Safety

During a HOLD, hallways need to be cleared so personnel can handle a situation that does not pose a threat to students or staff, like a medical situation or an altercation. Teachers should pull students from hallways into classrooms and take attendance. Close and lock the classroom door. Learning and other activities continue, as normal. Remain in the classroom until the “All Clear” is announced.

• Clear the hallways and remain in your room until the “All Clear” is announced
• Do business as usual

• Close and lock the door
• Account for students and adults
• Do business as usual

During a HOLD, visitors are not allowed inside the building. If a student has a scheduled appointment, the parent/guardian must call the office and the student will be escorted to the door. The parent/guardian must be listed in PowerSchool and must provide an ID. 

• Return to inside of building
• Do business as usual

• Bring everyone indoors
• Lock outside doors
• Increase situational awareness
• Account for students and adults
• Do business as usual

During a SECURE, visitors are not allowed inside the building. If a student has a scheduled appointment, the parent/guardian must call the office and the student will be escorted to the door. The parent/guardian must be listed in PowerSchool and must provide an ID. 

• Move away from sight
• Maintain silence
• Do not open the door

• Recover students from hallway, if possible
• Lock classroom door
• Turn out the lights
• Move away from sight
• Maintain silence
• Do not open the door
• Prepare to evade or defend

• Leave stuff behind
• If possible, bring your phone
• Follow instructions

• Lead students to Evacuation location
• Account for students and adults
• Notify if missing, extra or injured students or adults

During a SECURE, visitors are not allowed inside the building. If a student has a scheduled appointment, the parent/guardian must call the office and the student will be escorted to the door. The parent/guardian must be listed in PowerSchool and must provide an ID. 

Lifelong Learning 

Demonstrate the willingness to work and learn, and continually apply new knowledge.

• Grades K-2 
  • Begin to learn how to receive feedback from educators and use it for personal growth.
  • Understand mistakes as a normal part of the learning process.
• Grade 3-5
  • Begin to ask questions with receiving feedback. 
  • Begin to discuss with peers about feedback received.
• Grades 6-8 
  • Apply new strategies based on lessons learned from feedback. 
  • Engage in feedback with peers to seek growth and learning opportunities from others.
• Grades 9-10
  • Seek and participate in challenging learning activities related to career goals. 
  • Able to view feedback as data' that helps the learning process.
• Grades 11-12
  • Engage in a continuous learning process related to career goals while actively seeking out and participating in a work-, service-, or project-based learning experiences.
  • Demonstrate ability to find alternate strategies to overcome barriers and mistakes when completing projects or activities.

Self-Confidence

Possess belief in own ability to succeed and assert self when necessary.

• Grades K-2
  • Recognize and demonstrate an understanding of self-confidence in attempting new skills.
  • Develop confidence, with the support of adult educators, when participating in the learning environment.
• Grades 3-5
  • Apply and demonstrate self-confidence in a variety of settings. 
• Grades 6-8
  • Demonstrate continuous growth in self-understanding.
• Grades 9-10
  • Demonstrate an awareness of strengths and weaknesses while accepting constructive criticism from others to improve results.
• Grades 11-12
  • Demonstrate confidence by taking risks to introduce new ideas or processes for work.

Independence

Successfully carry out expectations with minimal supervision.

• Grades K-2 
  • Understand what it means to have independence and take basic instruction.
• Grade 3-5
  • Apply understanding of independence to complete tasks.
  • Complete tasks or activities with prompting and guidance from adult educators.
• Grades 6-8 
  • Complete tasks or activities with some prompting and guidance.
• Grades 9-10
  • Complete tasks or activities with minimal prompting and guidance.
• Grades 11-12
  • Complete tasks or activities with no prompting and minimal guidance.

Self-Discipline

Demonstrate self-control and behave in accordance with rules with minimal direction.

• Grades K-2 
  • Recognize and understand the components of self-discipline.
• Grade 3-5
  • Apply understanding of positive self-motivated behaviors and understand necessary steps to avoid conflict.
  • Use constructive strategies to resolve conflict.
• Grades 6-8 
  • Demonstrate understanding of potential consequences of responsibility.
  • Apply conflict resolution skills to de-escalate situations and resolve differences.
• Grades 9-10
  • Demonstrate control over self while considering the future impact of choices.
• Grades 11-12
  • Demonstrate integrity and self-control in work-, service-, or project-based learning experiences.

Perseverance

Demonstrate endurance and capacity to complete tasks.

• Grades K-2 
  • Understand what it means to persevere.
• Grade 3-5
  • Demonstrate perseverance to complete tasks and activities.
• Grades 6-8 
  • Understand failure as an opportunity for growth.
• Grades 9-10
  • Utilize self-efficacy to plan and achieve goals.
• Grades 11-12
  • Demonstrate perseverance through work-, service-, or project-based learning experiences.

Time Management/Organization

Plan and organize long and short-term goals while understanding how to balance school, home, and community activities. 

• Grades K-2
  • Begin to understand and develop a relationship with time and organization.
• Grades 3-5
  • Begin to take steps to organize and prioritize tasks.
  Grades 6-8
  • Understand how to meet long-term goals by developing short term goals.
• Grades 9-10
  • Demonstrate organizational skills while completing project-based learning experiences and activities. 
• Grades 11-12
  • Clarify goals, develop a timeline, and determine most effective strategies to complete goals on time.

Adaptability

Manage transitions and adjust to changing situations and responsibilities.

• Grades K-2
  • Begin to develop an understanding of what it means to be adaptable.
• Grades 3-5
  • Begin to understand coping strategies to deal with expected and unexpected change.
  Grades 6-8
  • Apply knowledge, skills, and attitudes required to adjust to change, while continuing to achieve in school and activities.
• Grades 9-10
  • Able to exercise flexibility in responding to change.
• Grades 11-12
  • Apply coping strategies to mitigate stressful change while continuing to meet expectations at home, at school, and in the workplace.

Integrity

Act in a trustworthy and honest manner.

• Grades K-2
  • Understand and begin to demonstrate the concept of integrity.
• Grades 3-5
  • Consider consequences of actions on the well- being of self and others.
  Grades 6-8
  • Understand and employ strategies for resisting pressures to engage in dishonest or unethical activities.
• Grades 9-10
  • Apply ethical decision-making skills to establish and maintain responsible personal and professional relationships.
• Grades 11-12
  • Continue to practice responsible and ethical decision-making affecting personal and professional relationships, and consider the consequences of unethical decision-making.

Professionalism

Demonstrate skills and behaviors appropriate for school and work environments.

• Grades K-2
  • Demonstrate skills and behaviors appropriate for school and work environments.
• Grades 3-5
  • Display a variety of skills needed for school, personal, and professional situations,
•  Grades 6-8
  • Provide evidence of meeting school expectations which are similar to success in workplaces (i.e., attendance, tardiness, homework completion, following policies, etc.).
• Grades 9-10
  • Understand and demonstrate appropriate behavior in professional situations (i.e., attire, handshake, eye contact, communication, etc.).
• Grades 11-12
  • Show professionalism by meeting expectations of promptness, attendance, being prepared, completing tasks, following policies, rules and regulations, and taking responsibility for creating a safe, positive work environment.

Effective Communication

Apply skills to clearly, effectively and convincingly express ideas and messages to others appropriate to the environment.

• Grades K-2 
  • Share ideas in writing.
  • Use speaking skills in different settings. 
  • Use technology to communicate with others. 
• Grade 3-5
  • Communicate using different types of writing. 
  • Communicate with others by applying a variety of speaking skills. 
  • Communicate with others using a variety of technology. 
• Grades 6-8
  • Communicate information to audiences in a variety of formats. 
  • Speak to and have conversations with peers and adults to express ideas while respecting differing opinions. 
• Grades 9-10
  • Write documents for a variety of purposes and audiences using varied media formats. 
  • Able to communicate knowledge and thinking through effective oral presentations. 
  • Create presentation media for a variety of audiences. 
• Grades 11-12
  • Write well-organized documents using supporting data to clarify complex ideas, raise relevant questions, or solve problems using varied media formats. 
  • Apply effective speaking and listening to foster positive relationships and communicate key concepts to a variety of audiences. 
  • Deliver oral presentations using technology and professional etiquette to a variety of audiences. 

Aptitude Awareness

Identify and communicate individual interests and skills that align related coursework and experiences to potential career paths and to in-demand occupations. 

• Grades K-2 
  • Identify personal interests and preferences.
  • Demonstrate an awareness of what it means to work. 
  • Explain the importance of personal characteristics to getting and keeping a job. 
  • Identify jobs present in the local community. 
  • Describe the work of family members and school personnel. 
• Grade 3-5
  • Communicate with others using a variety of technology. 
  • Relate personal interests, abilities, and leisure time activities to possible occupational choices without stereotyping. 
  • Develop an understanding that all work has dignity. 
  • Identify various ways occupations can be classified and explain the difference between paid and unpaid. 
  • Describe non-traditional occupations. 
• Grades 6-8 
  • Identify possible career choices and high school course selection using self-assessment. 
  • Understand how effective work habits and personal characteristics demonstrated in school transfer to occupational settings. 
  • Develop a career plan by identifying a program of study which will lead to further education, training, and/or employment. 
• Grades 9-10
  • Demonstrate how to conduct a job search utilizing current search engines. 
  • Able to acquire knowledge of various career clusters through exploration. 
• Grades 11-12
  • Evaluate how personal attitudes and values integrate into career choices. 
  • Acquire occupational-related skills through work-, service, or project-based learning experiences. 
  • Understand the employment application and interviewing process, and develop effective interviewing techniques. 
  • Understand the importance of networking for enhancing achievement of education and career goals. 

Decision-Making

Utilize critical thinking skills and perspectives of others to make informed decisions based on options, rewards, risks, limits, and goals.  

• Grades K-2 
  • Identify simple strategies used in making choices.
  • Demonstrate basic steps in making a decision. 
  • Understand the concept of setting and achieving goals. 
  • Consider advantages and disadvantages of each alternative when deciding. 
• Grade 3-5
  • Develop criteria for making decisions and predict results of choices to find the best solution. 
  • Understand how decision-making is related to career planning. 
  • Identify a short-term goals and develop a plan of action. 
• Grades 6-8 
  • Evaluate decisions and discuss the use of alternatives in decision-making situations. 
• Grades 9-10
  • Predict outcomes to problems based on data and evidence. 
• Grades 11-12
  • Demonstrate skills in revising and extending career plans to meet postsecondary goals. 
  • Develop skills to assess career goals in terms of work conditions, benefits, and opportunities for advancement. 
  • Analyze potential solutions with a set of criteria including; the goal, previous knowledge and experience, diverse perspectives, and data. 

Initiative

Apply self-motivation and self-direction to work and learning.   

• Grades K-2 
  • Participate in class discussions and activities. 
• Grade 3-5
  • Complete assignments, project, and activities with some redirection from teachers, mentors, or supervisors. 
• Grades 6-8 
  • Complete assignments, projects, and activities with minimal to no redirection from teachers, mentors, or supervisors. 
  • Take an active participation in the learning process. 
• Grades 9-10
  • Participate in challenging learning activities and/or coursework related to career goals.  
• Grades 11-12
  • Participate in coursework, activities, jobs, and diverse experiences that directly contribute to the attainment of career goals. 

Attention to Detail

Achieve thoroughness and accuracy when accomplishing tasks.   

• Grades K-2 
  • Listen to and follow classroom procedures. 
• Grade 3-5
  • Complete activities and assignments by following directions closely.  
• Grades 6-8 
  • Complete activities thoroughly and accurately. 
• Grades 9-10
  • Complete activities thoroughly and accurately.
• Grades 11-12
  • Complete activities thoroughly and accurately.

Problem Solving

Apply critical and creative thinking skills to resolve problems.   

• Grades K-2 
  • Utilize imagination and identify patterns.  
• Grade 3-5
  • Utilize effective questioning and brainstorming techniques.   
• Grades 6-8 
  • Use prediction and evaluation skills to develop potential solutions.  
• Grades 9-10
  • Able to approach problems with reasoning and logic to hypothesize results. 
  • Able to combine concepts in different ways to create new ideas and innovative solutions. 
• Grades 11-12
  • Generate solutions critiqued with reason, logic, and inferences about alternatives. 
  • Enhance creative thinking by integrating personal ideas from others. 

Regulation

Recognize and manage one's emotions. 

• Grades K-2 
  • Begin to demonstrate understanding of classroom guidelines/rules, and the consequences when they are not followed.
  • Begin to take responsibility for classroom roles and roles as a learner.  
• Grade 3-5
  • Demonstrate an understanding of the impact of choices/actions.   
• Grades 6-8 
  • Able to recognize the different stressors and common stress responses.  
• Grades 9-10
  • Develop an awareness of personal safety skills and the consequences of irresponsible behavior. 
  • Come to class prepared to learn. 
• Grades 11-12
  • Show responsibility by acting in a professional, culturally responsive, and ethical manner. 

Connection

Demonstrate the ability to network with others through social awareness and cultural sensitivity.   

• Grades K-2 
  • Become aware of socially acceptable behavior with the support of adult educators. 
  • Begin exploring both the similarities and the differences between self and others.  
• Grade 3-5
  • Continue to try to understand how the other students might think, feel, and/or respond.   
• Grades 6-8 
  • Demonstrate an awareness of the needs and rights of others. 
  • Demonstrate an understanding of different cultural practices and others' worldviews.  
• Grades 9-10
  • Able to listen to others' ideas and respect different ways of being and doing. 
  • Being to think critically about equity and social justice in a variety of environments and cultures. 
  • Able to show care for people like them and people different from them. 
• Grades 11-12
  • Demonstrate a strong understanding of how other people might feel about an experience or situation.
  • Feel empowered to advocate on behalf of themselves and others.

Collaboration

Work well with others in a team.    

• Grades K-2 
  • Respond appropriately to greetings and begin to learn how nonverbal communication expresses how others feel and what others might think.  
• Grade 3-5
  • Engage in cooperative play.   
• Grades 6-8 
  • Begin to apply empathetic listening skills to enhance the understanding of what the other person is saying.  
• Grades 9-10
  • Demonstrate the ability to give and receive feedback to work towards effective communication skills. 
  • Able to approach conflict in a collaborative manner and work toward solutions using a strength-based lens that respects individual or cultural differences.
• Grades 11-12
  • Recognize the importance of diverse perspectives within communication and seek understanding. 
  • Find constructive solutions and work toward compromise. 

How do I report bullying or harmful activity? 
To report incidents of bullying or harmful activities, including threats or indication of self-harm, please visit: sprigeo.com

It is helpful if users provide as much detail about the incident as possible, including names of target, person with bullying behavior, and witnesses, date, time, and location of the incident, and what types of bullying occurred. The report will be sent directly to the school administrator at the building where the bullying took place, and the reported information will be investigated by school personnel. 

A Sprigeo report can be completed anonymously.

Bullying behaviors are intentional behaviors involving unwanted or unwelcomed actions which are severe, persistent, or pervasive. 

Bullying includes unwanted acts or gestures, including verbal or written communications or images transmitted in any manner (including digitally or electronically), physical acts committed, aggression, or any other behaviors which are committed by a student or group of students against another student which have an effect of harassing, ridiculing, humiliating, intimidating or harming the targeted student and creating for the targeted student, an objectively hostile school environment which:

1. places the targeted student in reasonable fear of harm to the targeted student’s person or property;
2. has a substantially detrimental effect on the targeted student’s physical or mental health;

3. has the effect of substantially interfering with the targeted student’s academic performance; or

4. has the effect of substantially interfering with the targeted student’s ability to participate in or benefit from the services, activities, and privileges provided by the school.

It is important to understand the difference between a conflict and bullying behavior.

• A conflict is a disagreement or antagonism between two or more people. All parties involved have some responsibility in the encounter. Conflict resolution strategies can be employed to find common ground because both parties have a vested interest in resolving the conflict.
• Bullying is abuse and needs to be reported.

• Never tell your child to ignore the bullying
• Don’t blame your child for the bullying, don’t assume your child did something to provoke it
• Allow your child to talk about his or her bullying experiences, write down what is shared
• Empathize with your child; tell him or her that bullying is wrong, that it is not his or her fault, and that you are glad he or she had the courage to tell you about it
• If you disagree with how your child handled the bullying situation, don’t criticize him or her; it is often very difficult for children to know how best to respond
• Do not encourage physical retaliation
• Check your emotions; a parent’s protective instincts stir strong emotions; although it is difficult, step back and consider the next steps carefully
• Contact a teacher, school counselor, social worker, or principal at your school immediately and share your concerns about the bullying that your child experienced
• Work closely with school personnel to help solve the problem
• Encourage your child to develop interests and hobbies that will help build resilience in difficult situations like bullying
• Encourage your child to make contact with friendly students in his or her class, or help your child meet new friends outside of school
• Teach your child safety strategies, such as how to seek help from an adult
• If you or your child need additional assistance, seek help from a school counselor, social worker, and/or mental health professional

• Teach your child how to get help without getting hurt
• Encourage your child to verbally intervene if it is safe to do so by saying such things as “Cool it! This isn’t going to solve anything”
• Tell your child not to cheer on or even quietly watch bullying; this only encourages a child who bullies – who wants to be the center of attention
• Help your child support others who tend to be bullied
• Teach your child to include these children in activities
• Praise and reward “quiet acts of courage” where your child tried to do the right thing to stop bullying, even if they were not successful