Spartan Way

THE SPARTAN WAY IS ABOUT COMMUNITY.

A COMMUNITY THAT TAKES CARE OF OURSELVES, EACH OTHER, AND THIS PLACE - RESPECTFULLY, RESPONSIBLY, AND SAFELY.

WE BELIEVE RELATIONSHIPS ARE KEY TO BUILDING A POSITIVE COMMUNITY. RELATIONSHIPS INCLUDE STUDENT TO STUDENT; STUDENT TO STAFF; STAFF TO STUDENT; STAFF TO STAFF; AND STAFF TO PARENT. EVERYBODY HAS A VOICE TO BE HEARD.

WE BELIEVE IN SETTING HIGH EXPECTATIONS AND OFFERING HIGH LEVELS OF SUPPORT WITHIN OUR RELATIONSHIPS TO CREATE A POSITIVE COMMUNITY.

WE BELIEVE BEHAVIOR IS COMMUNICATION AND JUST AS WE TEACH/LEARN ACADEMIC SUBJECTS, WE ALSO NEED TO TEACH/LEARN BEHAVIORS AND SKILLS, ALL IN AN ATMOSPHERE, THAT IS RESTORATIVE IN NATURE AND TRAUMA-SENSITIVE.

WE ARE ALL HUMAN AND WE WILL ALL MESS UP; HOWEVER, MISBEHAVIOR IS VIEWED AS, A HARM AGAINST PEOPLE, RELATIONSHIPS & THE COMMUNITY AS A WHOLE. MISBEHAVIOR CAN BECOME A TEACHABLE MOMENT AND THE HARM THAT IS CAUSED CAN BE RESTORED BY MEMBERS TAKING RESPONSIBILITY AND ACCOUNTABILITY TO MAKE THINGS AS RIGHT AS POSSIBLE THROUGH DETERMINING UNMET NEEDS, CONSEQUENCES AND SOLUTIONS.

Spartan Way

About

Expectations

WE BELIEVE

WE SHOULD TAKE CARE OF

OURSELVES, EACH OTHER, AND THIS PLACE

RESPECTFULLY, RESPONSIBLY AND SAFELY.

WE BELIEVE

IN SETTING HIGH EXPECTATIONS AND OFFERING HIGH LEVELS OF SUPPORT WITHIN OUR RELATIONSHIPS TO CREATE A POSITIVE COMMUNITY.

WHAT ARE THE EXPECTATIONS IN ALL AREAS OF OUR SCHOOL?

CLICK HERE FOR LCMS EXPECTATIONS IN ALL AREAS

Social Discipline Window

HIGH EXPECTATIONS & HIGH SUPPORT

"The fundamental unifying hypothesis of restorative practices is that “human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them.” This hypothesis maintains that the punitive and authoritarian to mode and the permissive and paternalistic for mode are not as effective as the restorative, participatory, engaging with mode " (Wachtel, 2005).

Support

WE BELIEVE

BEHAVIOR IS COMMUNICATION AND JUST AS WE TEACH/LEARN ACADEMIC SUBJECTS, WE ALSO NEED TO TEACH/LEARN BEHAVIORS AND SKILLS, ALL IN AN ATMOSPHERE, THAT IS RESTORATIVE IN NATURE AND TRAUMA-SENSITIVE.

The image presents a visual representation of the %22Continuum of Restorative Practices%22 and its relationship to %22Teach Behaviors & Skills%22 and %22Social-Emotional Learning%22 in an atmosphere that is %22Restorative in Nature%22.

SPARTAN TIME

Although staff and students are building community all day through identity building and classroom practices, Spartan Time is one point in the day where we intentionally focus on curriculum and community building. It is a time where teaching and modeling appropriate behaviors through the use of common restorative language takes place. In addition, Spartan Time affords students time outside of class to work on their individualized academic skills path.

Repair Harm

WE ARE ALL HUMAN AND WE WILL ALL MESS UP

HOWEVER, MISBEHAVIOR IS VIEWED AS, A HARM AGAINST PEOPLE, RELATIONSHIPS & THE COMMUNITY AS A WHOLE. MISBEHAVIOR CAN BECOME A TEACHABLE MOMENT AND THE HARM THAT IS CAUSED CAN BE RESTORED BY MEMBERS TAKING RESPONSIBILITY AND ACCOUNTABILITY TO MAKE THINGS AS RIGHT AS POSSIBLE THROUGH DETERMINING UNMET NEEDS, CONSEQUENCES AND SOLUTIONS.

The image displays the text %22WHAT HAPPENS WHEN ARE NOT MET & HARM%22 against a dark background.

First page of the PDF file: 23-24LCMSBehaviorResponseandContinuumofSupport

The image displays the text %22I CAN MAKE THING%22 against a dark background.

A personal expression of feeling in response to others' positive or negative behaviors.

_{Laura Mirsky, Educational Leadership 2011-}

**RESTORATIVE QUESTIONS**

Focus on the behavior not the person

Respect all involved

Find solutions (vs. blame)

Understand harm caused (vs. rules broken)

Help solve problems

Staff

LCMS Behavior & Support Framework

High Expectations • High Support

Staff resources for Tier 1, Tier 2, and Tier 3 practices

OUR FUNDAMENTAL BELIEF
What We Mean by Discipline

OUR FUNDAMENTAL BELIEF

"The fundamental unifying hypothesis of restorative practices is that "human beings are happier more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them" This hypothesis maintains that the punitive and authoritarian to mode and the permissive and paternalistic for mode are not as effective as the restorative, participatory, engaging with mode" (Wachtel, 2005).

What We Mean by Discipline

Discipline is so much more: it's Prevention of problems - setting up an environment where a student can be successful.

It's Teaching students about the expectations (not assuming they were born knowing.)
It's Setting Limits - letting your student know when there is a problem and giving them the opportunity to correct it.
Then, coming up with consequences with the student.
After consequences, we Move On - making clear to the student that their behavior was not OK with us, but they are!

by good day/kids

Tier 1 SUPPORTS

Greeting

Welcoming students is a crucial step to help them feel seen and included in the classroom and schoolwide community.

♦ Teaching and Opportunities to Practice

→ Location-Based Behavioral Expectations → ALL Location Behavior | Expectations Matrix | Cafeteria expectations, supports, and zones

→ Social Emotional Learning → Compass Curriculum Information

→ Academic Skill Expectations → Academic Skill Focus Areas

→ Precorrects → How do I use Precorrects as a teaching strategy? Precorrects Staff Resource

→ Natural & Intentional practice opportunities

♦ Feedback

→ Specific Positive Feedback (SPF) in the classroom

SPF Guides & Cards: SPF Info guide | Work Habits | Attitude | Accountability | Cafeteria Green
Consider writing a Positive eduCLIMBER as SPF

→ Asset-Based Corrective/Prompt Feedback in the classroom

A-BCF/Prompt Guides & Cards → A-BCF Info Guide | Prompt Info Guide | Classroom Yellow Cards | Cafeteria Yellow Cards

→ What does feedback look like when a MAJOR/MINOR behavior occurs?

Is the behavior MAJOR or MINOR? Major/Minor Chart w/examples
Who handles MAJOR/MINOR behaviors? LMCS Discipline flowchart
- MAJOR = Office handled (see flowchart)
- MINOR = Staff handled
How do I handle/support Minor behaviors?
- Consequence Guide Support/Consequence Consecuence Continuum
- MINOR Feedback Cards: Classroom Restorative Prep Cards | Cafeteria Red Cards

♦ Data

→ Staff Document POSITIVE/MAJOR/MINOR Behaviors

Positive: Staff enters eduCLIMBER How to document a Positive eduCLIMBER
MINOR - Staff enters eduCLIMBER
- Remember: Parent/Guardian notification is not a consequence, if you need ideas, please use Support/Consequences Continuum w/the student (PREFERABLY NOT "TO" THE STUDENT)
MAJOR - Staff enters eduCLIMBER → OFFICE handles consequence & family notification

→ PARENT/GUARDIAN eduCLIMBER Notification

POSITIVE → STAFF notifies student & Parent/Guardian
MINOR → STAFF notifies parent/guardian via email or phone
- Resource: eduCLIMBER Incident Family Email Template | Cafeteria Student Call Home Script
MAJOR → Administration notifies parent/guardian

Tier 2 & beyond

Spartan Stride Program
- What is the Spartan Stride Intervention all about? Spartan Stride Sheet
- What is the process, roles and responsibilities of the program? Spartan Strict Process
Behavior Contract
Check and Connect Program
SAIG
Formal Restorative Conference
Plan B/ALSUP

Specific Staff Resources

Student Reflection Sheets

Tools to support student reflection and restoration

Appropriate for use by:

Individual staff supporting students
Community Reflection Room

COMMUNITY REFLECTION ROOM PROCESS

Tell the student they need to report to the reflection room during lunch the following day
Give the student a fast pass for the lunch line so they can report to the room with their lunch quickly
Contact parent/guardian via email or phone of student behavior
Complete eduClimber (cc: Marya W., Sarah M. & Michelle Z.)
Student reports to room & develops a plan to repair the harm caused
Completed reflection form will be placed in staff mailbox
Original staff follow up with the student

COMMUNITY REFLECTION ROOM

You are the best person to problem-solve an issue with a student and build back the relationship; however, if you cannot the reflection room can be used DURING LUNCH, to provide students with an ORGANIZED LEARNING ENVIRONMENT and REFLECTIVE OR RESTORATIVE ASSIGNMENTS to DEVELOP A PLAN to repair the harm that was caused.

*When am I not the best person to solve the problem?

1. You are not physically available to meet in a timely manner.

2. You have already tried to problem-solve and you need another person to reflect or mediate with the student.

3. You do not know the student (ie. hallway behavior)

*Please remember, we want to continue to build relationships with students so you will circle back with the student regarding their completed reflection sheet even though it was completed with another staff member.

RESTORATIVE CHAT VS CONVERSATION

A CONVERSATION IS 1-1 CONSTRUCTIVE, DIRECTIVE CONVERSATION (PREFERABLY STATED IN AN "i" STATEMENT).

A RESTORATIVE CHAT IS A CONVERSATION WITH THE STUDENT TO:

DETERMINE UNMET NEEDS
EXPLORE OF AFFECTED PARTIES,
DEVELOP A PLAN/AGREEMENT/ CONSEQUENCE
FOLLOW UP.

Parent/Guardians

How can I help my teen with....

BULLYING

ORGANIZATION

MENTAL HEALTH

AND MORE...

SUITE360 CAN HELP!

WHAT IS SUITE360?

As our world becomes increasingly complex, students and those who support them need new ways to work together to address and navigate the challenges and opportunities ahead. SUITE360 is a year-long curriculum designed to help all students develop a range of key life skills. SUITE360 provides students, parents/guardians, and educators with digital tools and informational resources that address key social and emotional issues, character education, and intervention/restorative practices.

Students will be engaging in weekly SUITE360 lessons during Spartan Time.
Parents/guardians will have a weekly corresponding lesson with tips, you merely need to login each week to access this information. (EXCITING FACT: These can be accessed via computer or cellphone)

Where Can I Find SUITE360 Weekly INFO?

Access availability on ALL types of devices: App + Website
- APP: Download the Suite360 App from iTunes or Google Play Store
- WEBSITE: Go to https://luxemburgcasco.suite360sel.org
Click “Sign Up”
Enter the School activation code: luxemburgc

The image shows a large wall covered in text, with various positive and motivational phrases such as %22We are brave%22, %22We are adventurous%22, and %22We are Spartan%22. A person is visible in the foreground, walking past the wall.