CARES Expectations in the Cafeteria

C: Cooperate by transitioning from playground behavior to cafeteria behavior;

A: respectfully assert self by having lunch choices made, by speaking up, and by reminding table mates of expectations;

R: Showing responsibility by making a helpful choice about where and who to sit with; by remaining in seat until time to compost, and by cleaning up your lunch space;

E: Showing empathy by including and being helpful to others, using mealtime manners, and by following directions given by the Cafeteria staff (kitchen and cafeteria);

S: Demonstrate self-control by having a calm and quiet body while waiting in line, by using inside voices, and by choosing appropriate topics and using appropriate words.

Upper Playground Expectations

Winter Guidelines

Winter Upper Playground Expectations-2014

Picnic Tables	Climbing Structures	Swings	Slides	Sledding	Basketball Court
All benches are perfect for sitting in order to visit with friends, read books, or choose to rest Table tops are for hands This is also the space that an adult may ask a student to Take A Break to think about making better choices	Feet remain down on the structures Feet stay inside structures	Sitting safely on sit bones 1 person at a time Share/ Take turns (3 mins then switch)	Feet first Sitting down on sit bones Move away from bottom quickly **Snow on slides: Students who would like snow on the snow must carry it to the top of the slide, then roll it down	At this point, sledding/sliding occurs only on the hill across from the long playing field. Students must have boots and snow pants to sled/slide Students walk up the sidewalks to where the lines form (two sliding lanes)	Students wishing to play will be responsible for shoveling it off (playground teachers will show where shovels and salt will be stored
Open Mulch	Playing Field	Snowballs (hill behind swings over to green slide	Pavement
This area is reserved for running games including tag	See guidelines for Soccer, Kickball, Football	Snowballs may be thrown to about a foot in front of the guard rails in order to avoid hitting pedestrians or parked cars	This area is reserved for non-running games/activities See guidelines for 4 Square

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Lost and Found: 

All lost and found items are housed in the Kindergarten hallway across from Mrs. Whalen's classroom.  If you are unable to find the lost garment here, also check your child's classroom and the two gym spaces.

C.A.R.E.S for Riding on the Bus

C.A.R.E.S.:  On our School Buses

Cooperation:  After greeting the bus driver, go to your seat

Assertion:  Use a friendly tone and kind words to remind others of our rules.

Let the bus monitor/ driver know of any situation that made you uncomfortable.

Responsibility: Have items zipped into your backpack before going to the bus.

Keep food in your backpacks

Before leaving class, check you have everything you need

Be on time; come directly to the bus when the first bell rings

Empathy:  Think about the difficult job our bus drivers have

Self-control: Remain seated Use a quiet voice to visit with the person on your right-side or on your left-side
          

   

C.A.R.E.S at UES

  C.A.R.E.S. at UES

As a Responsive Classroom (RC) and Positive Behavior Interventions Support (PBIS) School our school-wide expectations are based on C.A.R.E.S: Cooperation, Assertion, Responsibility, Empathy and Self-control.

These areas comprise the Personal Development section of your child's report card in that we adhere to all RC principals including that the social curriculum is as important as the academic one.

Early in the school year, behavioral and social expectations for the classrooms (including Interactive Arts) and all of our common areas (playgrounds, hallways, cafeteria, bus, and auditorium/All School Assemblies) are taught, modeled and practiced. We strongly believe that learning appropriate and caring behaviors across settings develops good citizenship at school and in life.

As a PBIS school we reinforce positive choices throughout the day with the use of paper "Hoots."  All classes celebrate when each class has reached the goal of collecting a nest-full of hoots.

Positive Behavior Protocals

At UES we share a common belief about discipline, that:


**School is rich with opportunities for children to learn to control their impulses and to think about the needs and feelings of others;

**It is normal, and expected, that children will make mistakes, forget, and
test limits as they go about their daily business of growing up.

**Teachers/staff consistently follow our school’s 5 Steps to Self-Control to prevent and to respond when help is needed in making good choices.


The 5 Steps are: 
 
Step 1:  To teach, model and practice school-wide expectations.

Step 2: To build a positive relationship between adult and child in a caring community which takes into account children’s development and individual skills and needs.

Step3: To  use Reinforces (Hoots). a Reminder and/or Redirection

Step 4: To employ logical consequences which are respectful of the student, relevant to the situation, and realistic for the child to do and for the adult to follow through with.

Step 5: To redirect at the Buddy Teacher Level since it is sometimes easier for students to regain self-control when they are away from their class.

90% of the time these steps are all that is needed to help students make positive choices.  There are times, however, when an additional step of Reflection with classroom/Interactive Teachers is needed.