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.