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