1. Decision Making Room and Cardinal Choices A PROGRAM FOR CORKRAN MIDDLE SCHOOL STUDENTS

2. Special thanks to personnel and schools within Anne Arundel County whose materials were borrowed and/or adapted in creating our program. Cardinal Choices Current Members Debbie Montgomery, Principal Wendy Slaughter, Assistant Principal Lee Devereaux, Decision Making Room Coordinator Bridgitte Hammaker, School Social Worker Tammy Shelton, School Psychologist Joyce Spring, Guidance Counselor Jessica Gonzales, Guidance Counselor Special thanks to personnel and schools within Anne Arundel County whose materials were borrowed and/or adapted in creating our program. Cardinal Choices Current Members Debbie Montgomery, Principal Wendy Slaughter, Assistant Principal Lee Devereaux, Decision Making Room Coordinator Bridgitte Hammaker, School Social Worker Tammy Shelton, School Psychologist Joyce Spring, Guidance Counselor Jessica Gonzales, Guidance Counselor

3. Decision Making Room Procedure Student reports to Main Office after being removed from class Office staff/administrator contacts DMR coordinator to alert pending arrival Student completes a “Student Action Plan” DMR coordinator discusses plan with student and counsels them on how to make better decisions Student completes behavior work assigned by DMR coordinator and/or class work assigned by teacher Administrator will determine if and when student may return to class (most students return to their next class)

4. DMR Rules Remain quiet Remain in your assigned seat If you have questions raise your hand Do your best, be good students, and make smart decisions Follow CHAMPs guidelines

5. CHAMPs for DMR C – Communication: (May I talk?) H – Help: (How do I ask for help?) A – Activity (What should I do in DMR?) M – Movement (May I get out of my seat?) P – Participation (What will it look like if I am working correctly?)

6. Cardinal Choices What is it? PBIS initiative Proactive intervention for yellow and red zone children. Progress is closely monitored and the program is evolving.

7. Cardinal Choices Overview Purpose: The goal of this program is to: –Increase the time that children are available for instruction by decreasing their office referrals. –Build positive relationships with Mentor Coaches, Decision Making Room Coordinator, and School Social Worker. –To increase home/school communication. –To proactively intervene to increase positive behavior.

8. Mentor Coach Children are assigned a Mentor Coach. The mentor will meet with the child at least 15 minutes per week. The Mentor Coach provides support and encouragement in making positive choices. They celebrate success. Children are assigned a Mentor Coach. The mentor will meet with the child at least 15 minutes per week. The Mentor Coach provides support and encouragement in making positive choices. They celebrate success.

9. Mentor Coach Recruitment and Development Voluntary Mentor training to introduce Mentor Coach concepts Mid year luncheon to share what is working Student goal sheet Getting to know you sheet Voluntary Mentor training to introduce Mentor Coach concepts Mid year luncheon to share what is working Student goal sheet Getting to know you sheet

10. Student Comments about their Mentor Coach Comments from students about their Mentor Coach –You helped me to; improve my work, care for other people, understand other people, improve my behavior, have respect for teachers, to be good, and to improve my social skills. –I appreciated; you being there for me all the time, that you treated me well and gave me chances, when you helped me and believed in me when no one else would, and for being there when I was down. –Thank you for; helping me all of the time, being there to listen to my problems, considering my feelings, not assuming I was wrong, and helping me when I was in trouble or when I was about to get in trouble. Comments from students about their Mentor Coach –You helped me to; improve my work, care for other people, understand other people, improve my behavior, have respect for teachers, to be good, and to improve my social skills. –I appreciated; you being there for me all the time, that you treated me well and gave me chances, when you helped me and believed in me when no one else would, and for being there when I was down. –Thank you for; helping me all of the time, being there to listen to my problems, considering my feelings, not assuming I was wrong, and helping me when I was in trouble or when I was about to get in trouble.

11. Behavior Management Daily progress report. Children are required to check in and check out each day. Children are required to have their point sheet signed by their parent nightly to increase parent/school communication.

12. Levels The children will gain independence from the program by working themselves through a series of levels that will include rewards for progress and consequences when they are not meeting success on their daily progress sheet.

13. Parent/Guardian Permission Explains program in a “nutshell”. Informs parents that school staff will meet individually with their child. Student can only participate with parent permission. Explains program in a “nutshell”. Informs parents that school staff will meet individually with their child. Student can only participate with parent permission.

14. Daily Progress Report Given to student at A.M. Check-In. Carbon copy returned at P.M. Check-In. Original taken home for parent signature. Given to student at A.M. Check-In. Carbon copy returned at P.M. Check-In. Original taken home for parent signature.

15. RULES Point sheets must be initialed by classroom teacher at the time of class. Parent’s signature on previous day’s point sheet earns student 6 points toward that day’s total points. Failure to appear at A.M. Check-in to pick up point sheet will result in a ZERO for the day. Point sheets must be initialed by classroom teacher at the time of class. Parent’s signature on previous day’s point sheet earns student 6 points toward that day’s total points. Failure to appear at A.M. Check-in to pick up point sheet will result in a ZERO for the day.

16. A suspension results in dropping one level. 3 unsuccessful attempts at one level will result in dropping one level. Forgery and/or altercation of points or signatures will result in dropping one level. A suspension results in dropping one level. 3 unsuccessful attempts at one level will result in dropping one level. Forgery and/or altercation of points or signatures will result in dropping one level. Rules

17. Level Sheets A notebook with Level Sheets is kept in the DMR Room Students can review their progress daily Student progress is reported to appropriate school staff weekly. A notebook with Level Sheets is kept in the DMR Room Students can review their progress daily Student progress is reported to appropriate school staff weekly.

18. Students can receive a total of 100 points A.M. Check-in 7point Parent signature 6 points P.M. Check-in 7 point Progress sheet 100 points Successful/unsuccessful day is recorded. Students can receive a total of 100 points A.M. Check-in 7point Parent signature 6 points P.M. Check-in 7 point Progress sheet 100 points Successful/unsuccessful day is recorded. Level Sheets