Restorative Practices


Empire Elementary

Restorative Practices Plan 

 

The goal of our restorative practices plan is to facilitate a climate of caring, respect and learning for all students and to maximize teaching and learning time.  Empire Elementary School is committed to uphold and enforce the following behavioral expectations at all times: BE SAFE, BE RESPONSIBLE, and BE RESPECTFUL. 

 

At Empire, student discipline is dealt with on three levels:

  • Communicating Expectations
  • Positive Recognition
  • Responsive Interventions

 

Communicating Expectations 

Empire is committed to partnering with parents to support the education of our students. We recognize the role of parents as a child’s first and most important teacher. We work together with parents to address the root cause of student misbehavior and create a plan of action to support students so that they can maximize their learning and achieve their potential.

We recognize that having positive, well-developed and healthy relationships between students and staff is a huge factor in student success both behaviorally and academically. Restorative conferences are opportunities to build a positive relationship between the student and the staff. Students are held accountable for conduct and that accountability is compassionate and balances the needs of the individual student with the needs of the school community.

During the first two weeks of school, teachers teach students school-wide behavior expectations for the playground, cafeteria, restrooms, hallways, arrival, dismissal, office and bus. Administrators will also review these expectations and rules with students and staff each year. In addition, these expectations are detailed on the Empire Elementary Behavior Matrix which is posted in all common areas around the school and classrooms.

Empire Elementary implements a positive behavior reward system which focuses on appropriate social and academic behaviors. Students learn the expectations of being safe, responsible, and respectful. Students will be safe, this will be displayed by following the quiet signal, keeping hands, feet and objects to self, being a problem solver and having permission to pass. Our second expectation is students will be responsible, this will be displayed by asking permission, telling the truth, being prepared to learn and modeling expected behaviors. Finally, respectful behavior is displayed by following directions, using kind words & actions, waiting your turn and following school rules. Students earn Mustang Bucks for displaying these behaviors that can be used for individual or classroom rewards.

Along with the positive behavior reward system implementation, we also integrate Social and Emotional Learning Standards through the Caring Schools Community curriculum. These standards and curriculum are taught, modeled, and reviewed throughout the school year. Staff embeds the Social & Emotional Learning standards into classroom instruction.

Following are all of the documents that will be used this year to support the implementation of our restorative practices plan.  If you have any questions or need clarification please feel free to reach out to us so that we can all be on the same page of supporting all students to have a safe and successful school year.

Nathan Brigham, Assistant Principal  [email protected]

Shelby Tuttle, Principal [email protected]

   

Empire Behavior Matrix

 

 

Safe

 

Respectful

 

Responsible

 

 

Everywhere

  • Keep hands, feet and objects to yourself
  • Always have a pass with you
  • Do not share food with another person
  • Use respectful language
  • Respect Property
  • Hoods and hats off in the building
  • Report problems to an adult immediately
  • Leave gum and toys at home
  • Pick up after yourself

 

Classroom

  • Pay attention to surroundings
  • Use supplies appropriately
  • Be an active learner (read, write,speak, listen)
  • Do not disrupt others
  • Be on time
  • Be organized and ready to learn
  • put in your best effort

Hallway/Pod

  • Get to your location calmly
  • Voices off during transitions
  • Walk in a single file line

 

Playground

  • Follow school rules for games and equipment
  • Stay in your area
  • Try to include everyone
  • Share equipment
  • After bell or whistle, line up immediately and hold onto equipment
  • Eat snacks at benches or tables

 

Lunch Room

  • Only eat your food, no sharing
  • Stay in your seat until you are dismissed
  • Walk to line
  • Soft inside voices
  • Use good manners
  • Eat your lunch
  • Pick up after yourself

 

Restroom

  • Report problems to an adult immediately
  • Keep it clean, quick and quiet
  • Respect others privacy
  • Go, flush, wash and leave

Office/Nurse/SSW

 

  • Wait quietly for your turn
  • Take care of your business

 

“What starts here changes the world”

 

Social Emotional Learning Standards

 

Self-Awareness

Develop self-awareness competencies to:

1) Identify one’s emotions.

2) Maintain an accurate and positive self-concept.

3) Recognize individual strengths.

4) Experience a sense of self-efficacy.

 

Self-Management

Develop self-management competencies to:

1) Regulate emotions.

2) Manage stress.

3) Monitor and achieve behaviors related to school and life success.

 

Social Awareness

Develop social awareness competencies to:

1) Exhibit empathy.

2) Appreciate diversity.

3) Understand social and ethical norms for behavior.

4) Recognize family, school, and community supports.

 

Relational Skills

Develop relationship competencies to:

1) Build and maintain relationships with diverse groups and individuals.

2) Communicate clearly to express needs and resolve conflict.

 

Responsible Decision Making

Develop responsible decision making skills to:

1) Problem solve effectively.

2) Maintain accountable behaviors in school, personal, and community contexts.

 

Positive Recognition

All staff members will reward students who are following the school rules with verbal recognition, Mustang Buck awards and incentives. The philosophy of our positive recognition program is to give five positives for every negative. Both students and classrooms are reinforced for appropriate behavior with Mustang Bucks when they are being respectful, responsible and safe. Mustang Bucks can be cashed in for special rewards for the individual student or the whole class.  Attached are the various individual and classroom rewards that can be earned.

 

Student Mustang Buck Example:
Mustang Buck
Mustang Buck back


                


Empire Individual Rewards 2022-23

 

15

Prize Box

25

Eat snack in the classroom

25

Picture with Principal or Vice Principal

25

Picture with Empire mascot/logo (displayed on wall)

25

Stuffed animal on desk for the day

25

Teacher’s chair for the day (teacher approval needed)

25

Sit next to a friend in class for the day (teacher approval needed)

30

Show & Tell (in class)

30

Intercom announcer on Friday! (Email Principal)

30

Lunch with teacher (Teacher picks day)

30

Extra technology time (15 minutes)

50

Duty teacher assistant – help teacher on duty (during your own recess time)

50

Be the teacher (15-minute lesson, own class)

50

Read a story to another class (Email the teacher to set up.)

50

Move desk wherever you want for a day (Teacher’s choice of day)

50

Lunch with teacher & a friend (Teacher picks day)

100

Specialist helper (P.E., Music, Technology, Library)– Only ONCE per year (Email specialist teacher to set up.)

100

Office helper – Only ONCE per year (Email office manager to set up)

200

Lunch with the Principal or Assistant Principal

250

Lunch with any staff member AND Principal/AP (Everyone brings own lunch.) (Email P/AP)

 

                      Empire Class Rewards 2022-23

 

5

Class Picture with Empire Mascot/Logo (displayed on wall)

10

Do an assignment/lesson outside

10

Extra computer time (30 min)

10

Story time writing – Students write stories (60 min.)

15

Extra Recess (15 min)

15

DEAR – 15 minutes of silent reading – Teacher too!

25

Dress-up day (backwards, sports day, pajama day, etc.)

25

Crazy hair day

25

Hat day

25

Crazy sock day

25

Pledge on the Intercom (Entire Class)

25

Principal story time

25

Whole class lunch with teacher (in class or outside)

30

Play board games (30 minutes)

30

Extra free time (30 min)

30

Extra P.E./sports game time (30 min)

30

Extra art time (30 min)

50

Jungle Day - bring stuffed animals

50

Cozy Day – bring blanket/pillow

75

Whole class lunch with teacher AND Principal/AP

75

Walk to park & play – 30 min.

75

P.E. with another class

100

Class party: Only 60 Min. – Once per year

150

Whole class moves their desks anywhere in the room – for ONE full day.

150

Electronic game day ONLY 60 Min.- Once per year

200

DEAR - ALL day (Drop Everything And Read/Write)

250

Class movie - Once per year

 

All class rewards are redeemed on Wednesdays only

 

Responsive Interventions

When students violate school rules, responsive interventions are used to help identify the cause of the behavior and identify a solution. Students who have repetitive minor behaviors and have not responded to interventions will be referred to the school MTSS team. The school’s MTSS Team will meet weekly in order to discuss and support students, teachers and families with student behavior.

Responsive Interventions are documented and tracked electronically. Major referrals are tracked by administration through Infinite Campus and minor referrals are tracked by teachers though Caring Schools Community.  Responsive Interventions work in a progressive manner outlined in the discipline flow chart. Before consequences are assigned, teachers and administrators consider the root cause of the misbehavior. 

When other supports have failed, students are assigned consequences by administration. Our goal is to maximize learning for all students.  Age, developmental level of students and maturity are factors in determining appropriate consequences for students and are always taken into account. As students age and mature they are held accountable to higher expectations. The two charts below distinguish between minor and major behaviors. This is then used to determine the next course of action on the flow chart.

Minor Behavior Problems

 

Definition

Examples

Inappropriate Language

Student engages in low intensity of inappropriate language.

Stupid, shut-up, meany, name calling, damn, crap, etc.

Physical Contact

Student engages in non-serious, but inappropriate physical contact.

Play fighting, accidental pushing or bumping, rough housing (there isn’t any malicious intent behind the contact)

Defiance

Student engages in brief or low-intensity failure to respond to adult requests.

Responds with: questioning, non-disruptive off task behaviors, off task-on task cycle, staring into space, withdrawal from group/work, veiled eyes, begins to argue but backs down, dirty looks, etc.

Disruption

Student engages in non-malicious, low-intensity behavior that disrupts teaching or learning.

Playing in desk, repetitive blurting out, getting out of seat while direct-teaching is occurring, whispering to students, habitual going to bathroom to escape, etc.

Dress Code

Student wears clothing that is near, but not within, the dress code guidelines defined by the district.

First time wearing of gang, drug or alchohal references, sexually implied clothing. (2nd time parent will be notified.)

Property Misuse

Student engages in activities that are not immediately dangerous or permanently damaging/destructive to school equipment, students, or staff. Does not have malicious intent behind the action(s).

Writing on school equipment with pencil, twisting in swing, habitual going to bathroom to escape.

Electronic Violation

Student engages in non-serious, but inappropriate, use of cell phone, tablet, music/video player, camera, smart watch and/or computer.

-First time caught with cell phone on person or “On” during school hours.

-Use of music/video player (not showing inappropriate material), camera, and/or computer during non-instructional times or without permission.

Other

Student engages in any other inappropriate behavior that lacks maliciousness and is not destructive.

White lies, forgery on inconsequential paperwork, on school property but in an out of bounds area, chewing gum.

 

Major Behavior Problems

 

Definition

Examples

Abusive Language

Student engages in verbal messages that are malicious or destructive to another’s reputation.

Swearing, damaging name calling, malicious sarcasm

(If language is in response to a request from an adult see “Overt Defiance.”)

Fighting/ Physical Aggression

Student engages in actions that involve malicious physical contact where injury may or did occur.

Hitting, punching, hitting with an object, kicking, hair pulling, scratching, strangling, etc.

Overt Defiance

Student’s failure to respond to adult requests continues and becomes extreme.

Responds with: destruction of property, physical attack, severe tantrum, running away, abusive language, language intended to provoke, threats of intimidation, etc.

Harassment/

Bullying

Student delivers disrespectful messages (verbal, gesture, or electronic) to another person that includes threats and intimidation, sexual or obscene gestures, pictures, or written note.

Negative comments based on race, religion, gender, sexuality, age, disability, personal matter, and/or national origin.

Sustained, repeated or intense verbal and/or written attacks and/or threats.

Electronic Violation

Student engages in serious and/or inappropriate use of cell phone, smartwatch, music/video player, camera, and/or computer.

-Second time caught with cell phone on person or “On” during school hours.

-Use of music/video player (showing inappropriate material), camera, and/or computer during non-instructional times or without permission in a manner that is disparaging to another individual.

Lying/Cheating

Student delivers malicious message that is untrue &/or deliberately violates rules.

Malicious lies about another student (defamation)Copying off another students work, sharing answers with another student, plagiarism, putting name on another student’s paper, etc.

Disruption

Student engages in malicious, high-intensity behavior that disrupts teaching or learning.

Sustained loud talking, yelling, or screaming, noise with materials, horseplay or rough housing, and/or sustained out-of-seat behavior.

Forgery/Theft

Student is in possession of, having passed on, or being responsible for removing someone else’s property or having signed a person’s name without their permission.

 

Other

Student engages in any other inappropriate behavior that is dangerous, harmful, and/or destructive.

Off school property w/o permission, brings a weapon to school, arson, graffiti, property damage, brings drugs or alcohol to school, inappropriate touching, etc.


Flowchart 

Reflective Questions

 

Name:__________________     Date:_________                Time:_________

 

What Happened?: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

What were you thinking about at the time?: _____________________________________________________________________________________________________________________________________________________________________________________________________________________

 

What have you thought about since then?:

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Who was affected by what you have done? In what way?: _____________________________________________________________________________________________________________________________________________________________________________________________________________________

 

What do you think you need to do to make things right?: _____________________________________________________________________________________________________________________________________________________________________________________________________________________