Please choose all that apply and use the Other box to share strategies, techniques, or campus

initiatives that might not be listed.

My campus participates in or I am familiar with the following:

PBS or PBIS
CHAMPS - X
Discipline for the Secondary Classroom
Capturing Kids Hearts
Teach Like a Champion=X
Teach Like a Rock Star
Teach Like a Pirate
Consistency Management-X
The Highly Engaged Classroom
Discipline with Dignity
Boystown
Wong & Wong Classroom Management
Rigor and Relevance Framework
Other:

I-10 Builds a Positive and Respectful Classroom Environment

Check all that apply:

1. How many levels of recognition are in place in your classroom?

Individual-X
Group-X
Whole Class-X
Peer-to-Peer-X
Student-to-Teacher-X
Surprise

2. How do you maintain energy and lesson momentum in your classroom?

Use of technology tools for responding-X

Acknowledgments (tickets, post-it notes, etc.)-X
Movement-X
Snaps, claps, cheers, or chants -X
Class created responses of celebration and appreciation-X
Non-Verbal Cues-X
Embed throughout the lesson-X
Other:

3. How often do you have class celebrations of success?

Daily-X
Weekly-X
Monthly-X
After Major Test-X
Quarterly
Semester
Not at all

4. What is your preferred system of facilitating flexibility, cultural and linguistic respect in
your classroom?

Only address if there is a disturbance in the force (student making fun of another student)
Regularly scheduled class meetings-X
Social Skills or Social Interaction Lessons (role play, scenarios, etc.)-X
One-on-one situations with individual students-X
Not necessary in my class

5. Student jobs and classroom care responsibilities are a part of my classroom culture (only
choose one).

Strongly Agree (More than 6 regular jobs that rotate)-X

Agree (At least 3-6 regular jobs that rotate)
Neutral (Sometimes I have one or two helpers)
Disagree (Student helpers are not necessary in my classroom)
Strongly Disagree (Students are not allowed to conduct any supporting role)

6. I have a system of peers encouraging one another in my classroom by:

Compliment wall-X
Student Jobs-X
Common courtesy expectations-X
Regularly scheduled class building activities
Regularly using student inventory information embedded in lessons (create small groups-X
Using student inventory information as focus for class meetings-X

I-9 Sets and Implements Discipline Management Procedures

1. How many levels of discipline are in the HISD Student Code of Conduct? Three levels

7
4
5
3

2. How many consequences are on your classroom discipline continuum before you involve
administration? (Primarily for Level 1 offenses)? More than 6
3
4
5
6
More than 6

3. How often do you have/send parent communication about the culture and celebrations of
your scholars?

Monthly (student of the month)-X

Monthly Newsletter
Quarterly Report
Annual Report
Not At All

4. What is the ratio of positive acknowledgments for behavioral expectations to corrective

acknowledgments?

1 to 1
2 to 1
3 to 1
4 to 1
More than 5 to 1-X

5. Consequences are developed by:

District
School-X
Myself-X
Student input-X
Parental input

6. My most subtle tools for redirecting off-task and/inappropriate language are:

Non-verbal signals-X
Teacher Look
Proximity-X
Compliment appropriate behavior of other students-X
Strong Voice
Parental Voice

7. Follow through with consequences are:

Logical
Natural
Punitive
Private
Consistent-X
Public

8. I have developed a discipline tracking system in my classroom

Individual folders-X
Clipboard with tracking sheet
Student discipline response forms-X
Clips
Names on the board
Weekly tracking sheet with parent signature
Daily tracking sheet with parent signature-X
I dont need a system for tracking discipline
Other:

9. My students hold each other accountable for off-task, inappropriate, or disrespectful

behavior by:

Calling another out on it using the consistently taught set of expectations-X

Silent Cues
Expressing When you..it made me feel
Reporting the behavior to you aloud
Parents call or email you or your campus administration to report
Using a class created note system
Using a campus framework
Other:

Please read the following scenario and post your input on the Padlet link.

You have been asked to support Mr. Curtis with his I-10 and I-9. After observing a couple of
times with your observation form, you have noticed a pattern of; a high percentage of teacher talk,
Mr. Curtis using Shhhh consistently during each of your short observations, a high percentage
of students laying down on the desks, and students in the back of the room whispering during his
lesson.

What would be 2 or 3 action steps or recommendations for Mr. Curtis (Please do not just list
strategy names). List does not need to be prioritized.

https://padlet.com/dsabaril/CCS_action
Resources List:

Curwin, R. L., & Mendler, A. N. (1999). Discipline with dignity. Alexandria, Va., USA:
Association for Supervision and Curriculum Development.

Fippen, M. B. (2001). Capturing kids hearts. Phi Delta Kappa International

Frieberg, H. J. & Driscoll, A. (2005). Universal Teaching Strategies. Allyn & Bacon; 4 edition

Frieberg, H. J. (2009). Consistency Management & Cooperative Discipline

Lemov, D., Wooolway, E. & Yezzi, K (2012). Practice Perfect: 42 rules for getting better at
getting better. San Francisco: Jossey-Bass

Lemov, D. G. (2015). Teach Like a Champion 2.0. San Francisco: Jossey-Bass Inc. Pub.

Linton, C. W. (2011). Equity 101: The equity framework. Corwin

Marzano, R. J. & Pickering, D. J. (2011). The Highly Engaged Classroom. Bloomington, IN:
Marzano Research Laboratory

McCook, J. E. (2006). The RTI Guide: Developing and implementing a model in your schools.
Horsham, PA: LRP Publications.

Smith, R. (2004). Conscious Classroom Management: Unlocking the secrets of great teaching.
Fairfax, CA: Conscious Teaching Publications

Smith, R.; Dearborn, G. & Lambert, M. (2011) Picture this! Conscious Teaching

Sprick, R. S. (2009). CHAMPS: A proactive & positive approach to classroom management.

Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S. (2013). Discipline in the secondary classroom : a positive approach to behavior

management. San Francisco: Jossey-Bass Inc Pub.

Wong, H. K., & Wong, R. T. (1998). The First Days of School: How to Be an Effective Teacher.
Wong, Harry K. Publications.
Wong, H. K., Wong, R. T., Jondahl, S. F., & Ferguson, O.F. (2014). The classroom management
book. Wong, Harry K. Publications.