GUIDELINES FOR SUCCESS

Overview

In order to be successful, students should adhere to the "Guidelines for Success" captured in the acronym SCORE (p. 15):¹

SCORE embodies "the attitudes, traits, and characteristics" needed to successfully accomplish any task¹
These ideas "are different from classroom rules" and should guide students' decision-making processes¹
The principles of SCORE can be applied to other situations and settings, including other school courses¹

SCORE

Seek Help When You Need It

Above all else, we are here to learn, so ask questions when you have them! If you don’t understand something,
there is a good chance other students have the same question. Remember that mastery of the course content
and language objectives can only happen if you understand what is being taught.

Cooperate With Others

Collaboration makes learning more manageable and meaningful. If you can work with others, you have a valuable
skill that will serve you well in higher education and your future career. We are all here for the same reason, so
help each other by contributing your unique talents and responsibly carrying out your group role.

Organization Is Key

By organizing your materials and keeping track of time and progress on your in-class assignments, you will be able to follow classroom expectations and maximize time in class. Keep schoolwork in your folder, maintain a clean workspace, use your classroom locker, and deliver letters from the teacher to your family to support your academic success!

Reach For The Stars

If you work hard each day and set high expectations for yourself, you will build the foundation for academic
and personal success. Give yourself a set of goals for the end of this course and picture yourself achieving
them. If you believe in yourself and work toward them a little bit each day, you will make great progress!

Everyone’s Opinion Matters

Every person in this class has a unique background and set of experiences. Respect yourself and others by
listening to other people’s opinions during classroom discussions and activities. Contribute to the class by
sharing your opinions and give the same attention and consideration when interacting with your classmates.

Every English Language Learner can achieve a great SCORE!

Organization

The learning environment is organized to optimize learning and second language acquisition with consideration to the following:

Students will have assigned seating arrangements as described in the Collaborative Learning page
Students will not leave their seats during tasks unless allowed by the teacher or their small-group role
Students will direct their attention to the instructor when she uses the "Attention Signal"* (p. 75)¹

*Note: The teacher will say "1, 2, 3, eyes on me!" and students will respond with "1, 2, 3, eyes on you!' in English

Expectations

Students will be expected to participate in Collaborative Learning tasks throughout the semester by:

Carrying out their assigned roles and duties while being respectful of the teacher, their peers, and themselves
Communicating with their small group using a moderate volume that does not interfere with other groups
Following the assignment's directions, classroom policies, and the instructor's "Guidelines for Success" (p. 15)¹

DAILY SCHEDULE

Most English Learner students will be pulled out 3 times a week for approximately 30 minutes each class** (p. 64):¹

I. WARM-UP

05 minutes ― Individual bell-ringer exercise while teacher takes attendance and/or

05 minutes ― Teacher-led review or background-building exercise

II. LESSON

10-20 minutes ― Teacher-led lesson on new language or content and/or

10-20 minutes ― Teacher-led lesson exercises or small-group instruction and/or

10-20 minutes ― Individual or collaborative learning tasks such as small-group reading or projects

III. CONCLUSION

05 minutes ― Teacher-led review, discussion, or closing tasks (e.g., student reflections or exit tickets)

Daily schedule based on Sprick's Discipline in the Secondary Classroom (p. 64)

**Note: The daily schedules of your student depends on their Individualized English Language Plan (I-ELP)

RULES & POLICIES

Students will be expected to adhere to the classroom "set of rules" in order to earn weekly participation points (p. 111):¹

Listen to the teacher and follow assignment directions and grading rubrics
Participate in class by working on assignments, speaking in discussions, and asking questions
Be organized and manage time wisely by arriving to class and finishing work on time
Respect yourself and others by using kind language and "keeping hands, feet and objects to yourself"¹
Do your best in every task and push yourself to improve your abilities to listen, speak, read, and write in English

CONSEQUENCES

Each rule violation "will result in the loss of a point" in the weekly participation grade detailed in the Grading policy (p. 122)¹

Loss of points based on classroom rules will be recorded in ClassDojo and can be seen under the skills feedback tab

The instructor will also implement tiered responses*** to students who consistently violate the rules:

Time-out and Reflection: Students will be removed from the class activity and do a written reflection on their behavior
Parent Notification: Students' parents will be notified through a "behavior incident form" and phone call (p. 128)¹
"Office Referral": Students will be sent to the office and have misbehavior addressed by an administrator (p. 125)¹

***Note: Office referrals may be given the first time a rule is broken depending on the severity of the student's actions

REWARDS

When positive student behavior and interactions are observed in the classroom, they will earn a point for the weekly participation grade detailed in the Grading policy that can be spent on individual or whole-group classroom rewards

Points earned based on classroom rules will be recorded in ClassDojo and can be seen under the skills feedback tab

The following are examples of common classroom rewards:

Candy: Students may receive a piece of candy as immediate feedback for good classroom participation
Treasure Chest: Students may exchange points for an item or reward from the classroom treasure chest
Fun Day: Students may spend a day doing a non-traditional learning activity based on the lesson topic (e.g., games)
Class Celebration: Students may have a class party that may include food and fun activities (e.g., games, art, etc.)

GRADING

Students' grades are reported every fifth and ninth week of school, with report cards being sent home on the latter date

The curriculum will be delivered in two-week units, the ninth week will be used for summative assessments

In order for students to know their progress and their course standing, the instructor will:

Grade work promptly and report students' participation grades during the final pull-out session of the week
Teach students how to stay accountable and use an "Assignment and Grade Tracking Log" (p. 51)¹

The following "Grading****" breakdown covers "[Four Thematic] Units Covered in the Nine-Week Term" (p. 43):¹

4 unit tests, 100 points each..............................................................................................400 points

4 quizzes, 35 points each....................................................................................................140 points

8 weekly in-class assignments, 20 points each...........................................................160 points

Weekly behavior/effort, 15 points each..........................................................................135 points

Final exam................................................................................................................................150 points

Final group-project................................................................................................................150 points

Total points possible...........................................................................................................1135 points

Grading System based on Sprick's Discipline in the Secondary Classroom (p. 43)

****Note: Final grading matrix to be determined upon hire or student teaching placement

Reference

¹ Sprick, R. S. (2013). Discipline in the secondary classroom: A positive approach to behavior management (3rd ed.). San Francisco, CA: Jossey-Bass, A Wiley Brand.