At Aveson, we strongly believe that in order to maintain and preserve the integrity of Aveson’s culture and climate so that our Charter goals of personalized learning, social leadership and healthy living can be realized, children must be guided in their social, emotional, and behavior development in conjunction with their academic development. School culture can be described as the core philosophical, moral and ethical underpinnings defining how school leaders lead, advisors teach and students learn.  School climate is how a school campus looks, sounds, and feels in order to positively promote safety, connection, teaching and learning.

At Aveson, we think about discipline in a fundamentally different way. We believe that student's social, emotional, and behavior development needs to be supported and guided through teaching, modeling, shaping, and cueing in order to foster the potential for lasting change. At the foundation of this belief is the idea of discovering why students are or become socially, emotionally, and/or behaviorally challenged. When we are able to identify why students are challenged, we can then work with the student to create proactive behavior support plans that will ultimately teach the student how to identify their “triggers”, self-regulate their emotions, and teach the skills the student requires in order to meet their needs in alternative, or more constructive ways.

Rituals v. Routines and why BOTH are important!

A classroom by which student learning takes precedence, where students are actively engaged with rigorous and relevant content and having meaningful conversations with their fellow classmates is necessarily built on a foundation of strong classroom management where students feel safe, connected and composed. 

Strong classroom management relies on an advisor who is well prepared and planned to teach both academic and SEL content. Having clear rituals and routines is KEY to a successful classroom. 

Rituals: Rituals are the traditions that we engage in. They provide a way for our students to offer their goodness to each other and are the glue that binds us together. Rituals that we regularly engage in: School Family Assemblies, Buddy Day, Share Bags, Birthday Showers, Wishing Well, Morning Greeting and Core Practice are some examples.

Routines: Routines (and even better visual routines) provide our students with images of what they can do to be successful members of a classroom. Routines are procedural. They are explicitly taught and  bring predictability  and order to the classroom. This predictability and consistency  are essential for bringing a sense of felt safety to our school and classrooms. Examples might be: 

• how to enter the classroom, 

• how to line up, 

• how to walk in the breezeways, 

• how to push in chairs, 

• bathroom sign-out, 

• where to put materials, 

• using Green Slips (see Jody Funes in the front office if you need Green Slips)

• hanging backpacks on breezeway hooks

• classroom jobs

• how to use the Safe Space

• how to care for classroom supplies

• how to transition within the classroom

• how to clean up after eating

• how to sit in a circle

• how to actively listen

• how to ask for help, ask a question, make a comment

• how to care for recess equipment,

• AND MORE!

Advisors should refer to the following document to self-assess their classroom management:

Rituals and Routines Advisor Self-Assessment Tool

Behavior is Communication! 

All student behavior is a form of communication:

• To connect with peers and adults

• To get something tangible

• To get power or control

• To meet a sensory need

• To communicate feelings, wants, and needs

• As a result of a lack of understanding

• To escape or avoid something

Our job is to figure out what is being communicated and how to teach students to communicate in prosocial ways that increase their SEL development: 

• There is always a reason for problem behavior

• There can be many reasons behind one specific behavior

• Adults can learn to understand and interpret children’s challenging behavior

• Children’s challenging behavior can be reduced with support (natural and planned consequences), not punishment

Students learn best when they are taught what to do. They learn even better when provided with visual cues and modeling AND how you say it/show it can make all the difference when setting up  children for success. Advisors should refer to the following document for practices in positive behavior support: 

Practices in Positive Behavior Support 

Sometimes a student's behavior necessitates more support than what the advisor can give in the moment. Advisors should refer to the Tk-5th Minors and Majors chart to understand what is advisor managed behavior versus what is Support Staff managed behavior. If a staff member needs additional and/or immediate support with a student, they should call the front office and/or use the walkie talkie to radio for support to Ryan McClintock, our lead student support Instructional Assistant or Stina Ross, our Assistant Site Director. 

Tk-5th Minors and Majors

Other Student Support and Behavior Philosophy Documents

• Student Support Philosophy

• ASL Discipline In a Nutshell 

• Harmful Incident Protocol (see Discrimination, Harassment and Bullying section below)

One of the core tenants of the Aveson model is building a positive culture and climate through advisory-based learning. Using the advisory-based approach to social, emotional, and behavioral support allows advisors to be proactive rather than reactive. Advisors take a social, cognitive, and behavioral approach to working with students within a classroom support system that strives to be realistic, equitable, consistent, and caring, in order to develop the skills necessary for lasting growth and development. Advisory occurs for each classroom every morning and every afternoon, and is the foundation for helping students develop their social, emotional, and behavioral learning.

Advisory is the time of day where SEL is explicitly taught and discussed. This time is intentional, well planned by the advisor and sets the tone for the rest of the day. Advisory is instructional time and should not be considered "free time".  A standout advisory block will include these elements and more: 

• Students circle up 5 days per week

• Advisory starts on time at 8:15am 

• Advisory (and every block) starts with Core Practice (see the MindUp curriculum)

• Advisory is well planned, structured and has clear SEL objectives and outcomes

• Advisory lessons are advisor created to meet the needs of their students and derive from several resources: 

  • ASL SEL Outcomes (with rubric) - to help students set their own SEL goals

  • ASL SEL Outcomes (without rubric)

  • ASL School Family Agreements - to help students understand how we strive to be as a school-wide family. Classroom Family Agreements should be created by the advisor and their students using the School Family Agreements as their guide. 

  • Aveson Schools Guiding Principles - to help students have language for how to interact with each other

  • The Aveson Way - to help students understand what being an Aveson student looks like, sounds like and feels like

  • ASL SEL Curriculum - Conscious Discipline, MindUp, PBIS, The First Days of School, social justice resources 

Aveson Schools believes that all students, staff and visitors have a right to a safe, connected and healthy school environment free from discrimination, harassment, bullying and intimidation. Aveson values and celebrates all abilities, races, cultures, religions, countries of origin, sexual orientations, genders and languages. Aveson is committed to standing up for and taking action against all racist and discriminatory behaviors whether intentional or not. As such, we take our safety and policies very seriously. Behavior that infringes on the safety of any student, staff or visitor is prohibited and will not be tolerated. 

Aveson’s prohibition of discrimination, harassment and bullying are in accordance with Penal Code section 422.55 and California Education Codes sections 220 and 48900. All families will receive a copy of this policy via the Aveson Student and Family Handbook, made available to all families at the start of each new school year. 

Anti-Discrimination, Anti-Harassment and Anti-Bullying Policy

Aveson Schools and community are committed to making their schools free from unlawful discrimination, harassment and bullying and providing equitable opportunities for all individuals in their community. Aveson Schools will not tolerate any person being discriminated against, harassed or abused in any way.  We stand against racism, hate and discrimination. We are a color-conscious organization and strive to talk about race openly and honestly. We are dedicated to working with staff and families to foster the growth of anti-racist children. 

Any student who engages in discrimination, harassment or bullying of another student or anyone in the Aveson community may be subject to disciplinary action up to and including expulsion. Any employee who permits or engages in discrimination, harassment or bullying may be subject to disciplinary action up to and including dismissal from employment. Aveson will seek to prevent, correct and discipline behavior that violates this policy or any other infringement to one's social, emotional, or physical safety. School response to violations may be informed by and in conjunction with appropriate law enforcement agencies. 

This policy pertains to any instance of discrimination, harassment, or bullying that takes place on campus, during an off-campus school event, during Distance Learning, or on any digital platform (email, Zoom, text, Google docs, etc).

Aveson’s Expectations 

Aveson expects all persons to contribute to a safe learning environment for all students, staff and visitors. Aveson, its students  and the community have an obligation to promote mutual respect, understanding, and acceptance. A student will not intimidate, harass, or bully another student through words or actions, whether on the physical school site campus, during an off-site school-sponsored event or by means of an electronic act.  Any person (student, staff member, volunteer, visitor) who commits an act of discrimination, harassment or bullying is in violation of this policy.

We expect all persons to adhere to and strive for self-efficacious behavior that follows our School Family Agreement, The Aveson Way and our Guiding Principles (see links below). Aveson ensures that this policy will be followed by providing on-going professional development and training for all staff and providing direct and explicit instruction for all students in the areas of antiracism, anti-discrimination, inclusion, conflict resolution and social and emotional learning. In addition, the Aveson Board of Directors will oversee the Aveson Executive Director and hold them accountable for implementation of this policy.

All staff are expected to immediately intervene when they see an act of discrimination, harassment or bullying  or upon receipt of any report of discrimination, harassment or bullying. Staff are expected to immediately report these incidents to the Administration. People witnessing or experiencing discrimination, harassment or bullying  are encouraged to report the incident to their Advisor or Administration as soon as possible.  Any member of the Aveson community may make an anonymous report of discrimination, harassment or bullying and Aveson strictly prohibits retaliatory behavior against any complainant or any participant in the complaint process. 

Anonymous reports can be made by filling out our electronic reporting form. This form does not record email addresses and once filled out will be submitted to Administration. To make an anonymous report of discrimination, harassment or bullying, use the following link: 

• Discrimination, Harassment & Bullying Anonymous Reporting Form

• Harmful Incident Protocol 

Discrimination

• Definition: Discrimination is the unjust or prejudicial treatment of different categories of people or things, especially on the grounds of race, age, religion or personal sexual Identification; denying any student or staff, of any personal, professional growth opportunities: as well as any opportunities for advancement, on the bases of race, religion, sex, sexual orientation or identification. This includes discrimination that occurs in virtual, internet based or on-line settings. 

• Examples: The following examples of discrimination are intended to be guidelines and are not exclusive when determining whether there has been a violation of this policy.

  • Student Tina has asked others to use the pronoun “he”. A fellow student refuses to and keeps referring to Tina as “she” saying that Tina is a “girl” and should be called “she”. 

  • Todd was discouraged by their school counselor when applying  to college. When Todd said he wanted to apply for an Ivy League college, the counselor said,  “ Don’t waste your time. They don’t accept African-Americans''.

  • Jared is Muslim. He informs his advisor that he prays 5 times daily as part of his religion and asks his advisor if he could use his free class time to pray. The advisor denied Jared’s request to pray. 

  • A group of students play basketball everyday on the playground. Several of the students consistently call each other the “N” word when they don’t agree with how the game is being played. 

Harassment

• Definition: Harassment is written, verbal or physical behavior that demeans, humiliates, embarrasses or any kind of ongoing torment towards a person. This includes conduct that is based on a student’s actual or perceived race, color, national origin, sex, disability, sexual orientation, gender identity or expression, religion or any other distinguishing characteristics. This includes harassment that occurs in virtual, internet based or on-line settings.

• Examples: The following examples of harassment and sexual harassment are intended to be guidelines and are not exclusive when determining whether there has been a violation of this policy.

  • While walking to lunch each day, John gets nudged on the shoulder by the same student. The student whispers that John’s skin is too black. 

  • A group of students pass by Joanne at recess each day and whistle at her. Sometimes they tell her she looks “pretty” or “ slutty” depending on what she is wearing. 

  • Ryan plays on the baseball team at recess. His teammates recently found out he was gay and have started calling him “princess”.

Bullying

• Definition: According to the Center for the Study and Prevention of School Violence (2008), there are three criteria to set apart bullying from other aggressive behaviors:

1. It is aggressive behavior or intentional harm-doing.

2. It is carried out repeatedly and over time.

3. It occurs within an interpersonal relationship characterized by an imbalance of power.

Thus, “a student is bullied or victimized when [they are] the repeated target of deliberate negative actions by one or more students who possess greater verbal, physical, social, or psychological power.” (EDC, CASEL, and American Institute for Research)

Furthermore, there are three types of bullying.  “Direct bullying” involves physical or verbal aggression.  “Indirect bullying” is a more subtle version, often using social power and influence.  Finally, “cyberbullying” is a version that uses electronic communication to harm another person socially or psychologically.

• Examples: The following examples of bullying are intended to be guidelines and are not exclusive when determining whether there has been a violation of this policy.

  • Sam is afraid to walk home from school. Every so often, another student waits for them and threatens to punch them if Sam doesn’t do things for them at school, like steal the teacher’s computer passwords. 

  • Tim took a photo of a classmate at a party during the weekend. The photo shows the classmate’s underwear. Tim sends the photo to other students via text and email. 

  • Shelly tells their friends to never sit with Maria at lunch because Maria’s food looks weird and doesn’t smell good.

Reporting Discrimination, Harassment and Bullying: 

The following actions will be taken when discriminatory, harassing or bullying incidents are reported at Aveson: 

Notify:

Upon receipt of any report of discrimination, harassment or bullying an appropriate Aveson staff member, including, but not limited to a Director, Student Support Team member and/or an advisor, will direct an immediate investigation. 

Investigate:

An investigation will take place and will include interviewing the alleged perpetrator(s) and victims(s), identified witnesses, advisor(s) and staff members. Parents/guardians will be notified after the conclusion of the investigation by a Director or Student Support Staff member. 

All reports and incidents will be documented in Aveson’s electronic behavior referral system and will be kept strictly confidential. The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

Action 

Students who violate Aveson’s policies on discrimination, harassment and bullying may be subject to progressive interventions and/or disciplinary actions, leading up to and including suspension and expulsion from Aveson Schools. Aveson’s disciplinary actions adhere to Aveson’s Discipline Philosophy (see link below) which follow age-appropriate and developmental procedures, ensuring that teaching, learning and restorative practices guide the actions taken. 

Follow-up

Aveson will continue to support the accused and the victim(s) after the incident has occurred in order to support on-going learning, growth and prevention of future incidents of discrimination, harassment and bullying. For example:

• Restorative conversations 

• Weekly check-ins with students and/or families involved

• Role Plays

• Restorative projects

• Explicit and direct instruction on discrimination, harassment or bullying

If the processes by which Aveson took to notify, investigate, act and follow-up on any incident of discrimination, harassment or bullying were not conducted with integrity to this policy, any Aveson community member may reach out to the Executive Director and/or the Aveson School Board.

At ASL we use several curricular resources to support social and emotional (SEL) as well as social justice teaching and learning. 

SEL: 

1. Conscious Discipline: www.consciousdiscipline.com

2. MindUp: www.mindup.org

3. Positive Behavioral Interventions and Supports: www.pbis.org

4. The First Days of School: www.effectiveteaching.com

The Collaborative for Academic, Social and Emotional Learning (CASEL) organization is foundational in understanding our SEL work at Aveson. It is a resource we use as part of our growing tool box of resources. 

• www.casel.org

SOCIAL JUSTICE:

1. Pollyanna: www.pollyanainc.org

The Learning for Justice organization is foundational in understanding our social justice work at Aveson. It is a resource we use as part of our growing tool box of resources. 

• www.learningforjustice.org

• Learning For Justice  Social Justice Standards

Other Social Justice Learning Resources: 

1. Consent Lessons - all advisors are expected to teach 3-5 lessons per school year as needed starting in September. 

2. Teaching for Justice  Domains/Pollyanna Curriculum Merging (link coming soon)

3. Aveson Advocacy Alliance - ASL has a team of educators/staff dedicated to Diversity, Equity and Inclusion (DEI) at ASL. The team is called Aveson Advocacy Alliance (AAA). This team meets 1-2 times per month to support curriculum, DEI events, DEI focus months as well as student support issues involving harmful incident reports. This team is open to anyone at ASL who would like to join. Current team members are: Casey Rasmussen, Stina Ross, Arlynn Page, Molly Tuchman and Lisl Bondsmith. Any staff member can reach out to anyone on the team to get support in any issue related to DEI. If you are interested in joining this team, reach out to Casey Rasmussen! 

4. Library Collections - ASL has four library collections to support SEL and Social Justice learning. All library collections are held in the new Literacy Yurt. Until that yurt is build, the collections will be housed in the Connections Room.  Each collection has a sign-out book. Staff are expected to sign-out the book(s) they are wishing to use and return them in a timely manner for other staff to be able to use :

a.) Pollyanna Curriculum collection - ASL owns three sets of each title for the entire curriculum K-5th grade. 

b.) George Floyd Memorial collection - a range of picture and chapter books to help staff supplement advisory and social justice lessons. This is a growing collection! Suggestions and feedback are always welcomed in order to make this a robust and useful collection. 

c.) Consent collection - ASL owns a growing collection of books on the topic of consent to support the consent lesson expectations. 

d.) SEL collection - ASL owns a growing collection on books on a variety of SEL topics. Some titles are aligned with ASL's Guiding Principles as well.