Student Handbook

Arrowhead Behavior Standards 2018-2019

Arrowhead PBIS Program

Dear Students and Parents:

Welcome to Arrowhead Elementary School! The staff at Arrowhead strives to create and support a safe and productive learning environment for all students. Hopefully this behavior manual will clearly define the expectations as well as the steps we take when a student needs redirection.

At Arrowhead, we have adopted a Positive Behavior and Intervention Support (PBIS) framework. We believe that being safe, kind and responsible are traits that all students need to learn and practice. Our desire is to work in partnership with families to help students develop lifelong skills and habits in self-discipline, positive problem solving, and assuming responsibility for their actions. We believe that explicit teaching of expectations, coupled with ongoing guidance and consistency, helps students learn to make good choices and understand the responsibilities and consequences that go along with the choices they make. Together we can help our students successfully learn these important life skills.

Students will be held accountable for knowing and following the school expectations. Visual posters are all around the walkways to serve as reminders, and each classroom will be discussing this material throughout the school year. Parents, we ask that you read and discuss this information with your child, and support us in reinforcing these expectations throughout the year. With shared expectations and good communication, we can work together towards a successful school experience.

Sincerely,
Arrowhead Staff

Beliefs that guide our decisions and inform our responses to student behavior.

Children misbehave for a variety of reasons but all behavior is a form of communication

  • Children’s behavior often tells us something is not going well for them.
  • They may not know a safer more effective way to manage what they are experiencing.
  • They may be frustrated, angry, or hurt and respond by teasing another child, calling names or physically striking out.
  • They may not have learned the ‘rules of school’ and need support understanding and following the expectations.
  • Or, because kids are kids, they make a mistake and it’s no more complicated than that.

Under the guidance of an adult at school and in partnership with the family, misbehavior is an opportunity for students to learn a different response to a situation.

  • A positive, proactive response to the mistakes that children make increases the chance that they will learn a different way to behave.
  • Talking with the student to find out the reasons for the behavior will help us help them and decrease the chance of reoccurring behavior.
  • Along with support to change the behavior, the student may experience a consequence.

Consequences are differentiated and we exercise our judgment about how we respond when a student makes a mistake.

  • Repeat offenders of mild infractions may receive a stiffer consequence than students who are first time offenders for moderate infractions.
  • Consequences may depend on student history that only school personnel have knowledge of.
  • The impact on others helps to determine the seriousness and length of consequences.

Your partnership with us is critical to ensuring a safe school environment.

  • If your child is having difficulties, please let us know so that we can help.
  • Review the enclosed documents with your child, going over the expectations and rules of the school.
  • Adhere to the pick-up and drop-off times so that we do not have students on campus when there is no adult supervision.
  • Work with your child’s teacher, school staff, and the principal to reinforce and teach behaviors that create a safe school environment.

Communication is vital to a productive partnership between home and school.

  • We have implemented two types of communication forms, SOAR Rule Reminder and SOAR Think Sheet, to provide parents with information about something that happened at school. Both forms are included in this packet.
  • Receiving a communication form will give you an opportunity to reinforce what we’ve taught at school and to instill in your child your own family’s values regarding the situation and/or your child’s behavior.
  • If the incident is of a serious nature, parents will receive a phone call and may be asked to meet for a conference. 

Responsibilities of Student, Teacher, and Parent/Guardian

Student Responsibilities

  1. Read and/or discuss the information in this manual.
  2. Follow the school expectations and behavior guidelines consistently.
  3. Use good decision-making and problem solving.
  4. Accept responsibility for actions and apply a growth mindset to learning from mistakes.

Teacher Responsibilities

  1. Clearly teach, practice and model expectations and respectful interactions.
  2. Consistently reinforce school/classroom rules and behavior guidelines.
  3. Use documents (Think Sheets, Reporting Sheets, Communication Slips and SOAR tickets) as teaching and communication tools.
  4. Provide reasonable and consistent consequences.
  5. Teach, monitor and assist students in modifying their behavior.
  6. Contact parent when behavior interferes with a child’s education or the rights of others.

Parent/Guardian Responsibilities

  1. Read and discuss the school expectations and behavior guidelines with your child; acknowledge when students are making expected choices.
  2. Help your child take responsibility for his/her choices and learn from their decisions.
  3. Work with the school to support your child’s development in decision-making, problem-solving and social issues.
  4. Contact the school if you have a concern.

Student Interventions

The intervention used is dependent upon the following:

  • The physical, emotional, and/or social impact on self and others
  • The number of Rule Reminders/Think Sheets a student has received
  • The level of behavior, from mild to serious

Possible interventions

  • Problem-solving conference with Principal/Teacher
  • Rule Reminder/Think Sheet requiring parent signature
  • Conference with parent/guardian
  • Time out at recess
  • Loss of privileges on playground or in the classroom
  • Loss of recess
  • In or out of school suspension

Descriptions: The purpose of the descriptions below is to provide students and parents or guardians with an understanding of the general meaning of the terminology used at school and in the Behavior Standards Booklet. The descriptions are not meant to include all possible situations.

Mild – Serious Behaviors

  • Mild behaviors are generally those that have happened only once, have limited impact on the other student(s), and are corrected with minimal intervention.
  • Moderate behaviors are those that have noticeable impact on other students and are disruptive to a sense of emotional, social, or physical safety and/or a student’s ability to learn. Mild behaviors become moderate when the student has not responded to adult intervention.
  • Serious behaviors have high impact on others; are repeated behaviors that have not changed based on multiple interventions, and/or have created immediate and severe safety concerns to the student and/or others.

Harmful Behaviors

  • Physical: pushing, hitting, shoving, kicking, throwing objects.
  • Emotional: teasing, name calling, spreading rumors – true or untrue, use of foul, racist or sexual language, threatening behavior.
  • Social: purposeful exclusion of others from activities in or outside of the classroom, asking others not to include or play with another student.
  • Use of Social Networks or Technology: to harass, tease, spread rumors, intimidate, etc.

PLEASE NOTE: Possession of any weapons (or look alike weapons) or student behavior that presents an immediate threat to safety will result in an emergency expulsion and/or suspension. Legal authorities may be contacted in case of illegal activities. Disciplinary actions will be based on the Northshore School District Rights and Responsibilities for Student Conduct.

Technology Policy

Arrowhead students are expected to follow the guidelines for use of technology:

  1. Be ethical and courteous. Do not send hateful, harassing, obscene, or discriminatory messages via text, email, or phone messages, Facebook, etc.
  2. Search Internet sites that are approved by staff. If, during a school related search, you find material that is not appropriate report it to staff immediately.
  3. Respect the files and data of other users. Do not change or copy files/data of others without their permission.
  4. Treat anything created by others (information, graphics, music, sounds, projects, etc.) as their private property. Respect copyrights (Board Policy 3212).
  5. Use the network in a way that does not disrupt its use for others. Do not destroy, change or misuse the hardware or software in any way. Do not develop or distribute programs that invade other computers, computer systems, or networks. Do not “hack” the system.
  6. Use the NSDNet and the Internet for educational purposes. Do not use the network to access or create inappropriate material.
  7. Keep cell phones off at school and on the bus ride to and from school. If a family member needs to reach a student call the office and we will get a message to him or her.
  8. Keep electronic games and other valuable electronic devices at home.

Consequences for infractions of the Technology Policy may include school suspensions, compensation for damages, and/or loss of Internet privileges at school.

Guidelines for Dress

Some of the current fashions, while appropriate for elementary age children in some settings, are not appropriate in the school setting. Below is a list of guidelines for appropriate school dress.

  1. Shoulder straps on shirts at least two fingers wide.
  2. Neckline of shirts above the armpits.
  3. Midriff or stomach covered.
  4. Waistband of pants and skirts above the hips.
  5. Undergarments covered even when sitting or bending over.
  6. Shorts or skirts a minimum of mid-thigh length.
  7. Hats or hoods off during class-time and assemblies.
  8. Shoes worn at all times.
  9. Wear appropriate athletic shoes on P.E. days.
  10. Only appropriate slogans, messages, or advertisements written on clothing.

Since all students are released for recess, please remember to DRESS STUDENTS APPROPRIATELY FOR THE WEATHER.

Safety Tips

Personal Safety Tips

  • Do not walk alone; instead walk in groups of two or more.
  • Never get into a vehicle with a stranger, instead fight, shout, scream, kick, bite, run, and tell.
  • Never take anything a stranger offers you, do not accept candy, food, or money.
  • Do not walk alone in the dark.
  • Stay away from isolated places; do not go alone into deserted buildings, empty parking lots or places where there are few people.
  • Remain on school grounds during school hours.
  • Immediately tell responsible adults about any suspicious activities or people encountered going to or from school and give as many details as possible.

Walking Safety Tips

  • Look left, right and left again before crossing the street.
  • Always cross at a crosswalk or intersection.
  • Obey traffic signals.
  • Children younger than 10 years old should be supervised by an adult when around motor vehicles.
  • Make sure drivers see you when they are backing out of a driveway.
  • Determine the safest route with parents.

More information on personal, walking, and bicycle safety can be found on the Access Washington Web site.

The following is a list of the vocabulary that our school will adopt as a common language about appropriate behavior at school:

Bully - A person who intentionally hurts another person with less power, over and over again.

Target - A person who is bullied.

Bystander - A person who is present at an event without participating in it directly.

Passive Bystander - A person that sees someone get picked on or bullied and doesn’t do anything to stop it.

Strong Bystander - A person that sees someone get picked on or bullied and tries to stop it, either by their own action or with the help of another student or adult.

Social Aggression or Bullying - When someone, or a group of people use relationships to intentionally hurt a person’s feelings or social status. It includes the silent treatment, preventing people from playing with others, spreading rumors and lies, and exclusion.

Verbal Aggression of Bullying - When someone, or a group of people use words to hurt or humiliate another person. It includes name-calling, insulting, put-downs, and making threats or rude comments.

Physical Aggression or Bullying - When someone intentionally hurts a person’s body or damages a person’s property. This includes hitting, kicking, spitting, pushing, or taking someone’s property.

Cyber Aggression or Bullying - This is the use of technology to hurt or humiliate others. It includes using computers and the Internet, e-mails, Instant Messaging (IM), cell phones (text messaging), and digital photography to embarrass or exclude others.

Table of positive behaviors to follow safe, kind and responsible expectations in the bathroom, walkway, recess and lunch line
Table of positive behaviors to follow safe, kind and responsible expectations for arrival, dismissal, bus line and bux
Table of positive behaviors to follow safe, kind and responsible expectations in assemblies and office
Sample Think Sheet to be sent home.
Sample of rule reminder to be sent home if unsafe behaviors continue.