In the Classroom

Classrooms have been provided three core classroom rules to follow.  They are: 

• Have an inside voice, listening ears and a safe body.

• Use kind words and actions.

• Follow adult directions.

Within the Sanford Harmony curriculum and daily routines, each class works together to create TWO more classroom rules personalized to their own classroom community.  Classroom rules are established on the first day during Meet Up.  The goals reflect how everyone wants to interact and be treated by one another.  The goals will be referred to daily.  These goals guide the class every moment of the day, whether it is during Meet Up, Buddy Up, or any other time throughout the day.

In the Building and Bus

Displayed around the building are signs that identify ways that students can be safe in that designated area.  Signs have 3-4 rules that consist of simple and easy to understand language with visuals for even our youngest students to understand.

Hornets can be Leaders in the Hallway:

Have a quiet mouth, listening ears, and a safe body.
Respect others’ personal space.
Stay to the right.
Walk in a straight line with your eyes forward.

Hornets can be Leaders in the Bathroom:

Wash your hands.
Have a quiet voice and a safe body.
Respect others’ personal space.
Keep water and trash off of the floor.

Hornets can be Leaders on the Bus:

Have a safe body and an inside voice.
Wear a seatbelt and remain seated at all times.
Stay in assigned seat and keep aisle clear.
Follow adult directions.

Hornets can be Leaders in the Bus Line (Clark):

Have a safe body and an inside voice.
Remain seated in a single file line.
Stay in assigned seat until dismissed.
Follow adult directions. 

Hornets can be Leaders in the Cafeteria:

Have a calm voice, listening ears, and a safe body.
Stay in your assigned seat.
Respect others’ personal space.
Be responsible with your food and trash.

Hornets can be Leaders at Recess:

Use listening ears.
Have a safe body.
Stay in assigned area.
Use kind words and actions.
Line up when asked.

Hornets can be Leaders at the Water Fountain:

Have a safe body.
Wait your turn.
Respect others’ personal space.
Return to class in a timely manner.

Hornets can be Leaders in an Assembly:

Use listening ears and look at the speaker.
Sit on your bottom.
Follow adult directions.
Applaud appropriately.

Logical Interventions and Restorative Justice

The East Greenwich Township Schools strives to support the instruction of students in the academic, social and behavioral skills needed for students to be successful in school and as citizens of the community.  In the event of a behavioral infraction, teachers, staff and administration will provide a series of logical interventions that include:

Clark Reset & Repair:  sensory/brain/gross motor break to reset

Mickle Mindfulness:  mindfulness break to reset, staff member involved can assist or request help

Sanford Harmony Community Check-Ins: class community check-ins that are conducted daily and as needed in order to address conflicts or  problems within the class community.

Reflect & Connect: student completes a form that is designed to reflect on their actions, understand how their actions affected others, and allows them to set goals for the future.

Student Conference: conversation that is conducted with an adult and the student that is guided by questions that allows the student to role-play and/or reflect on their actions.  Conferences are conducted in partnership with the reflect & connect form.

Apology Restitution: student makes amends for negative actions by taking responsibility to correct the problem created by the behavior through verbal or written declaration of remorse.

Corrective Restitution: student completes a task that compensates for the negative action and triggers a desire to revisit the negative behavior (e.g. clean up, helping another person, etc).

Behavior Contract: A written/verbal contract for the student with stated goals, objectives, and outcomes for the student to develop the necessary skills to address the stated incident.

Check In/Out: Daily contact with an assigned adult in the school.  The student sees the adult before the school day starts, as well as at the end of the day.  Often a behavior rating sheet is used to monitor and reinforce behavior goals.

Daily/Weekly Report: A report that identifies goal(s) for the students.  The student tracks their ability to meet expected behaviors throughout the day or week.  The report is sent home for parent/guardian reinforcement.