Chaparral School Pillars of Care
At Chaparral School, the three (plus 1) Pillars of Care provide a framework for students to develop a practical understanding and application of the CBE Code of Conduct. The three (plus 1) Pillars are representative of student, teacher, and parent input.
Chaparral School’s Three (Plus 1) Pillars of Care
When I care for myself I
- Come to school regularly and on time
- Speak up when I have a concern, problem, or worry
- Acknowledge my strengths
- Eat my lunch and/or a snack at the designated time
- Obey the rules of my school
- Dress appropriately for different kinds of activities and weather
When I care for others I
- Respect differences in people, their ideas and their opinions, including when there is disagreement
- Seek to resolve conflicts peacefully
- Use my hands, feet, and objects as intended, never to do harm, demean or destroy
- Listen carefully to any person who is speaking to me
- Help those in need and report incidents of unacceptable behaviour to a staff member
- Am generous with my words and actions; I avoid using foul language, name calling, put downs, threats, etc.)
- Act as a friend; I reach out to classmates and others, invite them to work and play with me, treat them with kindness and extend empathy and inclusiveness
- Apologize and make amends when I have hurt someone
When I care for this place I
- Keep my space and my school clean and tidy
- Clean up, use the recycling, refund and organic bins, remove wet or muddy outdoor footwear
- Use washrooms responsibly
When I care for my learning I
- Do my work and homework
- Set goals and work toward them to the best of my ability
- Use and share learning materials respectfully and according to my teacher’s guidelines
- Use technology in a manner that demonstrates positive Digital Citizenship
AR 6005 and AR 6006 also outline staff and parental roles in promoting a positive and productive school culture for all students. The bullets below summarize key points.
- Encourage a supportive home environment that promotes positive attitudes toward learning
- Be knowledgeable and supportive of the school’s expectations for student behavior
- Model respectful behavior
- Promote the prevention of bullying
- Provide assistance with punctuality and regular attendance
- Participate in open, ongoing communication with your child and the school staff
- Contribute to a welcoming, caring, respectful and safe learning environment
- Report concerns and incidents, as they occur to ensure accurate communication with those directly involved and timely intervention
- Assist the school in addressing disciplinary issues involving their child
- Foster a positive, caring, safe, respectful learning environment
- Model respectful behavior
- Listen carefully to students and parents
- Participate in open, ongoing communication with students and their parents / guardians
- Provide support to students impacted by inappropriate behavior of others
- Ensure follow up in a timely manner
- Act as a knowledgeable and patient mediator when required
- Maintain a stance of active supervision at all times
- Ensure that all reports of violent, threatening, discriminating, intimidating and bullying behaviours and/or incidents are assessed, investigated, and responded to
At Chaparral School we make every effort to support students in building social and emotional skills so that they are able to meet their responsibilities as citizens of our school. Our goal is for students to learn from their mistakes and be empowered to meet future challenges.
Logical, Consistent, Caring Consequences and Restorative Actions
We believe that by implementing logical, caring and consistent consequences, and by providing individuals with opportunities to become responsible and caring members of the community, students will learn about their behavior, their choices, and their impact on others while maintaining their dignity. Infractions, or incidents of inappropriate behavior are typically responded to in the following manner:
In the case of minor infractions student(s) meet with a staff member to solve the problem, consider the consequences of their behavior and establish a plan for restitution.
It is generally expected that initial responses to student behaviour that occur within the context of the classroom and involve the classroom teacher and other classroom staff supporting the student. Classroom level responses may be appropriate when: a) the unacceptable behavior is minor; b) the student has had no prior incidents; or c) interventions have not been put in place. The same process is expected to unfold within the context of the lunchroom, where meal supervisors will provide initial responses, and on the playground where supervision staff will provide initial responses.
Where initial level responses have been unsuccessful or where the behaviour is sufficiently serious, the classroom teacher, (meal or playground supervisor) will involve the support of administration. This level of response may be appropriate when: a) supports have been in place in the classroom, (playground or lunchroom) and the behavior has continued; or b) the behavior negatively impacts the learning of others; or c) the student behavior is sufficiently serious and warrants a school level response.
Unsafe activity and/or major infractions such as: repeated minor issues, bullying, fighting, disrespectful, defiant or disruptive behavior, social alienation, intimidation, theft, and verbal or physical aggression are directed immediately to the administrative team where the same problem solving steps are carefully considered and implemented. At this level parents are contacted and asked to become involved in problem solving and/or in reiterating school expectations with their children.
There are a wide range of possible consequences and restorative actions depending on the individual student and the circumstances. These might include:
- Verbal reminder/conversations/check-ins
- Loss of privileges
- Community service
- Noon or recess detention
- Supervised outdoor recess
- Documentation in cumulative file
- Student removed from situation
- Confiscation of property for a period of time
- Note of apology
- Written reflection of incident
- In-School Suspension* (Parents notified immediately and formally documented)
- Out-of-School Suspension* (Parents notified immediately and formally documented)
DARE TO CARE
At Chaparral School, we seek to eliminate bullying and other dangerous behaviors, and in turn, create an atmosphere of tolerance and respect.
Our common understanding is that bullying describes repeated and hostile or demeaning behaviour by an individual in the school community where the behaviour is intended to cause harm, fear or distress to one or more other individuals in the school community, including psychological harm or harm to an individual’s reputation.
- Bullying can take different forms including:
- Physical –pushing, hitting
- Verbal – name calling, threats
- Social – exclusion, rumours
- Cyber – using digital technology to harass, demean or threaten
It is everyone’s responsibility to report incidents of bullying to the school in a timely manner. It is the school’s responsibility to assess, and where warranted investigate and respond to all reports of bullying 100% of the time.
CIRCLE OF COURAGE
At Chaparral School, we celebrate a safe, caring, inclusive, and welcoming learning environment, whereby we work together to provide opportunities for all students to thrive in learning and in life. We do this by focusing on Academic Success, Citizenship, Personal Development, and Character (as do all Calgary Board of Education schools).
Chaparral staff has embraced the strength-based Circle of Courage model as a means to teach students about themselves, each other, and about being a part of a community. The Circle of Courage is a proven model that is based upon indigenous wisdom and research. It was developed by Dr. Larry Brendtro, Dr. Steve Van Bockern, and Dr. Martin Brokenleg in 1990. The model provides us with the language to empower students to learn about self-development, character development, and community.
The Circle of Courage medicine wheel represents the need for balance and harmony within the sacred circle of life. The four points of the Circle of Courage are the universal growth needs (i.e. developmental needs) of children that must be considered together as one. The four points of the Circle of Courage that we focus on are:
The Spirit of Belonging: All Chaparral students belong to the Chaparral School family. Building relationships of trust and treating each other as kin nurtures our community and helps us to feel valued and safe.
The Spirit of Generosity: Chaparral students develop concern for others and learn to have empathy and kindness. Their purpose is to unselfishly help other, and to make their world a better place.
The Spirit of Mastery: Chaparral students love to learn and to develop competencies for personal growth and resilience. Students learn to observe, listen, and think. Students learn that they can succeed and can celebrate the success of others.
The Spirit of Independence: Chaparral students learn responsibility, inner discipline, problem-solving and critical thinking skills to make good decisions.
At Chaparral School, we celebrate our learning, our caring, and our community through our special events, community speakers, buddy programs, leadership opportunities, and learning celebrations. We grow together…learn forever.