Washington Elementary School

Dear Parents:

Make Your Day is a citizenship program at Washington School. Following is a brief summarization of the program. Please review this information and if you have further questions or concerns, please contact me or your child's classroom teacher. You are always welcome to come to the classrooms and visit the program in action.

Sincerely,

Kevin Pearl

Principal

MAKE YOUR DAY is a citizenship program.

ALL STUDENTS are given the opportunity to learn in a positive, caring atmosphere, the opportunity to make choices, the opportunity to evaluate and self-correct, the opportunity to make their day.

This model is based on the premise that every person within the school environment has the right to expect to complete their responsibilities without interference from others. From the students' point of view, this means that they can expect a school environment that is enhanced by a focus on the importance of learning. Students are able to communicate directly with those persons who are interfering with their learning in order to effect a change.

Every student is held accountable to every staff member in order to provide consistency throughout the school environment. Consequences are clearly outlined and consistently enforced. These procedures are implemented without blaming, moralizing or showing anger. Throughout the school day, students are aware of the fact that the consequences of their behavior, both positive and negative, are the result of their choices.

DAILY EVALUATION
Points are used as a measure of a student's effort to "DO WHAT IS EXPECTED AND DO IT THE BEST YOU CAN" in every school setting. In order for students to make positive changes in their behaviors, they learn to review and evaluate their efforts. By having students assign their own point value to their efforts, students learn to understand if they are meeting
school and personal expectations or if there is room for improvement. Points take a few minutes each period and provide an opportunity for students to enhance their decision making, problem solving, and communication skills.

The Make Your Day Point procedures are explained in the following paragraphs:

1. Students earn points by doing what is expected the best they can and not interfering with the learning or safety of others.
2. At the conclusion of designated periods, students review their own academic and behavioral performance - "HAVE I DONE WHAT WAS EXPECTED AND HAVE I DONE IT THE BEST THAT I CAN?"Students in grades K-2 have the opportunity to earn a maximum of 10 points, while students in grades 3-5 earn a maximum of 45 points for each academic period.
3. After all students have evaluated their own performance, a student can provide feedback to another student whose behavior directly interfered with their learning or safety. Teachers may also address academic and behavioral concerns. These concerns are monitored closely by the teacher to ensure that it is done in a helpful, caring manner.
4. Students earn extra points during special area classes such as library, music, and P.E. First and second grade students can earn a maximum of 13 points, while third through fifth grade students can
   earn 50 points.
5. Lunch and lunch recess is also a period in which students can earn extra points (maximum of 13 points for grades K-2 and 50 points for grades 3-5). At recess we encourage the following actions: Students make a clear and honest attempt to solve their problems with each other.
6. A staff member on recess duty is informed of the conflict.
7. A report is sent to classroom teachers. A student may have difficulty assessing points or communicating concerns. The teacher will assume this responsibility, model appropriate assessment/interactions, and determine when a
   student is ready to independently participate again.

Students may choose to earn 0 points because they did not do what was expected for the entire period. As a result students go on Step 1 for that period the following day. While on Step 1, students can earn all points and may request to make up work, however, no academic credit will be given.

Students are expected to practice their citizenship skills in a less structured environment before and after school and during lunch and recess. Students will conduct themselves in a way that respects the rights and safety of others. This includes walking appropriately on the sidewalks, walking to and from school in a safe and orderly fashion, playing safely and cooperatively on the playground.

PROCEDURES FOR INAPPROPRIATE BEHAVIOR
Students are aware that behavior interfering with the learning or safety of others is monitored and adjusted through Steps. During this time, students may mentally review their behavior, think of alternative choices, and make a decision to rejoin the group.

THE FIVE-STEP PLAN

Step 1: If a student's behavior interferes with the learning or safety of others, he chooses to take a seat that faces away from the academic environment. For a short period (no more than five minutes) the student may quietly think about his behavior. If a student is able to verbalize the inappropriate behavior and indicates a willingness to behave appropriately, he returns to his seat.

Step 2: If a student continues to interfere with learning while on Step 1, he moves to Step 2 which means he now stands. After a brief time, if the student is able to verbalize the inappropriate behavior and indicates a willingness to behave appropriately, he returns to Step 1.

Step 3: If a student continues to interfere with learning on Step 2, he may choose steps which is to focus on the school rule (NO STUDENT HAS THE RIGHT TO INTERFERE WITH THE LEARNING AND SAFETY OF OTHERS), or choose Step 4 which is a parent conference.

Note: Steps 1, 2 and 3 follow in succession. (A student may not go to Step 2 or 3 without starting on Step 1.) Likewise, the student goes back from Step 3 to Step 2, to Step 1, back to class, in that order.

Step 4: If a student chooses to continue interfering behavior while on Step 3, he will be given a Step 4 Conference Referral and sent to a phone to contact his parent. With an adult present, the student is expected to explain to his parent why he has chosen to call a parent conference. The student will remain out of class in a partner classroom until the student has the opportunity to meet with the parent in order to determine if the student is ready to return to class for the purpose of learning. The student presents his plan of action to the staff member. The student then returns to Step 3, then 2, and then 1.

Step 5: A student chooses to advance to Step 5 when he is out of control, exhibits behavior that is totally inappropriate for school, exhibits inappropriate behavior when waiting for a Step 4 parent conference, or is demonstrating actions that are clearly a Step 5 offense. Behaviors constituting immediate advancement on Step 5 are listed in this handbook. At this point, an administrator or designee will contact the parent so that the child will be immediately removed from school.

CONFERENCE PROCEDURES FOR STEPS 4 AND 5
The purpose of a Step 4 or Step 5 conference is to help the student understand what is expected at school and make a commitment to try to fulfill Washington's expectations. Because it was the STUDENT'S CHOICE to have a conference, the STUDENT IS EXPECTED TO CONDUCT THE CONFERENCE. The student must (a) state the problem, (b) offer acceptable alternatives to making future choices, and (c) request permission to return to class. Both the staff member and the parent must agree that the student has conducted the conference appropriately and is ready to return to the classroom. The conference is considered successful when:

1. The student states the problem honestly and completely.
2. The student takes responsibility for his actions.
3. The student uses problem solving skills to verbalize positive alternatives.
4. The student expresses a desire to return to the classroom.
5. The parent agrees that the student is ready to return to the classroom.

BEHAVIORS CONSTITUTING IMMEDIATE ADVANCEMENT TO STEP 4 AND POSSIBLE ADVANCEMENT TO STEP 5 (Severity and/or repetition of offense will determine advancement).

1. Willful tampering, abusing, or destroying of school or private property. Students and parents will be held responsible for the replacement or repair of damaged or destroyed property.
2. Fighting Premeditated: intended, planned. Non-premeditated: impulsive, unable to deal with anger, no forethought. (In the case of fighting, all parties involved will be subject to consequences regardless of who initiated the fight.)
3. Defiance or disrespect of valid authority.
4. Leaving assigned area or campus without permission (subject to teacher and/or administrator interpretation).
5. Acts of "dishonesty" (stealing,cheating,etc.).
6. Threatening others.
7. Inappropriate and/or abusive language or actions.
8. Behavior which is severely disruptive to learning or threatens the safety of others.