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One of the key tenets central to achieving the Lighthouse mission is to serve the whole child. At Lighthouse, we view children and youth as “whole entities,” not simply academic receptacles. We believe that we must support and foster a student’s social, emotional, and physical health needs if they are to achieve our high expectations. We also believe that if we are truly going to prepare students for life outside of school, that they must be active citizens equipped with a moral compass, life purpose, skills for coping with conflict and adversity, and strategies for being healthy and well through every aspect of their life.
The following Core Practices ensure that we are deliberate and reflective in serving the whole child:
Family Involvement
We view students within the context of families and work to involve their families in many ways. Teachers are in regular contact with families through notes, phone calls, and conversations. In addition, school structures such as ILP meetings and EXPOs ensure that all families are involved in their children’s education. (See family involvement section for more details.)
Character Development
We support the emotional and social growth of students through the teaching of the Lighthouse Guiding Principles and conflict resolution skills. These principles and skills are developed during specific parts of the school day (K-6 Morning Meeting & Closing Circle; 7-12 in Crew) as well as embedded into curriculum and the daily facilitation of the classroom and school community. In addition, After School Program is used when appropriate to develop character traits and teamwork.
Building a strong school culture is critical as it allows students to feel physically and emotionally safe at school and that allows all students to reach our high expectations. To ensure that students are meeting our high expectations in terms of character, a shared school-wide student discipline practice is in place. Furthermore, a Student Study Team process is designed for students who display at-risk behavior or who receive 3 or more office referrals. (See “Student Discipline” Section for more details.)
Social & Emotional Health
We work deliberately with students who are most in need of extra support in the areas of social and emotional health. One-on-one, dyad, or group counseling offered by K – 6 and/or 7 – 10th grade school counselors.
Fitness & Wellness
We support the physical health and growth of students through sports, physical and health education, and the introduction of a healthy breakfast and lunch program at grades K – 6 (upper grade expansion anticipated in the Fall of 2007). In addition, our after school program fosters physical health, as well as teamwork and character building.
The aim of student discipline at Lighthouse is to maintain a strong sense of culture and crew amongst students and teachers. At the heart of student discipline and culture setting at Lighthouse are the guiding principles of RESPECT, RESPONSIBILITY, AND COMPASSION.
These are character traits that are required for achievement of our mission and success beyond our school walls, in college, and beyond.
The following Core Practices ensure that we are deliberate and reflective in serving the whole child:
Common Behavior Expectations
At Lighthouse, all grades will share some common language around behavior expectations. This serves several purposes. Lighthouse students come in contact with several teachers per day and common language allows all adults and students to understand what is expected of them during each part of the day. Of course, teachers can work with their classes to create class specific norms that include the expectations below. Also, depending on the age of the student, teachers will want to spend the first days and weeks of school exploring the meaning of each of our school wide norms. Teachers, support staff, and administrators are expected to use this language.
The common behavior expectations for all classes and interactions at Lighthouse are:
- Be Respectful
- Be Responsible
- Be Kind and Compassionate
Common Behavior Modification Practices
We know that there will be students who test the boundaries of these principles and who defy the rules and norms set forth. We believe that these opportunities allow for “teachable moments” for students. We aim to not judge the child or youth, but rather to modify the behavior they are exhibiting.
In all of our classrooms, we expect to see the following behavior modification techniques:
- Adults will name the behavior that does not fit within the community’s norms
- Adults will give students a warning and time to correct their behavior
- Students will have time, when necessary, to reflect independently upon their behavior. In K-5, this takes the form of a “time out” and in 6-12 as a “refocus.”
- Adults will give students one-on-one attention when necessary, to support them in re-entry to the classroom.
The Use of Consequences
We know that at times students will continue to violate behavior expectations, despite the use of our common behavior modification practices. At this point, teachers may choose to use consequences for students’ negative actions within the following parameters:
- Consequences must be logical, predictable, and consistent. Examples include the warnings and time-outs mentioned earlier, as well as loss of playtime or phone calls home.
- Consequences, whenever possible, are logical and linked to the action. For example, a student who tags in the bathroom will clean up their tagging and spend an afternoon or more working with the janitorial staff to clean the building.
- Consequences should be administered by the classroom teacher to the greatest extent possible, as handing over the power to administrators can sometimes undermine the teacher’s relationship with the student.
Should a child’s behavior reach one of the following points, an office referral should be written and the child should be sent to the office (with a buddy) or a call should be made to the front office for pick-up:
- When the students actions cause great danger to the physical and/or emotional well-being of other students
- When multiple attempts at behavior modification have been made, without result
- When the actions of the one student is greatly inhibiting the learning of the other students
Administrators will support teachers who refer students to the office and teachers may make notes and requests on the referral form. However, once a child has been sent to the office it will ultimately be the administrator’s decision regarding course of action and additional consequences (i.e. being sent home, conferring with parents, etc.).
Involving Families in Student Discipline
We believe that when a student consistently violates the classroom or community norms, their parents or caregivers should be informed and conferenced with. Families can be our allies in this area. As often as possible, lines of communication should be opened with families by the teacher, crew leader, or administrator before a student discipline problem arises.
Special Cases
Historically at Lighthouse, there are always a handful of students for whom discipline is a consistent issue. If a student receives 8 office referrals throughout the course of a school year, the student may become subject to conditional enrollment, meaning they can stay enrolled at Lighthouse if certain conditions are met. Each conditional enrollment case is student-specific and can look differently depending on the special situation a student has. Conditional enrollment criteria are developed and shared with families by the school directors with teacher and school counselor input. Examples of conditions of enrollment may include:
- A shortened or lengthened school day
- Counseling for student
- Counseling for families
- Removal from classroom setting to an independent study setting
- Removal from certain times of the school day
Other special situations may warrant a student being placed on a special behavior plan. This can be devised by the teacher or with an administrator.
The ultimate goal is to serve all of our students to the best of our ability, yet we also realize that some issues students present are outside the realm of our expertise. It is then that we will work with the family and outside partners to find the best solutions. This may or may not include finding a school placement other than Lighthouse for the student.
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