Acorn Woodland Elementary teachers established routines and systems across all classrooms which created the conditions of safety and nurture. Transitions between learning activities and classrooms were tightly structured, with students assigned to specific jobs (e.g., door knocker, door holder, process observer) and expectations for student behavior repeatedly taught. Behavior management “steps of self control” and response systems (e.g., core value cards and blue cards) appeared to be used in all classrooms. Each AWE classroom used a similar tool for tracking progressive steps of discipline in the classroom: students’ names written on clothes pins, pinned to a chart with 5 bands of behavior status (e.g., Awesome Scholar, Warning, In Class Reflection, Buddy Reflection, Office Referral in one class).
School Culture Team (SCT) reported that they looked at “blue card” behavior referral data to
understand what was happening in classrooms and to decide how systems could be improved or teachers supported to strengthen safety and nurture in classrooms. Reportedly, the SCT also looked at what this data said about how adults were working. The SCT then coordinated the strategies, routines, and structures for positive classroom environments. They monitored the school’s use of Second Steps and supported integrating elements of Caring School Communities and Mindfulness into their classroom strategies
School Culture Team (SCT) reported that they looked at “blue card” behavior referral data to
understand what was happening in classrooms and to decide how systems could be improved or teachers supported to strengthen safety and nurture in classrooms. Reportedly, the SCT also looked at what this data said about how adults were working. The SCT then coordinated the strategies, routines, and structures for positive classroom environments. They monitored the school’s use of Second Steps and supported integrating elements of Caring School Communities and Mindfulness into their classroom strategies