Behavioral Expectations
We believe that a safe and healthy school environment is a foundational component for ensuring academic success. In order to maintain this environment, our staff works to establish clear expectations for student behavior and ensures that time is made available for the student body to receive explicit instruction in how to meet these expectations. All behavioral expectations are tied to the core tenets of our student pledge:
As a proud and responsible student of Montecito Union School,
I pledge to treat others with kindness, respect, and integrity.
I understand that I am accountable for my actions,
and I will always work hard and strive to do my best.
Kindness, respect, integrity, and student safety are the grounding elements for each of our school rules and common expectations. We keep specific rules to a minimum and teach students to gauge their behavioral decisions against the benchmark of the core tenants of our student pledge. Through their tenure at MUS, students will transition from a place of simply knowing our pledge, to embodying our pledge both through their words and through their actions.
Conflict, Mistakes and Learning
We view conflict and mistakes as essential elements of the learning process. Mistakes are opportunities for learning. That said, we also believe that conflict and behavioral mistakes have the potential to disrupt learning opportunities. When a student experiences conflict which does not meet our behavioral expectations, it is important for the student to have the chance to reflect on how their behavior impacted the greater community. Following this reflection, the student considers the needs of those harmed and works to restore relationships in an effort to make the community “whole” again. Our goal is for students to cultivate a disposition where they reflect on how their behavior impacts others. This disposition requires an understanding of the core tenets of the MUS pledge: Kindness, Respect, Integrity. Our system of multi-tiered supports for student behavior is aligned to research-affirmed restorative approaches (RA) which have been used successfully in many districts across the United States.
Consistent Implementation
The MUS learning community is committed to provided ongoing professional learning and collaboration time to ensure consistent implementation of our student support systems. Parent education opportunities are offered to support families with understanding our systems and school culture, as we recognize that character development is a process of partnership between schools and families. Families are introduced and reminded of behavioral expectations through the MUS Handbook (also available on our school website under ‘Assistant Principal’) and are invited to contact their child’s teacher or administration with questions, feedback and concerns.
We believe that a safe and healthy school environment is a foundational component for ensuring academic success. In order to maintain this environment, our staff works to establish clear expectations for student behavior and ensures that time is made available for the student body to receive explicit instruction in how to meet these expectations. All behavioral expectations are tied to the core tenets of our student pledge:
As a proud and responsible student of Montecito Union School,
I pledge to treat others with kindness, respect, and integrity.
I understand that I am accountable for my actions,
and I will always work hard and strive to do my best.
Kindness, respect, integrity, and student safety are the grounding elements for each of our school rules and common expectations. We keep specific rules to a minimum and teach students to gauge their behavioral decisions against the benchmark of the core tenants of our student pledge. Through their tenure at MUS, students will transition from a place of simply knowing our pledge, to embodying our pledge both through their words and through their actions.
Conflict, Mistakes and Learning
We view conflict and mistakes as essential elements of the learning process. Mistakes are opportunities for learning. That said, we also believe that conflict and behavioral mistakes have the potential to disrupt learning opportunities. When a student experiences conflict which does not meet our behavioral expectations, it is important for the student to have the chance to reflect on how their behavior impacted the greater community. Following this reflection, the student considers the needs of those harmed and works to restore relationships in an effort to make the community “whole” again. Our goal is for students to cultivate a disposition where they reflect on how their behavior impacts others. This disposition requires an understanding of the core tenets of the MUS pledge: Kindness, Respect, Integrity. Our system of multi-tiered supports for student behavior is aligned to research-affirmed restorative approaches (RA) which have been used successfully in many districts across the United States.
Consistent Implementation
The MUS learning community is committed to provided ongoing professional learning and collaboration time to ensure consistent implementation of our student support systems. Parent education opportunities are offered to support families with understanding our systems and school culture, as we recognize that character development is a process of partnership between schools and families. Families are introduced and reminded of behavioral expectations through the MUS Handbook (also available on our school website under ‘Assistant Principal’) and are invited to contact their child’s teacher or administration with questions, feedback and concerns.
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