Developmental Designs

3 Rings of Success; Relationships, Social Skills, Engagement

The Developmental Designs Approach

CPR = Circle of Power and Respect

CPR is used at the beginning of the day and at the end of the school day. It is a structure used to support students with building a community of trust.

Format: Greeting, sharing, activity, and daily news.

Greeting - to learn names, to practice courtesy, and to acknowledge and welcome ones presence.

Sharing - To get to know one another and practice the art of conversation.

Activity - To have fun, engage, cooperate, include all, develop self-control, and spark academic learning.

Daily News - To greet, inform, and teach skills through posted, written information and student responses

Setting Routines

Hopes and Dreams, Social Contracts, Written Reminders or Agreements

Goal Setting: All members of the classroom are asked to reflect on their hopes and dreams for the school year, this can be an academic or social goal. Goals are worked on throughout the trimester and reflected on at parent teacher conferences. A new goal is set every trimester or the previous goal is reset.

Social Contract: Students compile a list of 3 -5 ideal expectations for the school year. The contract is a live document that is agreed by all students and signed by all members of the classroom. The Social Contract is referred to frequently throughout the school year and is referenced to during parent teacher conferences.


List the steps - Students name the steps and place them in the right order

Y-Chart (Look, Sound, Feel) - Students brainstorm how a routine should look, sound and feel.

T-Chart of Teacher job/ Student Job - Students come up with some of the job discriptors

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Sweat the Small Stuff

Notice > Redirect > Problem Solve > Return & Repair

These are the four steps that are used to support our classroom environment with behavioral issues that may occur.

Notice - Be sure that the behavior is noticed before it needs to be stop. Once the behavior is noticed; remodel the expectation, refer to the Y-Chart (look, sound and feel).

Redirect - Used to stop a disruptive behavior (Big or Small); Nonverbal cues (Show 5), TAB (take a break), Buddy Classroom.

Problem Solve - When a reoccurring behavior continues and the redirection options are not successful, students will be asked to reflect on their behavior filling out a reflection sheet or a quick social conference. The purpose of this structure is to help clarify the situation, understand the students better and renew their relationship to the Social Contract.

Return & Repair - When a student is returning to a classroom, they are asked to come to an agreement on how to repair the damages from their disruptive behavior. This does not happen within the return, but within 1 school day. Some options are an act of apology (verbally or written) act of kindness, or a skit.