Embedded Files
Teacher and Peer Communication
Be respectful. Treat others kindly.
Be forgiving.
Assume best intentions.
Do not post or share inappropriate material.
Attendance
Everyone needs to attend school every day; there is no adequate substitute for being in class. Classroom experiences are difficult, if not impossible to duplicate and cannot be represented as well as the original, with make up assignments. Students absent 1 or 2 days must submit a note from the guardian to the teacher within 2 days of their return stating the date, reason, and a phone number where the guardian can be contacted. Students absent 3 or more days are required to bring a doctor’s note. School opens at 8:45 a.m. and begins at 9:15 a.m. A student entering their classroom at 9:16 a.m. is considered tardy.
Lawful absences:
1. Death in the immediate family
2. Illness of student
3. Court summons
4. Hazardous weather conditions
5. Observance of a religious holiday
6. State emergency
7. Suspension
8. Lack of transportation
Behavior Management
At our school, we believe in the power of positive reinforcement to encourage the behaviors we want to see more often. We use a variety of tangible and intangible incentives, including words of encouragement and affirmation. Here are some opportunities for public praise:
School-wide Foulois Falcon Shout-Outs
Signing Mrs. Nimmons's Good Book
At the end of each month, students who achieve a certain percentage of positive Class Dojo points will participate in fun events! The events may include a movie, extra recess, gaming time, costume dress-up, glow dance party, or pajama day. Below are the percentage requirements for each month:
August: 65%
September: 70%
October: 75%
November: 80%
December: 85%
January: 90%
February - May: 95%
Additionally, once a quarter, our administrators, plan fun field trip for students with no suspensions or office referrals.
At the end of each week, either class gets the first 20 minutes of class devoted to Device Time on the first day of the next week (Monday or Tuesday). Classes achieve this by collectively earning 1,000 points before the end of the week. Class Dojo points are reset every week.
During the week students can earn stickers towards covering a monthly Bingo Board. Once the board is covered students can exchange it for a prize from one of the 3 treasure boxes. The boxes contain either stickers, candy, or small toys.
Here are the proactive strategies we are implementing to nurture our learning environment:
Shared Vocabulary: We are teaching a common language to help students understand behavior expectations.
Acting Out Scenarios: Students will engage in role-playing to better comprehend social norms.
Examples and Nonexamples: We provide clear instances of expected behaviors to ensure understanding.
To further clarify our behavior expectations, we have created a Treatment Agreement that covers:
How students treat each other
How they treat guests
How they treat teachers
How teachers should treat students
Additionally, we have discussed the concept of Respect, including "The Golden Rule," and the relative Size of Problems to foster appropriate responses to challenges, as well as the importance of recognizing and addressing bullying.
We also encourage a Growth Mindset, emphasizing that mistakes are opportunities for learning, and we will explore topics such as emotions, mindfulness, gratitude, and empathy.
Character Education is an essential part of our curriculum, focusing on BDF core values: perseverance, judgment, integrity, kindness, perspective, respect, and responsibility.
In alignment with our commitment to Social and Emotional Learning, we are utilizing the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework to develop self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
Furthermore, we will work on enhancing Executive Functioning skills, including time management, attention, impulse control, and working memory, to help students achieve both academic and personal goals.
Finally, we will address misbehavior using the Conscious Discipline framework, starting with establishing trusting relationships and teaching self-regulation techniques through the Brain State Model and the Zones of Regulation.
Below are some resources related to the strategies mentioned above. These resources are intended to support you at home and reinforce what we are learning in school.
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