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Procedures & Rules within Mr. Waizenhofer’s Classroom

Procedures & Rules within Mr. Waizenhofer’s Classroom. How to use Discovery and other life skills to find success. Classroom. Entrance Retrieve working folder from filing cabinet Make sure you have a couple pieces of paper and a writing utensil within your folder

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Procedures & Rules within Mr. Waizenhofer’s Classroom

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  1. Procedures & RuleswithinMr. Waizenhofer’sClassroom How to use Discoveryand other life skills tofind success

  2. Classroom • Entrance • Retrieve working folder from filing cabinet • Make sure you have a couple pieces of paper and a writing utensil within your folder • All current work is to be kept in this folder • Grab a note card and begin “Dome Work” opener • These will entail learning target(s) from previous lesson and/or current lesson • This is an informal formative assessment to not only get your brain warmed up but to allow you and I to gauge levels of understanding and interest • Have Process Point Sheet on desk

  3. Classroom • During Class (Course Work) • Standard Based Grading • Pre-Assessments • “Preseason” used to gauge prior skills, knowledge, and understanding of course standards and their corresponding learning targets • Formative Assessments • “Practice” that further develops skills, knowledge, and understanding of course standards… • **These assessments are to be kept in your WORKING folder. AFTER you have met a standard (explained in next slide) you are permitted to move assessments into your DONE folder.

  4. Classroom • During Class (Course Work) • Standard Based Grading • Summative Assessments • “Games” that formally assess developed skills, knowledge, & understanding of course standards… • Will consist of 4-10 learning targets • Will be done to mastery • Grading Scale • 4 – exceeds standard (100%) • 3 – met standard (88%) • 2 – approaching standard (70%) • 1 – did not meet standard (60%) • 0 – did not attempt standard (50%)

  5. Classroom • Standards Based Grading Example • Learning Targets: • I can identify working folders and done folders. • I can describe classroom entry procedures. • I can connect procedures to success and learning. • I can contrast Process Points from last year to the revised ones this year. • Instruction and Formative Assessments • Lecture, presentation, discussion, and game • Summative Assessment • Test at end of unit to exhibit mastery of standards and learning targets

  6. Classroom • During Class (Behavior) • Discovery and then some… • LIVE DISCOVERY! • New Process Points • Earn them now! (2’s and 10’s) • Much more specific! • 32 needed for lunch • Incentives • New Redirect Process • Still earn them, but not as invasive • Less Focuses • Earned (not Auto) after 4 redirects in class • One Voluntary a day*

  7. Classroom • During Class (Behavior) • Discovery and then some… • Leaving the room • Takes away from chances to earn points • Sheet goes with you, chances to earn points does too • Food • No distribution of food • No food or drinks taken out of cafeteria

  8. Classroom • Exit • Organize WORK folder and place back into filing cabinet • Keep writing utensil in the folder • While you organize, we will work together to finish your Process Point sheet • Clean up your area • Leave class with some sense, not like this…

  9. In Case of… • Emergencies • Fire • Exit in orderly fashion out doors to outside on left and make your way to Pavilion • If fire is in that direction, be sure to go right and we will exit out front • Inclement Weather • Exit in orderly fashion and kneel against and facing wall on the right • Earthquake • Yes, this can happen • Get in a tight ball and get under a desk (or two)

  10. In Case of… • Emergencies • Lockout • We will remain in the room, with the door closed and locked, and continue class as normal • REMAIN CALM • Lockdown • We will remain in the room, with the lights out, door closed and locked, and get out of sight of windows • REMAIN CALM AND QUIET • Armed Entry • Flee AS CLASS to safety with me • REMAIN CALM AND QUIET

  11. Any Questions? • Not what I’m hoping to hear: • Am I in the right room? • What are we doing now? • When’s break? • Can I go get a snack from Mrs. Mitchell? • What I would love to hear: • Why did we change Process Points? • Why do we have rules? • Can you explain the course’s objectives?

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