T-Shirt trade
T-Shirt trade
Embedded Files
Using a T-Shirt Trade...
Prevents a power struggle with students when dealing with dress code.
Students gain possession of a school approved and spirted piece of apparel.
Creates increased sense of belonging.
Implementation
Implementation
Overview
School pride shirts are ordered and kept in storage area.
Students with inappropriate wear or dress code violations are offered t shirt as trade or to have.
Students call parents for permission if trade is to be made.
Core Components
Procedure is communicating and well outlined with all stakeholders
Conversations about the process and communication with family must occur prior to the trade.
Permission must be secured.
Follow up and check ins with student.
Proactive Implementation
Proactively introducing the t-shirt trade starts by clearly communicating the dress code expectations and what happens when those expectations are not met. This must be communicated to both students and families.
Responsive Implementation
Responsively implementing a t-shirt trade may occur when there has been a dramatic increase in dress code violations and a need for intervention. Communication about how all future violations will be addressed must be completed to both families and students.
Bucket fits
Bucket fits
Connection
If the need is connection then the t-shirt may be designed by the student body.
Skills Training
If the need is skill building then the student may practice communication skills when notifying their families and conferencing about the violation.
Awareness
If the need is awareness then during the conference about the violation, discussion on the impact on others may be had as well as hearing from others if appropriate.
Emotional Regulation
If the need is regulation then the student may require time to regulate when they are intitially invited to participate in a conversation about the dress code violation. A location for this de-escalation to occur is important to highlight.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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