story and picture problems involving one-step solutions, using basic addition and subtraction facts.

7. SOL 1.3 Skip Counting

8. Ownership • Diverse team membership includes early childhood, special education, resource teachers, grade level representation, and administrative support. • Staff is involved throughout the process of implementation.

9. Expectations S.O.A.R. • Self Control • On-Task • Attitude • Respect

10. Preparing to S.O.A.R. • Staff developed expectations based on the needs of students • Grade level meetings used to define expectations by location • Teachers solicited input from students, leading to student ownership

11. Rhythmic Reminders • Behavioral expectations are taught through developmentally appropriate instruction • Supports diverse learning styles, and students with special needs

12. Leaving the Classroom

13. Walking Quietly

14. Best Bathroom Behavior

15. Ready For Lunch

16. Recess!

17. Ready for the Bus

18. Impacting Classroom Practices • The flowchart provides a common language and orderly procedures • Provides teachers with preventative practices • What happens before the behavior occurs? • What happens after a behavior occurs? • Where is the behavior occurring?

19. Supporting Teacher Practices • The flowchart assists with classroom management. • It provides a tool for self-assessment and data collection. • Identifies the support teachers need to incorporate preventative practices in the classroom

21. Mini-Behavioral Report • Work in progress for our school • Guideline for teachers • Benefits: • Screening tool for students needing additional support • Source of data: Grade level chair collects data from each teacher • ESD team reviews

22. Data- Behavior Incidents by Type 2009-2010Florence Bowser Elementary School

23. Data- Behavior Incidents by Location 2009-2010Florence Bowser Elementary School

24. Acknowledgement of Students • Student tickets • School store • Golden Egg Award- • Group Reward- class works together to earn a sticker to put on the good egg award, based on the following criteria: • Quiet entry • Following directions during the class period • Quiet exit

25. Acknowledgement of a Job Well Done

26. Adding to our Good Egg Award

28. School Store

29. Acknowledgement of Staff • Teacher tickets passed out during the work day to staff members demonstrating ESD practices. • During staff meetings, teacher tickets are exchanged for raffle tickets, which teachers can win prizes that have been donated by partners in education.

30. Teacher Tickets

31. More Teacher Tickets

32. Family Involvement • Communication tools • Brochure • Classroom Mini-Behavioral Report • Parent notification of students receiving the Good Egg Award

33. Outcomes

34. Where can you get more information? • Poster session • Products available at ESD Website under school samples • http://ttac.odu.edu/esd