III. Does not include Only a few parent Conferences are Parents are aware of Conferences are Presents parents with parents in conferences take conducted components and support the conducted with opportunities to learn and process. place with little occasionally with classroom discipline plan parents regularly. discuss the classroom’s No connections opportunity to learn parents. most of the time. Parents make discipline plan, as well as with home. and discuss and connections to their the role of in building a discipline plan. role in CKH. respectful and caring classroom Environment. IV. Ineffective Provides some At least half of the Classroom activities All classroom Creates on-going classroom climate. encouragement, students opportunities for students to activities are learning opportunities for No expectations or minimum support or incorporate enhance skills in this area. learning students to enhance their accountability of . constructive feedback going opportunities for skills in building not included in to students. understanding of enhancing skills in relationships that promote classroom tenets and this area. success and build planning. expectations. V. Reactive instead Classroom-wide The four questions Teacher serves as an effective In the classroom, Facilitates the of modeling discipline are used by the model for questions with the four questions development of a questioning. management plan is teacher in the students grasping overall are used as the classroom-wide discipline tenets not used in partially in place in classroom and the understanding. primary method of management plan processing classroom. hallways at least Signs posted in classroom behavior (including consequences) behavior conflicts. Some tenets of are half of the time. and many students are management. that incorporate the tenets incorporated. confident with use. of : What are you doing? What are you suppose to be doing? Are you it? When are you going to do it?
III. Presents parents with opportunities to learn and discuss the classroom’s discipline plan, as well as the role of in building a respectful and caring classroom Environment. Does not include parents in process. No connections with home. Only a few parent conferences take place with little opportunity to learn and discuss and discipline plan. Conferences are conducted occasionally with parents. Parents are aware of components and support the classroom discipline plan most of the time. Conferences are conducted with parents regularly. Parents make connections to their role in CKH. IV. Creates on-going learning opportunities for students to enhance their skills in building relationships that promote success and build Ineffective classroom climate. No expectations or accountability of . not included in classroom planning. Provides some encouragement, minimum support or constructive feedback to students. At least half of the students incorporate understanding of tenets and expectations. Classroom activities opportunities for students to enhance skills in this area. All classroom activities are learning opportunities for enhancing skills in this area. V. Facilitates the development of a classroom-wide discipline management plan (including consequences) that incorporate the tenets of : What are you doing? What are you suppose to be doing? Are you it? When are you going to do it? Reactive instead of modeling questioning. tenets not used in processing behavior conflicts. Classroom-wide discipline management plan is partially in place in classroom. Some tenets of are incorporated. The four questions are used by the teacher in the classroom and the hallways at least half of the time. Teacher serves as an effective model for questions with students grasping overall understanding. Signs posted in classroom and many students are confident with use. In the classroom, the four questions are used as the primary method of behavior management. going
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