As a Responsive Classroom (RC) and Positive Behavior Interventions Support (PBIS) School our school-wide expectations are based on C.A.R.E.S: Cooperation, Assertion, Responsibility, Empathy and Self-control. These areas also comprise the Personal Development section on your child's report card.
At the beginning of each school year, behavioral and social expectations for the classrooms (including Interactive Arts) and all of our common areas (playgrounds, hallways, cafeteria, bus, and auditorium/All School Assemblies) are taught, modeled and practiced. Our focus is on appropriate and caring behaviors across all settings in order for greater learning for all of our students.
Teachers/staff strive to consistently follow the following steps to prevent and to respond when help is needed in making good choices:
Step 1: Creating positive relationships between adults and children in a caring community that takes into account the child’s developmental level and individual skills and needs.
Step 2: Use of positive Reinforcements, a Reminder and/or Redirection (3 R’s of RC).
Adults at UES encourage students by using common prompts such as “show me what’s expected,” “keep this small,” “you can get this turned around,” “check your engine,” etc.
Step 3: Provide a child the chance to step away to regain composure by completing a Stop & Think sheet*** (identifying unexpected choice and what caused this choice.)
Step 4:Redirection at the Buddy Teacher **spot to think about continued unexpected choices (sometimes it is easier to regain self-control when away from their class).
Step 5: Visit to Excel/Behavior Room because the steps above have not been sufficient enough to help the child make better choices.
Step 6: All processing forms go home so that our parents may help reinforce this new learning. The Excel one needs the parent to sign and return to the classroom teacher.
