ASMS School Climate

Ascencion Solorsano Middle School is committed to providing a challenging and relevant curriculum, cultivating individual character and responsibility, and providing a safe and caring environment enabling all students to receive a well-rounded educational experience.

Eagles Code of Conduct

Every day respect the rights and safety of others.

Always be responsible by getting to class on time - in your seat, ready to work before the tardy bell. Bring your required materials and hand in assignments on time. Think before you act; you are accountable for your choices!

Good citizens keep our school grounds clean and free of litter.

Listen to others and don't blame or take advantage of others. Be a kind, caring, and helpful student.

Each student should be open-minded and fair with others.

Secure trust in others by being mindful of the things you say to others. These is a zero tolerance for bullying and harassment! Parents and students should report situations of safety or concern to a teacher, counselor, or administrator as soon as possible.

PBIS

Positive Behavioral Interventions and Supports

Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional and academic success. Attention is focused on creating, teaching, and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all youth by making targeted misbehavior less effective, efficient, and relevant, and desired behavior more effective, efficient, and relevant.

 

Why is it so important to focus on teaching positive social behaviors?

In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important step of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBIS is to establish a climate in which appropriate behavior is the norm.  The goal is to teach behavioral expectations in the same manner as any core curriculum subject.

 

PBIS is the infrastructure that supports our efforts at ASMS to Build a Positive School Community/ Culture.  The three underlining themes are:

  • Be Safe,
  • Be Responsible,
  • Be Respectful​

Our PBIS infrastructure is further supported by:

  • Olweus - Bullying Prevention Program
  • Character Counts!
  • Restorative Justice Practices
  • Restore! Life Skills Program – Carry the Vision
  • Classroom Practices

 

The premise of PBIS is that continual teaching, combined with acknowledgement or feedback of positive student behavior will reduce unnecessary discipline and promote a climate of greater productivity, safety and learning.

Check 'N Connect

Solorsano Middle School

Check N’ Connect (CN’CProgram Description

 

            The CN’C Program is a school-wide, check-in, check-out prevention program for students who are starting to engage in problem behavior. The goal of the CN’C Program is to prevent students who are acting out from escalation and provide them with more frequent feedback on their behavior to prevent future problem behavior. Below are answers to some frequently asked questions about the CN’C Program.

 

Which students do well on the CN’C Program?

            Students can be nominated three different ways: teacher referral, parent referral, and/or based on discipline referral data.  The CN’C program is effective for a variety of students with a variety of needs.  We do not nominate students because they are “bad kids”, we offer the program to help the students who need a little extra support. The students nominated are those starting to act out but ARE NOT currently engaging in dangerous (e.g., extreme aggression, property destruction) or severely disruptive behavior (e.g., extreme noncompliance/defiance). Students who have problem behavior across the day and in different settings are good candidates for the program versus students who have trouble only at lunch or during math.

 

How do teachers participate in the CN’C Program?

            Teachers participate by providing both verbal and written feedback to students at pre-determined times throughout the day. The feedback is quick and instructional.

 

Who is responsible for checking students in and out?

             A dedicated staff person(s) is in charge of checking students in and out on a daily basis. 

 

How do students get selected for CN’C?

            A request for assistance is made to the CN’C Team that meets weekly.  In collaboration with the teacher, the team will determine whether the CN’C Program is appropriate or whether another intervention would be more appropriate. 

 

What is the family’s role?

            A report goes home daily with the CN’C student. The student is encouraged to show the report to parents and get a signature to return to school during the next day check in. Families are encouraged to acknowledge and provide small incentives for their child’s efforts and successes and to refrain from punishment when their child temporarily slips up. A weekly check in with the child’s teacher is highly encouraged.

 

How long are students on the CN’C Program?

            At the end of every quarter the CN’C Team looks at each student’s data to determine if he or she is ready to be faded off the CN’C Program. Since there are a limited number of students (up to 15) that can receive the intervention, it will be important to fade students off as they become more independent in managing their own behavior. 

 

How is student progress monitored?

            A designated staff person keeps track of the daily points earned and charts the progress for each student. The CN’C data entry person will enter two data points per day per student in CN’C that includes (1) the percent of possible points earned daily and, (2) a cumulative graph for meeting the daily goal. On a weekly basis, the CICO team reviews the data to determine if the program should stay the same, be adjusted, or be terminated.

 

What do students do with their earned points?

            As part of the check in’s, students evaluate their behavior by scoring points on their CN’C daily record. Points are totaled at check out time and deposited in the students CN’C Account. Points are not taken away due to problem situations. Points earned are saved until the student wants to trade them. Pre-determined spending times are set with the student to trade points for activities, prizes, free time, and other special things at the school.

Check 'N Connect Restorative Justice

Restoring and Building Relationships!


The Core of Restorative Practices rests with the belief that people will make positive changes when those in positions of authority do things with them rather than to them or for them.  It puts the repairing harm done to relationships and people over and above the need for assigning blame and dispensing punishment.

 

“What’s fundamental about restorative justice (practices) is a shift away from thinking about laws being broken, who broke the law, and how we punish the people who broke the laws. There’s a shift to: there was harm caused, or there’s disagreement or dispute, there’s conflict, and how do we repair the harm, address the conflict, meet the needs, so that relationships and community can be repaired and restored.

It’s a different orientation. It’s a shift.”

 

Cheryl Graves - Community Justice for Youth Institute

 

Restorative Practices: A Brief Explanation

Now a common practice in many schools across the nation and world, Restorative Practices promote building respectful relationships as the foundation for teaching and learning while providing meaningful opportunities for students to develop self-discipline and positive behaviors in a caring, supportive environment.  It views conflict primarily through the lens of the harm caused to people and relationships, and emphasizes the priority to meet the needs of those affected by this harm.

A restorative approach sees conflict or misbehavior as an opportunity for students to learn about the consequences of their actions, to develop empathy for others, and experience how to make amends in such a way as to strengthen the community bonds that may have been damaged.

 

The 5 Applications of Restorative Practices:

  1. Affective Statements which are brief comments about how others were impacted by the person's behavior.
  2. Affective Questions which are one-step further, asking the wrongdoer questions like who was affected, how they were affected, ect.
  3. Small Impromptu Conferences where you bring together a few people to talk about the incident, its impact and what to do next.
  4. The Large Group or Circle which allows everyone to have some say in what should happen as a result of the wrongdoing.
  5. The Formal Conference which involves more planning and preparation and tends to be more structured and complete.

 

Aim of Restorative Practices

  • To promote the physical, psychological, emotional, and social wellbeing of students.
  • To teach children self-discipline and an understanding of the consequences of their behavior.
  • To encourage respect, healing, and restoration both for those who were harmed, and for those who caused the harm
  • To educate students towards self-directed, cooperative and respectful behavior.
  • To promote, nurture and protect healthy relationships among members of the community.
  • To enable students to build personal responsibility by developing skills of reflection and empathy.
  • To guide teachers in their responses to student behavior.
  • To inform students and parents about expectations of student behavior.

 

Principles that Reflect the Values and Concepts for Implementing Restorative Practices

  • Relationships are central to building community.
  • Builds systems that address misbehavior and harm in a way that strengthens relationships.
  • Focuses on the harm done rather than only on rule breaking.
  • Gives voice to the person harmed.
  • Engages in collaborative problem-solving.
  • Empowers change and growth.
  • Enhances responsibility.

 

​Benefits of Restorative Approaches in the School Setting

  • ​A safer, more caring environment.
  • A more effective teaching and learning environment.
  • ​A greater commitment by everyone to taking the time to listen to one another.
  • A reduction in bullying and other interpersonal conflicts.
  • A greater awareness of the importance of connectedness to young people.  The need to being and feel valued by peers and significant adults.
  • Greater emphasis on responses to inappropriate behavior that seek to reconnect and not further disconnect young people.
  • Reductions in fixed term and permanent suspensions and expulsions.
  • A greater confidence in the staff to deal with challenging situations.
  • An increased belief in the ability of young people to take responsibility for their choices and more people giving them opportunities to do so.

 

The Core to Restorative Practices is Restoring and Building

R e l a t i o n s h i p s !

 

Restorative Justice Questions

Restorative Justice Questions

Right the Wrong

 

Take a few minutes to answer the following questions – be honest.  It is time you take responsibility for your words/actions and figure out what you need to do to “right the wrong” to become a respected member of your classroom community.

1.  Explain what happened – include names, locations, and time.

2.  What were you thinking about or what were you looking for when you chose to act the way you did?

3.  What was the harm?

4.  Who do you think was harmed or affected?

5.  How were they affected?

6.  How do you feel about what happened?  What about this has been hardest on you?

7.  What do you need to do to make things as right as possible to “Right this Wrong”?  What would you like to offer/do and to whom?

8.  What have you learned from this incident - how can you use what you’ve in the future?

Follow-up

1.  How are you doing now in relation to the event and its consequences?  What have you thought since the incident?

Expectations

ASMS School-Wide Expectations  

 

Setting

Safety Expectations

Responsibility Expectations

Respect Expectations

Classroom

  • Only enter classroom with supervision
  • Know and follow all classroom rules, policies and procedures
  • No food, drink or gum
  • Use all equipment properly
  • Sit properly and quietly in seats
  • Keep hands and feet to yourself
  • Wait for dismissal instructions
  • Do not engage in conflict or drama
  • Use your cell phone responsibly

 

  • Know and follow all classroom expectations
  • Always use kind words - watch use of inappropriate language
  • Listen and follow all directions
  • Ask teacher for further instruction/directions
  • Complete all assignments/projects to the best of your ability
  • Be aware of all due dates
  • Be a positive team player  - encourage others
  • Be on time to class – in seat by the bell
  • Be prepared to learn – required materials
  • Remain focused and on task
  • Participate – engage in academic conversations
  • Do not engage in conflict or drama
  • Always use kind words and appropriate language
  • Wait to be recognized before speaking
  • No cell phone use
  • Respect school and personal property
  • Respect the education of others – be polite and productive at all times
  • Be on time to class – in seat by the bell
  • Be prepared to learn – required materials
  • Report all damage/vandalism to an adult
  • Use your cell phone responsibly
  • Do not engage in conflict or drama
  • Be a positive role model

 

Computer Labs/Media Center/Library

  • Only enter lab/Media Center/Library with supervision
  • Know and follow all lab, media center and library rules, policies and procedures
  • No food, drink or gum
  • Sit quietly/properly in chairs
  • Use equipment properly – do not change any of the computer settings
  • Do not engage in conflict or drama
  • Return materials and equipment on time and to its proper place
  • Use internet appropriately
  • Ask before you print and print only want’s needed
  • No food, drink or gum
  • No cell phone use
  • Remain focused and on task
  • Follow staff directions
  • Report all damage/vandalism to an adult
  • Do not engage in conflict or drama
  • Always use kind words and appropriate language
  • Be helpful
  • Respect school and personal property
  • Use equipment properly – do not change any of the computer settings
  • Be a positive role model

 

 

Gym

  • Only enter gym with supervision
  • No food, drink or gum
  • Use equipment properly
  • Sit properly in bleachers/chairs
  • Do not engage in conflict or drama

 

  • Always show good sportsmanship
  • Return all equipment to proper place
  • No cell phone use
  • Do not engage in conflict or drama
  • Follow staff directions

 

  • Be a positive team playerencourage others
  • Respect school and personal property
  • Use equipment properly
  • Always use kind words and appropriate language
  • Be a positive role model

Assemblies/

Special Events

  • Only enter gym/MPR/assembly area with supervision
  • No food, drink or gum
  • Sit quietly/properly in bleachers/chairs during presentations
  • Wait for dismissal instructions
  • Do not participate in drama

 

  • Focus on presentations
  • Participate
  • No cell phone use
  • Follow staff directions
  • Sit quietly/properly in bleachers/chairs during presentations
  • Listen responsibly
  • Applaud respectfully and appropriately
  • Always use kind words and appropriate language
  • No cell phone use
  • Be a positive role model

MPR/Outside quad eating area

 

  • Walk at all times
  • Form a single file line
  • Wait in line patiently – no cutting
  • Eat your own food
  • Do not throw food
  • Stay within the white lines in the quad
  • Report to an adult if in need of help
  • Do not engage in conflict or drama
  • Wait in line patiently – no cutting
  • Form a single file line
  • All food and drink stays in the lunch area
  • Place trash in garbage cans
  • Place recyclables in proper bins
  • Follow staff directions
  • Do not engage in conflict or drama
  • No cell phone use

 

  • Clean up your area, placing all trash in garbage cans and recyclables in proper bins
  • Use good manners
  • Eat your own food
  • Always use kind words and appropriate language
  • Respect school and personal property
  • No cell phone use
  • Be a positive role model

 

Walkways

  • Walk at all times
  • Watch use of inappropriate language
  • Keep your hands and feet to yourself
  • Move quietly and go directly to class
  • Be on time to class
  • Do not engage in conflict or drama
  • No food, drink or gum
  • Use drinking fountain and vending machines appropriately
  • Stay on walkways – off the grass
  • No cell phone use
  • Do not engage in conflict or drama

 

  • Always use kind words and appropriate language
  • Respect school and personal property
  • Use your cell phone responsibly

 

Office

  • Be respectful to all office staff
  • Sit quietly/properly in chairs
  • Do not loiter
  • Do not engage in conflict or drama
  • Wait your turn
  • State your purpose politely
  • Obtain permission to use the phone
  • No food, drink or gum
  • Do not loiter
  • Always use kind words and appropriate language
  • Keep your hands and feet to yourself
  • Be respectful to all office staff

 

Restrooms

  • Flush the toilet after use
  • Wash hands – use soap
  • Keep water in the sink
  • Throw paper towels in the garbage can
  • Do not engage in conflict or drama
  • No cell phone use

 

  • Flush the toilet after use
  • Report all damage/vandalism to adult
  • No cell phone use
  • Report all damage/vandalism to adult
  • Do not engage in conflict or drama

 

  • Give others privacy and space
  • Do not loiter
  • Watch use of inappropriate language
  • No cell phone use

 

Locker Rooms

  • Only enter locker room with supervision
  • Only exit locker room with supervision
  • Lock your personal belongings/valuables in your locker
  • Follow all rules
  • Keep your hands and feet to yourself
  • Do not engage in conflict or drama
  • No cell phone use

 

  • Follow staff directions
  • Keep only your clothes in your locker
  • Lock your personal belongings/valuables in your locker
  • Keep the locker room clean – pick up all trash/belongings
  • No food, drink or gum
  • Do not engage in conflict or drama
  • Report all damage/vandalism to adult

 

  • No cell phone use/taking pictures – respect others privacy
  • Respect school and personal property
  • Always use kind words and appropriate language
  • No cell phone use

 

Dismissal

  • Do not loiter – leave campus promptly, go directly to bus stop area or parent pick up
  • Walk bikes, skateboards and scooters off campus
  • Be safe – wear bike helmets
  • Use designated crosswalks
  • Do not engage in conflict or drama       
  • Lock bikes, skateboards and scooters in designated racks
  • Do not share locks
  • Follow staff directions
  • Do not engage in conflict or drama
  • Use your cell phone responsibly

 

  • Respect school and personal property
  • Always use kind words and appropriate language
  • Use your cell phone responsibly
  • Be a positive role model

 

Bus Area

  • Go directly to bus stop
  • No pushing – keep hands and feet to yourself
  • Line up accordingly in the proper area
  • Do not block the bus door
  • Do not engage in conflict or drama
  • Use your cell phone responsibly

 

  • Wait in line patiently
  • Be on time – go directly to the bus area
  • No gum
  • Pick up all trash
  • Do not engage in conflict or drama
  • Use your cell phone responsibly

 

  • Respect school and personal property
  • Always use kind words and appropriate language
  • No pushing – keep hands and feet to yourself
  • Use your cell phone responsibly

 

 

After School Program

  • Only enter classroom with supervision
  • Know and follow all classroom rules, policies and procedures
  • No food, drink or gum
  • Use all equipment properly
  • Sit properly and quietly in seats
  • Keep hands and feet to yourself
  • Wait for instructions
  • Do not engage in conflict or drama

 

  • Know and follow all classroom expectations
  • Always use kind words - watch use of inappropriate language
  • Listen and follow all directions
  • Ask for further instruction/directions
  • Complete all assignments/projects to the best of your ability
  • Be a positive team player  - encourage others
  • Be on time
  • Remain focused and on task
  • Participate – have fun
  • Do not engage in conflict or drama
  • Use your cell phone responsibly

 

  • Always use kind words and appropriate language
  • Wait to be recognized before speaking
  • No cell phone use
  • Respect school and personal property
  • Respect others – be polite and product at all times
  • Be on time
  • Be prepared to participate
  • Report all damage/vandalism to an adult
  • Use your cell phone responsibly
  • Be a positive role model

 

 

To/From School

  • Go directly to school/home – do not go anywhere else unless parents know of your location
  • Be aware of your surroundings and do not make contact with strangers
  • Walk in a group
  • Do not engage in conflict or drama

 

  • Notify parents of any changes to your location
  • Be aware of your surroundings and do not make contact with strangers
  • Walk in a group
  • Do not engage in conflict or drama
  • Use your cell phone responsibly
  • Respect school and personal property
  • Always use kind words and appropriate language
  • No pushing – keep hands and feet to yourself
  • Report any suspicious activity to staff
  • Use your cell phone responsibly
  • Be a positive role model

 

Home

  • Follow family rules
  • Fulfill all responsibilities before play – do chores, homework, etc.
  • Communicate with parents – let them know if you need help
  • Do not engage in conflict or drama
  • Follow family rules
  • Be a positive role model to siblings
  • Always use kind words – watch use of inappropriate language
  • Fulfill all responsibilities before play – do chores, homework, etc.
  • Minimize conflict and drama
  • Use your cell phone responsibly

 

  • Follow family rules
  • Be a positive role model to siblings
  • Always use kind words and appropriate language
  • Use your cell phone responsibly
  • Be a positive role model

 

 

Positive Reinforcement

ASMS School Wide Positive Reinforcement System

 

Frequency of Reinforcement

What is Reinforced

When is Reinforced

Where is Reinforced

Who is Reinforcing

Immediate/High Frequency

 

 

 

 

Eagle wings - raffle

Dance Passes

Student Store Tickets

Character Counts! Tickets

Caught Ya Being Kind! Tickets

Verbal Praise/Recognition

Appropriate behavior such as picking up and throwing away garbage, being helpful, on task behavior, completing lessons, good attendance

Immediately: with raffle, praise, peer recognition

Throughout Campus

Classrooms

Administration, Teachers, Office Staff, Campus Supervisors, Custodians, Para Educators, Kitchen Staff

School Community

Intermediate/Unpredictable

 

 

 

 

Dance Passes,

Special classroom raffles,

Ice-cream, Sno-cones, Academic and Social Celebrations

Large number of students displaying appropriate behavior such as cleaning the campus or good behavior in computer lab, low tardy percentage, low number of referrals, high achievement on assignments/quizzes/tests

Weekly, Monthly

Throughout Campus

Classrooms

Administration, Teachers, Office Staff, Campus Supervisors, Custodians, Para Educators, Kitchen Staff

School Community

Long Term School Wide Celebrations

 

 

 

 

Semester Assemblies

Special Assemblies

Special Lunches

Specific, exemplary or improved behaviors

3-4 times a year

Throughout Campus

Classrooms

Administration, Teachers, Office Staff, Campus Supervisors, Custodians, Para Educators, Kitchen Staff

School Community

Teacher/Staff Recognition

Staff Buckets

Staff Lunches

Fred Awards

Staff Raffles

Admin Teaches Class

Positive attitude, personal growth, great customer service, student success, positive role model, exemplary professional service

Daily, Weekly, Monthly, Quarterly

Throughout Campus

Newsletters

Web Site

Staff Meetings

Administration, Teachers, Office Staff, Campus Supervisors, Custodians, Para Educators, Kitchen Staff

School Community