With the guidance of the Lasallian Principles, the department of School Culture promotes a set of guiding behaviors to support the creation and maintenance of a meaningful and healthy school climate:

Community:  Working everyday to strengthen togetherness

Respect:  Honoring individuality and lived experience

Diligence:  Steadfastness for finding positive solutions

Leadership: Inspiring and motivating self and others

Safety: Mindfulness of the right to feel physically and emotionally safe


Building Community

Building community is a process that takes time and commitment.  Administration, teachers and students must work together to create and maintain a school environment where everyone feels supported, respected and appreciated. Restorative practices will be used as the department of student life’s framework for building community through authentic dialogue, creation of shared understanding and righting all harm. Tier one activities will provide opportunities for all community members to express feelings, both positive and negative. These are relationship-building activities that are core to all restorative practices, cultivating empathy, while also strengthening social and emotional skills.


Tier One Activities and Practices Include:

 Commitment to Lasallian Principles

  • From the start of the school year students will learn our school’s core values and see that these values are infused in all we do to support of school community. Students will also learn to conduct themselves based on the Community, Respect, Diligence, Leadership and Safety school culture framework

School-Wide Assemblies

  • Regularly scheduled school wide assemblies will be held to provide opportunities for students to build positive school climate through celebration of student and staff accomplishments. These assemblies will also provide opportunities for discussion of school wide discussion

Community Circles

  • Large circles held to support relationship building and to support the resolution of conflicts that affect larger groups of students and staff. 

Parent Engagement

  • Parent involvement is a key component to the community building process.  The department of culture will regularly offer family workshop and host social events for family members to insure that parents are also engaged in the community creation process.

Entry Circles

  • Circle used to create a safe space for individual introduction into the school community

School-Wide use of Affective Statements and Questions

  • Affective statements address the behavior directly while still maintaining a positive relationship.
  • Affective questions focus on addressing the problem at hand without conveying feelings of judgment.


Graduated Discipline Plan


Tier One:  Community building tier; activities in this tier are for all students to support community building and overall positive school climate.

Tier Two:  Harm restoration tier; activities, such as mediations, are used in this tier to address and restore positive school climate. This tier is also intended to prevent future harm through the use of harm circles.

Tier Three: Re-entry tier; for students who have spent time away from school, re-entry circles are times to reconnect to school expectations and be welcomed back into the school community.  Tier three reentry circles are also used to support new student’s transition into CRDLS.