Mr. Cosand’s Grade 5 Class Rules and Discipline Plan for 2008/2009 School Year

I use two basic sets of rules and expectations in our classroom.
The first is the Kennedy Positive Behavior Support (PBS) set of rules:

  • Be Safe.
  • Be Respectful.
  • Be Responsible.

I appreciate that this is a school-wide philosophy that is reinforced at every grade level. My hope is that students, through repeated exposure, will embody these guidelines in their individual perspectives and conduct.

The second set of rules and expectations builds upon the PBS guidelines.

Respect yourself.

  • Think and act positively.
  • Do your best in all you do.
  • Take care of your supplies and surroundings.
  • Act with purpose and personal responsibility and integrity.


Respect others.

  • Listen when others are speaking.
  • Keep your hands and feet to yourself.
  • Be polite and courteous.
  • Look for ways to assist and otherwise encourage others.


I believe that these concepts will enable us to create a positive and successful classroom community and prepare my students for success in future relationships and endeavors.

In the interest of establishing a common understanding of procedures and expectations, I begin the school year by teaching the Kennedy school wide behavior expection lessons. Additionally, the lessons are revisited during the school year after vacations or as the need is indicated by student behavior.

Behavioral expectations are further reinforced through the year-long implementation Medford School District’s Skills for Success curriculum, as well as the Second Steps violence prevention curriculum. A great benefit in using a common curriculum is the large degree of consistent support students receive from multiple sources.

At the SCHOOL level, students are rewarded for following the Kennedy Be Safe, Be Respectful, and Be Responsible rules with Kennedy Cash. Students are able to purchase incentive prizes with the Cash they receive, as well as participate in weekly drawings.

Additionally, students are recognized through school year for exemplary behavior in the three Positive Behavior Support rules through special Outstanding Student Awards assemblies.

At the CLASSROOM level, I use class points that are awarded for general observance of rules and procedures and positive, respectful conduct, as well as complimentary feedback from other teachers and staff members. As a class, we establish goals to work toward, such as class parties and celebrations. Every point is a step closer to the realization of the goal.

On the INDIVIDUAL level, we use several systems.
First, I use affirmative verbal and non-verbal reinforcement, recognizing students for making positive choices.

Additionally, I use a system of colors to monitor behavior. At the beginning of the school year, each student is given a number for organizational purposes. This number is also written on a clothespin which is attached to a color-coded rope in the classroom. Students start out each morning with their clothespin in the “green” zone. This signifies a positive beginning place and overall behavioral success.

When a student shows especially safe, respectful, or responsible behavior choices, they are directed by me to move their clothespin to the “blue” zone. This is a positive visual cue that they are being very successful. If the student continues to demonstrate an even higher level of positive behavior, they are directed to move their clothespin to the “purple zone”.

The consequences for the colored zones are as follows:

Green: Student has had a great day! He or she is another step closer to becoming a Self Manager.
Blue: Student has done something especially great in showing safety, respect, and responsibility! He or she gets 10 minutes of special bonus time.
Purple: Student is showing her or himself to be a leader when it comes to outstanding behavior! She or he gets 15 minutes of special bonus time.

Students brainstorm at the beginning of the year, helping me compile a list of several bonus activities that would be open to them if they succeed in moving their clothespin to either blue or purple. Such activities might include reading time, art time, computer time or helping out in other classrooms.

If, on the other hand, a student continues to make poor behavioral choices after multiple warnings, he or she will be redirected as necessary using a continuum of corrective consequences.
The following colors, marked on student Behavior Management Cards, signify a degree of consequence:

Yellow: Student has not changed inappropriate behavior after numerous warnings and conference with the teacher.
Orange: Student has lost recess, been asked to complete a Problem Solving Worksheet and had his or her behavior noted on Student Behavior Log sheet.
Red: Student has lost recess, completed a Problem Solving Worksheet, had his or her behavior noted on Student Behavior Log sheet, received a Behavior Notice, and had parent telephoned.

Students are given a Behavior Management Card each week. It is used to keep track of students’ daily choices and successes. The form is sent home with students each Friday to be signed by a parent and returned.

Additionally, students are given tickets for positive and responsible behavior. They are directed to write their name on each ticket and place them in the ticket tub. Every two weeks, several names are drawn and special rewards are given.
Other benefits for responsible behavior are being entrusted with classroom jobs and becoming eligible for the Kennedy Self-Manager program.


  • Planned ignoring, where mild student attention-getting misbehavior is ignored
  • Proximity, verbal warning(s) and reminders with redirection and reteaching as necessary
  • Brief conference with student in which expectations are clearly stated and student is reminded of potential corrective consequences for continued inappropriate behavior
  • Loss of recess while student completes a Problem Solving Worksheet which calls on student to reflect on his or her behavior choices, identify which rule was violated, and make a plan for future success
  • Behavior is noted on Student Behavior Log sheet
  • Student’s Behavior Management Card is marked yellow for the day
  • Time out in a buddy classroom (Mrs. Koehler or Miss White)
  • Student’s Behavior Management Card is marked orange for the day
  • Loss of recess, Problem Solving Worksheet, and phone call to parent
  • Student behavior is recorded on a Student Behavior Notice which is distributed to office and parent
  • Student’s Behavior Management Card is marked red for the day
  • Student Discipline Referral and, possibly, meeting with principal
  • Parent Meeting
  • Accountability/Behavior contract
  • Opportunity Classroom


Teacher movement through classroom
Proximity and reminders
Use of accountability strategies such as “think, pair, share”
Ongoing collaboration with other school staff members who interact with the student. It is important to discover if problems are global or more classroom-specific. Also, regular parent interaction is vital to maintain home/school parity.

The year is started with extensive teaching and modeling of school wide and classroom procedures and expectations. These lessons and expectations are revisited and retaught throughout the year.
Additionally, we use the Second Step curriculum to help build a skillset in students to assist them in making good choices and self-managing.
Modeling thinking strategies and problem solving strategies is a powerful way to guide students toward good behavioral choices. I also strive to create a positive and affirming environment where students feel safe and valued. This, along with effective management and maintenance, help to make the students – both individually and as a corporate group – successful.