Broadmeadow Values and Rules

BROADMEADOW CORE VALUES

The Broadmeadow community embraces the following core values:

Acceptance: We include everyone and celebrate differences
Caring: We are friendly and kind
Curiosity: We explore, question, and wonder about our world
Learning: We work through our mistakes, problem solve, and grow
Responsibility:
We take ownership for our actions and do our best


These values have been the focus of all-school and classroom community discussions, and continue to be taught, discussed and revised through the school year.

BROADMEADOW ALL SCHOOL RULES

At Broadmeadow, we make responsible choices to:

Keep ourselves and each other safe
Treat each other with respect
Take care of our school and the things around it

Broadmeadow's all school rules are derived from classroom rules, and remind children and adults of the expected behavior in the spaces outside the classroom, including the cafeteria, bathrooms, playground, hallways, and specialist areas.  The All School Rules are posted throughout the building and shared with students at the beginning and throughout the year. In addition, a hard copy version of the rules is sent home for students and parents to review and acknowledge.  These rules form the basis for discussion with students when they have broken classroom or school rules and are sent to the office.

RESPONDING TO MISBEHAVIOR

What happens when a child makes a poor choice at school? 

If a student breaks a rule in school....

S/he gets a verbal reminder from teacher/grown-up.

If a student continues with the same behavior or breaks the rule again....

S/he may be asked to go to a quiet space to regain self-control. This may be followed by a conference about the behavior with the student.

If the same behavior persists....

The teacher will communicate with parents about the behavior and possible logical consequences, loss of privilege, or “you break it, you fix it” solutions that may ensue.

The teacher may elicit support from parents, guidance or administration to provide further reinforcement or a plan to help student be successful

If the behavior is deemed to be physically and/or verbally abusive, including any means of bullying and harassment, impacts the safety of self or others, included destruction of property or is chronic, the student will be referred to an administrator and the above steps may be skipped.

REFERRAL TO THE ADMINISTRATOR

First Referral      

·      Student meets with an administrator

·      School rules are reviewed

·      Parents are notified by staff member or administrator that the student met with the administrator

·      Incident form is completed

·      (Student reflection sheet may be completed)

·      Families of target students notified as warranted

Second Referral

·      Student meets with an administrator

·      Incident form is completed

·     Student completes reflection sheet and may be presented with a logical consequence (i.e., misbehavior during recess may mean writing a reflection about the behavior during recess time)

·     Parents are notified that student met with administrator and reflection sheet is coming home for signature

·      Families of target students notified as warranted

·      Referral to counselor if appropriate

Third Referral    

·   Incident form is completed

·   Administrator meets with parent(s)     

·   Reflection sheet will be completed at home and returned

·    Loss of privilege or consequence will be determined based on offense

·   Families of target students notified as warranted

·   Referral to counselor if appropriate


The principal or designee has the discretion to handle particular situations in a differentiated manner as fits the needs of the student(s) involved.  Administrators work collaboratively with staff and families with a focus on building skills and repairing relationships.





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