Developmental Design

Advancing social, emotional, and academic growth in adolescents

Foundations of Developmental Designs

• Know your students (culture, assets, needs)• Build a sense of community through Circle of Power

and Respect• Being Proactive (hopes and dreams, social contract,

modeling and practice, teacher language)• Being Reactive (self-control, redirection, problem-solving,

return and repair, and conspiracy of caring)

Developmental Designs Guiding Principles

1. Knowing the physical, emotional, social, and intellectual needs of the students we teach is as important as knowing the content we teach. 2. We learn best by actively constructing our own understanding and meaning. 3. The greatest cognitive growth occurs when learning is leveraged by social interaction. 4. Goals are best achieved through the mastery of incrementally challenging tasks.

DD Guiding Principles cont.

5. Social learning in a supportive community is as important to success as academic learning. 6. There is a set of personal and social skills that students need to learn and practice in order to be successful socially and academically: cooperation, communication, assertion, responsibility, engagement, empathy, self-control. 7. Trust among adults is a fundamental necessity for academic and social success in a learning community.

Adolescent Needs• Studies show that when the following needs are met in Middle School

Classrooms, student achievement is higher.• Adolescents have the need for:1.Relationships2.Autonomy3.Competence4.Fun

•NEEDS MET= ENGAGED LEARNER= HIGH ACHIEVEMENT!

Advisory/CPR

• Circle of Power and Respect (CPR) You know the old saying, “Life is like a box of chocolates”? Middle school can be like that. Kids come in a variety of shapes, sizes, colors, cultures, and tastes. A middle school can be filled with cliques and clans, but there is a time each day when we all melt together and form a united community. CPR is a time when friends and loners, students and teachers can all blend together and leave negative perspectives behind.

CPR Format

Daily News

• Purpose: To set a friendly tone and provide information about the day.

8-13-15Greeting Teachers,Welcome to the first session of our study group! Today we will discuss how to implement CPR into our class. Do you feel this will benefit our students at Renaissance At University?

Greeting

• Purpose: Students learn the skills of formal, friendly, and fun formats for social encounters.

• Name with Gesture Greeting: A person greets the group adding a gesture to his/her name.

Sharing

• Purpose: Builds relationships among students and creates connections between school and home life.

• Sticky Note Share: Name a topic that would help group members learn more about each other.

• Whip Share• Can use these topics through out the year so nobody feel

left out.

Activity

• Purpose: Builds relationships and develops academic and social skills.

1. Divide into groups of four. 2. Discuss the rationales for advisory/CPR3. Select three reasons and write them down.4. Combine with a group and come up with a new set of

three reasons.

Daily News

8-13-15Greeting Teachers,Welcome to the first session of our study group! Today we will discuss how to implement CPR into our class. Do you feel this will benefit our students at Renaissance At University?

Take A BreakTAB/TAB OUT

What is it? What does it mean for you?

What is TAB?

•Take a break (TAB) gives students a place to go when they need to get back on track. TAB is a nudge, a gentle correction for a small misstep. It's NOT a final resort or punishment.  

What is TAB?

•Think of it as a rendezvous for redirection:• Just a few feet away. Just a few moments. Just until they have it together again.

When will TAB be Used?

•TAB should be used regularly as a normal part of class when students need to:• - Refocus- Clear their heads- Calm down to problem solve

How do they get there?• INVITATION• Using a calm voice, redirect a student with a simple

reminder, such as, "John, take a break."• SELF DIRECTION• Eventually, the goal is for students to recognize when they

lose focus and independently go to the TAB spot.

What might it look like?

What is TAB Out and Back?• It gives students a chance to get back on track by moving

to a separate classroom to reflect and refocus. • TAB Out and Back includes a Quick Conference between

the student and the teacher who sent him before the student re-enters the original classroom.

• During the Quick Conference, what the student has written on a reflection is used to make sure he is ready and willing to get back on track.

What happens when a student is sent out?

•When a student arrives in the TAB Out room, she is asked to fill out a reflection sheet as soon as she can think clearly about what behaviors brought her there.

Reflection sheet??? What is that? What’s on it?

Ensuring a positive reentry

• In the quick social conference at the door, the sending teacher and student review the student's reflection, checking for understanding of what happened and effort toward positive change. Then the student is welcomed back to class.

What this means for you• The TAB In/Out and Back process will be incorporated into your

teacher’s consequences. • Verbal Warning (Tab In/”Chill Out”)• Student/Teacher Conference (Tab Out and Back+ Reflection Sheet)

• Parent Contact Made• Detention

• Parent/Teacher Conference• Administrative referral

Demonstration

• TAB• TAB OUT

Questions

?’s