Reed Citizenship
Table of Contents
Introduction
Reed School offers a nurturing climate for the primary age student. In addition to a full Common Core California standards-based academic program, there is a school-wide focus on developmentally appropriate activities and positive reinforcement.
We are committed to helping every child become a confident learner and a respectful, responsible citizen by nurturing, teaching, and inspiring each child to thrive in a challenging, dynamic world. We hope to develop in students a great love of learning and confidence in their uniqueness and potential. We involve students in a full range of learning activities to achieve academic excellence, critical thinking skills, and creative, personal and social responsibility. Citizenship Education teaches students to be aware of their roles and responsibilities in their classrooms, the school, the local community, and the larger global community. We work cooperatively with staff, parents, district administration, and community members to create the best possible environment for our students and school community. Activities that form the basis of our Citizenship Education help children develop leadership skills, a sense of community, and an appreciation for diversity.
This Citizenship section outlines our program and the expected behavior for our community. Please read through it and join us in partnership as we strive to create one community with respect and dignity for all.
Reed School offers a nurturing climate for the primary age student. In addition to a full Common Core California standards-based academic program, there is a school-wide focus on developmentally appropriate activities and positive reinforcement.
We are committed to helping every child become a confident learner and a respectful, responsible citizen by nurturing, teaching, and inspiring each child to thrive in a challenging, dynamic world. We hope to develop in students a great love of learning and confidence in their uniqueness and potential. We involve students in a full range of learning activities to achieve academic excellence, critical thinking skills, and creative, personal and social responsibility. Citizenship Education teaches students to be aware of their roles and responsibilities in their classrooms, the school, the local community, and the larger global community. We work cooperatively with staff, parents, district administration, and community members to create the best possible environment for our students and school community. Activities that form the basis of our Citizenship Education help children develop leadership skills, a sense of community, and an appreciation for diversity.
This Citizenship section outlines our program and the expected behavior for our community. Please read through it and join us in partnership as we strive to create one community with respect and dignity for all.
School Guidelines
Expected behaviors at Reed School are both taught explicitly and modeled. We seek ways to model and support behaviors that exemplify our Character Pillars and the Vision of a Reed Union Graduate. The staff enhances social emotional development with the use of age-appropriate curriculum, vocabulary, and expectations. Students and adults are expected to uphold these behaviors in all areas of our school community, whether on the playground, at the lunch tables, in the classrooms, in Car Line, or online.
Expected behaviors at Reed School are both taught explicitly and modeled. We seek ways to model and support behaviors that exemplify our Character Pillars and the Vision of a Reed Union Graduate. The staff enhances social emotional development with the use of age-appropriate curriculum, vocabulary, and expectations. Students and adults are expected to uphold these behaviors in all areas of our school community, whether on the playground, at the lunch tables, in the classrooms, in Car Line, or online.
Character Pillars
We look to the “Six Pillars” as models of basic values. Each Character Pillar is highlighted for about a month. During that month, chosen Words of the Week are on display all over the campus. This promotes learning the words, reminding of choices, and reflecting on the meaning. A culminating Character Assembly for each Pillar for First and Second Grades allows the sharing of experiences, continual learning, and entertainment with songs and skits.
CARING
RESPECT
TRUSTWORTHINESS
FAIRNESS
CITIZENSHIP
RESPONSIBILITY
We look to the “Six Pillars” as models of basic values. Each Character Pillar is highlighted for about a month. During that month, chosen Words of the Week are on display all over the campus. This promotes learning the words, reminding of choices, and reflecting on the meaning. A culminating Character Assembly for each Pillar for First and Second Grades allows the sharing of experiences, continual learning, and entertainment with songs and skits.
CARING
- Be kind, helpful, and understanding.
- Be thankful.
- Forgive others.
RESPECT
- Treat other people like you would like them to treat you.
- Use good manners.
- Understand that all people are different and all people have feelings.
- Be polite.
- Respect people and property.
- Follow directions from adults on campus.
TRUSTWORTHINESS
- Be honest.
- Never lie, cheat, or steal.
- Do what you say you will do.
FAIRNESS
- Play by the rules.
- Take turns.
- Share.
- Be a good listener.
- Play safely and fairly at all times.
CITIZENSHIP
- Do what you can to make your school and neighborhood better.
- Cooperate with others.
- Be friendly.
- Protect the environment.
- Obey the laws.
- Keep the Reed School campus clean and litter free.
- Put away materials and equipment used in their classrooms and on the playground.
RESPONSIBILITY
- Do what you are supposed to do.
- Keep trying and always do your best.
- Think before you act
Kimochis
Kimochis is a social emotional curriculum, which uses stuffed animals, developed to help improve both verbal and non-verbal communication. Each Kimochis® character has a unique temperament and personality just like the children in our school. Kimochis are used in every Kindergarten classroom and the “Kimochi keys” are referenced in several classrooms on the Reed campus.
The Kimochi characters:
· provide a playful and safe way to recognize and honor a child’s temperament and personality
· are a way to ensure the best possible social and emotional development for the child.
· are a way to learn tolerance, patience, empathy, and acceptance for self and others.
KIMOCHI KEYS TO RESPECTFUL COMMUNICATION:
Key 1: Before you speak: Call someone’s name, wait for eye contact, and when needed, give a communication tap.
Key 2: Use a talking tone of voice instead of a fighting tone of voice.
Key 3: Use a talking face and relaxed body language instead of a fighting face and tense body language.
Key 4: Choose words that help instead of hurt (“I feel mad when you…” instead of “I hate it when you…”)
Key 5: Be brave and redo hurtful moments.
Key 6: Be kind and let people try again.
Key 7: Assume the best. Train the brain! (“He probably isn’t mad at me, maybe he is mad because he lost the game.”)
Kimochis is a social emotional curriculum, which uses stuffed animals, developed to help improve both verbal and non-verbal communication. Each Kimochis® character has a unique temperament and personality just like the children in our school. Kimochis are used in every Kindergarten classroom and the “Kimochi keys” are referenced in several classrooms on the Reed campus.
The Kimochi characters:
· provide a playful and safe way to recognize and honor a child’s temperament and personality
· are a way to ensure the best possible social and emotional development for the child.
· are a way to learn tolerance, patience, empathy, and acceptance for self and others.
KIMOCHI KEYS TO RESPECTFUL COMMUNICATION:
Key 1: Before you speak: Call someone’s name, wait for eye contact, and when needed, give a communication tap.
Key 2: Use a talking tone of voice instead of a fighting tone of voice.
Key 3: Use a talking face and relaxed body language instead of a fighting face and tense body language.
Key 4: Choose words that help instead of hurt (“I feel mad when you…” instead of “I hate it when you…”)
Key 5: Be brave and redo hurtful moments.
Key 6: Be kind and let people try again.
Key 7: Assume the best. Train the brain! (“He probably isn’t mad at me, maybe he is mad because he lost the game.”)
Peace Path
The Peace Path is a physical model of conflict resolution, aimed at promoting empathy and compromise. This step-by-step demonstration of problem solving can help children with many valuable life skills. Reed School has two Peace Paths painted on the playground and small versions in every classroom to allow for modeling and practice of conflict resolution behaviors. When two children are having a disagreement, they are encouraged to go to the Peace Path and work it out.
STEP 1- Cloud: While on this cloud they should take a deep calming breath. Try to let go of the anger, be ready to listen and problem solve.
STEP 2- The I-Message: One child will be sharing how he/she is feeling while the other listens.
“I feel ______ when ________.” If this child is ready with some solution that will make him/her feel better, he/she will add, “ I want _______.” The listener should use whole-body listening and not interrupt. (Some older children may have been trained to have the listener answer back – “I hear that you feel ____ when _____”)
STEP 3- Another I-Message: As they walk further on the path, the roles change for the I-message and the listener.
STEP 4- Brainstorm Solutions: Take turns coming up with ideas to solve the problem until they find the one that works for each of them.
STEP 5- Handshake: Agree that the problem is solved. Some students have been trained to show a Handshake, High 5, or Hug. From this point on, there should not be anymore talk about this particular problem.
The Peace Path is a physical model of conflict resolution, aimed at promoting empathy and compromise. This step-by-step demonstration of problem solving can help children with many valuable life skills. Reed School has two Peace Paths painted on the playground and small versions in every classroom to allow for modeling and practice of conflict resolution behaviors. When two children are having a disagreement, they are encouraged to go to the Peace Path and work it out.
STEP 1- Cloud: While on this cloud they should take a deep calming breath. Try to let go of the anger, be ready to listen and problem solve.
STEP 2- The I-Message: One child will be sharing how he/she is feeling while the other listens.
“I feel ______ when ________.” If this child is ready with some solution that will make him/her feel better, he/she will add, “ I want _______.” The listener should use whole-body listening and not interrupt. (Some older children may have been trained to have the listener answer back – “I hear that you feel ____ when _____”)
STEP 3- Another I-Message: As they walk further on the path, the roles change for the I-message and the listener.
STEP 4- Brainstorm Solutions: Take turns coming up with ideas to solve the problem until they find the one that works for each of them.
STEP 5- Handshake: Agree that the problem is solved. Some students have been trained to show a Handshake, High 5, or Hug. From this point on, there should not be anymore talk about this particular problem.
Buddy Bench
If a child is overwhelmed by the playground, has difficulty finding a friend to play with, or is feeling lonely, that child is directed to the Buddy Bench. The Buddy Bench is a small bench on the playground. Once a child sits on the Buddy Bench, he/she may watch others playing and decide to try to join a game, other children may invite the child to join a game, or another child may sit down, introduce him or herself, and they may choose to play together. There should never be more than two children on the Buddy Bench.
If a child is overwhelmed by the playground, has difficulty finding a friend to play with, or is feeling lonely, that child is directed to the Buddy Bench. The Buddy Bench is a small bench on the playground. Once a child sits on the Buddy Bench, he/she may watch others playing and decide to try to join a game, other children may invite the child to join a game, or another child may sit down, introduce him or herself, and they may choose to play together. There should never be more than two children on the Buddy Bench.
Vision of a Reed School Graduate
Students, through their efforts and with the support of the whole school community, will become:
Students, through their efforts and with the support of the whole school community, will become:
Motivated Learners Committed to Academic Excellence
Demonstrate responsibility, self-direction, and independence
Take risks, are not afraid to make mistakes and learn from them
Take pride in accomplishments
Understand learning is a lifelong process
Creative Problem Solvers
Apply critical thinking
Integrate curiosity, imagination and insight
Apply knowledge across disciplines, projects and in real life situations
Generate ideas and best possible solutions
Effective Communicators
Actively listen and acknowledge different points of view and cultural context
Express and support positions considering multiple perspectives
Use appropriate tools and language to inform, persuade, and convey ideas to diverse audiences
Collaborate with others
Engaged Citizens
Demonstrate empathy, ethical behavior, and respect for self, others, and the environment
Actively contribute to school, local, and global communities
Advocate for self and others
Understand and appreciate cultures, histories, and contributions of people of the world
Balanced Individuals / Best Self
Demonstrate self-knowledge, integrity, good judgment, and honor
Exhibit self-assurance, confidence, and social competence
Persevere and are resilient amidst adversity, stress, disappointment, and conflict
Make positive choices for personal and physical well being
Believe in the power of the individual to make a difference
Demonstrate responsibility, self-direction, and independence
Take risks, are not afraid to make mistakes and learn from them
Take pride in accomplishments
Understand learning is a lifelong process
Creative Problem Solvers
Apply critical thinking
Integrate curiosity, imagination and insight
Apply knowledge across disciplines, projects and in real life situations
Generate ideas and best possible solutions
Effective Communicators
Actively listen and acknowledge different points of view and cultural context
Express and support positions considering multiple perspectives
Use appropriate tools and language to inform, persuade, and convey ideas to diverse audiences
Collaborate with others
Engaged Citizens
Demonstrate empathy, ethical behavior, and respect for self, others, and the environment
Actively contribute to school, local, and global communities
Advocate for self and others
Understand and appreciate cultures, histories, and contributions of people of the world
Balanced Individuals / Best Self
Demonstrate self-knowledge, integrity, good judgment, and honor
Exhibit self-assurance, confidence, and social competence
Persevere and are resilient amidst adversity, stress, disappointment, and conflict
Make positive choices for personal and physical well being
Believe in the power of the individual to make a difference
Rewards & Consequences
Rewards
Students are rewarded when they consistently go above and beyond expected behaviors, as outlined through our Character Pillars program and Vision of a Reed District Graduate.
Raccoon PAWs
PAWs represent student Positive Actions and Words. A copy of Raccoon PAWs will come home with the student so families can personally recognize their child.
Teachers also provide several rewards and incentives in their classrooms. Examples of rewards and systems include: Super Days, Character Cards, Marble Jars, Tickets, Group Points, Class Stars, Prize Boxes, Pajama Day, Stuffed Animal Day, Read-In, Movie and Popcorn, and could be as simple as being the first to line up!
Consequences
When training children on expected behaviors, just as other curricular areas, some children are going to need more time and practice to show full understanding. At Reed, our staff is always mindful of child development. When students show unexpected behaviors, we look closely at each child and circumstance for the best solution. Most infractions can be handled in the classroom with your student's teacher. For habitual or more serious infractions, a Behavior Management Form will be completed and the classroom teacher will contact the parent/guardian directly. Unexpected behaviors, and their level of seriousness, are as follows:
Level 1 – WARNING
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Level 2 – STOP
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Level 3 – CITATION
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S.T.O.P.
A student who receives a S.T.O.P. will be asked to reflect about his/her choices in behaving in unexpected ways. S.T.O.P.s result in a loss of recess or other privilege. Parents will receive a phone call or email home notifying them of a S.T.O.P.
Citation
A citation is given for any major infraction. Reed Elementary School has NO TOLERANCE for any physical violence, name-calling, or teasing. It is an immediate (no warning) citation and could (depending upon severity) result in suspension. A citation is followed by a loss of privilege, such as a field trip or school related activity, as determined by the teacher or principal. After two citations for the same offense, the third citation may result in a suspension under Ed Code 48900, (k), “disrupted school activities or willfully defied school personnel.” Parents are notified by the classroom teacher if a citation is given to a student. Parents must review, sign and return the citation form. Citations will be noted on each trimester report card.
Behavior Contract
Habitual citations or suspension, result in a meeting with school counselor, teacher, principal, student and parent. Parents are notified and given appointments for this meeting. The team works with the parents to develop a “contract” for behavior for the particular student. This contract can include specific goals for behavior. It also can include consequences for failure to uphold the terms of the contract including loss of privilege for all school related activities.
Suspension
California Education Code Section 48900 outlines “suspendable” offenses. Some of which include:
a."Caused, attempted to cause, or threatened physical injury to another person."
b. “Willfully used force or violence upon the person of another, except in self-defense.”
c. “Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous object, unless, in the case of possession of any object of this type the pupil had obtained written permission to possess the item from a certificated school employee, which is concurred in by the principal or the designee of the principal.”
d. "Caused, or attempted to cause, damage to school property or private property."
e. "Stolen, or attempted to steal, school property or private property."
f. “Possessed or used tobacco, or any products containing tobacco or nicotine products, including but not limited to, cigarettes, cigars, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets, and betel. However, this section does not prohibit use or possession by a pupil of his or her own prescription products.”
g. “Committed an obscene act or engaged in habitual profanity or vulgarity.”
h. "Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties."
i. Sexual Harassment (grades 4-12)
j. Engaged in harassment/threats/intimidation against student(s) which disrupted class work, disorder, invaded rights of student(s) by creating an intimidating OR hostile environment
Suspension from school requires that the student remain at home under the personal supervision of parents during the regular school hours. The student is not to be on or near a school campus during the time of suspension. The student also may not attend, as a participant or spectator, any school event. Depending upon the terms of the suspension, it can result in the immediate loss of privilege to participate in any subsequent school activity.
A student who receives a S.T.O.P. will be asked to reflect about his/her choices in behaving in unexpected ways. S.T.O.P.s result in a loss of recess or other privilege. Parents will receive a phone call or email home notifying them of a S.T.O.P.
Citation
A citation is given for any major infraction. Reed Elementary School has NO TOLERANCE for any physical violence, name-calling, or teasing. It is an immediate (no warning) citation and could (depending upon severity) result in suspension. A citation is followed by a loss of privilege, such as a field trip or school related activity, as determined by the teacher or principal. After two citations for the same offense, the third citation may result in a suspension under Ed Code 48900, (k), “disrupted school activities or willfully defied school personnel.” Parents are notified by the classroom teacher if a citation is given to a student. Parents must review, sign and return the citation form. Citations will be noted on each trimester report card.
Behavior Contract
Habitual citations or suspension, result in a meeting with school counselor, teacher, principal, student and parent. Parents are notified and given appointments for this meeting. The team works with the parents to develop a “contract” for behavior for the particular student. This contract can include specific goals for behavior. It also can include consequences for failure to uphold the terms of the contract including loss of privilege for all school related activities.
Suspension
California Education Code Section 48900 outlines “suspendable” offenses. Some of which include:
a."Caused, attempted to cause, or threatened physical injury to another person."
b. “Willfully used force or violence upon the person of another, except in self-defense.”
c. “Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous object, unless, in the case of possession of any object of this type the pupil had obtained written permission to possess the item from a certificated school employee, which is concurred in by the principal or the designee of the principal.”
d. "Caused, or attempted to cause, damage to school property or private property."
e. "Stolen, or attempted to steal, school property or private property."
f. “Possessed or used tobacco, or any products containing tobacco or nicotine products, including but not limited to, cigarettes, cigars, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets, and betel. However, this section does not prohibit use or possession by a pupil of his or her own prescription products.”
g. “Committed an obscene act or engaged in habitual profanity or vulgarity.”
h. "Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties."
i. Sexual Harassment (grades 4-12)
j. Engaged in harassment/threats/intimidation against student(s) which disrupted class work, disorder, invaded rights of student(s) by creating an intimidating OR hostile environment
Suspension from school requires that the student remain at home under the personal supervision of parents during the regular school hours. The student is not to be on or near a school campus during the time of suspension. The student also may not attend, as a participant or spectator, any school event. Depending upon the terms of the suspension, it can result in the immediate loss of privilege to participate in any subsequent school activity.
Community Spirit & Enrichment
The children at Reed are learning to understand their responsibility to serve their school, their community, and their world. Each grade level at Reed is able to show much progress in this understanding. Programs are in place to foster that sense of community and citizenship.
Green Team: The Green Team is a service club directed by the Reed School Specialist Staff. The goal of the Green Team is to create opportunities for students to become better global citizens. Two students from each Second Grade classroom are chosen each trimester. Green Team students provide environmental leadership at Reed by planting vegetables and flowers on the school grounds and cleaning up trash at recess. They have instituted a Battery Buddy Collection program, created holiday cards for a local retirement community, and donated garden produce to a homeless luncheon project.
Character Club/ Character Assemblies: Character Club is a voluntary lunchtime activity for second grade students. It is an extension of our Character Pillars program and the Character Club members demonstrate leadership, responsibility, and commitment. Two students from each Second Grade classroom are chosen each trimester. Character Club members write scripts, make posters, and rehearse speeches and songs in preparation for each Character Assembly. Character Assemblies occur throughout the year to celebrate each Character Pillar. First and Second grade classrooms enjoy a student-led assembly.
Music Club: Music Club is a non-auditioned second grade chorus which allows students to develop positive social skills in a structured environment. There are two sessions per school year, and approximately 60 Second Grade students participate in each session. The culminating activity is a performance in the Multipurpose Room for students and parents. Students experience working as a team, acting responsibly, and performing confidently.
Special Music Days: Sometimes, during lunch, we play child-appropriate, but popular music for singing and dancing on the playground.
The children at Reed are learning to understand their responsibility to serve their school, their community, and their world. Each grade level at Reed is able to show much progress in this understanding. Programs are in place to foster that sense of community and citizenship.
Green Team: The Green Team is a service club directed by the Reed School Specialist Staff. The goal of the Green Team is to create opportunities for students to become better global citizens. Two students from each Second Grade classroom are chosen each trimester. Green Team students provide environmental leadership at Reed by planting vegetables and flowers on the school grounds and cleaning up trash at recess. They have instituted a Battery Buddy Collection program, created holiday cards for a local retirement community, and donated garden produce to a homeless luncheon project.
Character Club/ Character Assemblies: Character Club is a voluntary lunchtime activity for second grade students. It is an extension of our Character Pillars program and the Character Club members demonstrate leadership, responsibility, and commitment. Two students from each Second Grade classroom are chosen each trimester. Character Club members write scripts, make posters, and rehearse speeches and songs in preparation for each Character Assembly. Character Assemblies occur throughout the year to celebrate each Character Pillar. First and Second grade classrooms enjoy a student-led assembly.
Music Club: Music Club is a non-auditioned second grade chorus which allows students to develop positive social skills in a structured environment. There are two sessions per school year, and approximately 60 Second Grade students participate in each session. The culminating activity is a performance in the Multipurpose Room for students and parents. Students experience working as a team, acting responsibly, and performing confidently.
Special Music Days: Sometimes, during lunch, we play child-appropriate, but popular music for singing and dancing on the playground.