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Roundy Elementary Guidance

District Goal

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Roundy Elementary Guidance

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    1. Roundy Elementary Guidance K-5 Guidance Curriculum Results Sample

    2. District Goal #3

    3. District Beliefs All students and staff have the right to be provided with an environment that is physically and emotionally conducive to effective learning. All people will support, maintain, and participate in a safe and orderly environment free from harassment. All students, staff, and guests have a responsibility to conduct themselves in a manner that promotes the safety of themselves and others.

    4. Vision

    5. Behavior Data… At the end of the ‘’01-’02 school year, we noticed an uncomfortable rise in office visits due to fighting and disrespect. By the end of ’02-’03, fighting had increased by 1250% and disrespect had increased by 580% in four years, so we looked at revamping the entire guidance curriculum.At the end of the ‘’01-’02 school year, we noticed an uncomfortable rise in office visits due to fighting and disrespect. By the end of ’02-’03, fighting had increased by 1250% and disrespect had increased by 580% in four years, so we looked at revamping the entire guidance curriculum.

    6. In the fall of 2003... Second Step Curriculum started in all classrooms, grades K-5 Counselor back in building full time Conflict Managers back on playground duty for 4th and 5th grades.

    7. Results After Implementing Second Step… The number of fights decreased significantly the first year, however office visits due to disrespect increased by 57% the first year of the curriculum. We did not see a decrease in disrespect until the second year.The number of fights decreased significantly the first year, however office visits due to disrespect increased by 57% the first year of the curriculum. We did not see a decrease in disrespect until the second year.

    8. Office Interventions in third grade ‘04-’05

    9. Office visits for “Disrespect” included: Talking back to a teacher Making fun of another person’s appearance, ideas, intelligence, or family Name calling Deliberate disobedience Obscene language or gestures Unnecessary noise meant to distract learning

    11. Roundy’s 5 Essentials Use “Please,” “Thank you,” and “No Thank you” appropriately. All ideas and opinions will be respected. When greeted, return the greeting. Use good manners when coughing, sneezing, or burping Do not show disrespect through words, sounds, or gestures.

    12. ASCA Standards and Benchmarks A:A1.4 Accept Mistakes as essential to the learning process A:A2.3 Use Communication Skills to know when and how to ask for help when needed. A:A3.1 Take responsibility for their actions A:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students. C:A1.4 Learn how to interact and work cooperatively in teams.

    13. C:A2.5 Learn to respect individual uniqueness in the workplace. C:C2.2 Learn how to use conflict management skills with peers and adults C:C2.3 Learn to work cooperatively with others as a team member PS:A1.1 Develop positive attitudes toward self as a unique and worthy person. PS:A1.6 Distinguish between appropriate and inappropriate behavior

    14. PS:A1.8 Understand the need for self-control and how to practice it. PS:A1.9 Demonstrate cooperative behavior in groups. PS:A2.1 Recognize that everyone has rights and responsibilities. PS:A2.2 Respect alternate points of view. PS:A2.6 Use effective communication skills PS:C1.3 Learn about the differences between appropriate and inappropriate physical contact.

    15. Roundy BLT Plan Roundy BLT wanted a four prong approach. Parents would be brought into the teaching loop through home newsletters, each essential would be taught in guidance class to ensure consistency, teachers would continue to re-enforce strategies though out the week to add emphasis, support staff would also re-enforce the expectations of behavior. Roundy BLT wanted a four prong approach. Parents would be brought into the teaching loop through home newsletters, each essential would be taught in guidance class to ensure consistency, teachers would continue to re-enforce strategies though out the week to add emphasis, support staff would also re-enforce the expectations of behavior.

    16. Teacher observations week 1: Sept. ’05 N=73

    17. Teacher observations at the end of week 9: Nov. ’05 N=73 Note: new students were not evaluated in the post.Note: new students were not evaluated in the post.

    18. Number of students exhibiting targeted behaviors at the fourth grade level:

    19. Behavior Data from 9/1/05 – 11/1/05

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