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Peirce Student Expectations Handbook 2018-2019

How to live the IB Way!

At Peirce School, we want all of our students to be the best IB Student possible by living and breathing the IB Learner
Profile (Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-Minded, Caring, Risk Takers, Balanced
and Reflective) and to have the skills needed to repair harm when harm has been caused- we all make mistakes, but how
we respond to them can be a game-changer. Our teachers and staff are committed to providing the best possible IB
education for you, we will work hard to educate you in a caring, structured and safe environment - we want you to be
actively involved in being the best student and best person that you can be everyday. You are an important member of the
Peirce Community and we are hopeful that we will have a wonderful year learning, living and building friendships and
community together.

This handbook is a guide that should be used by students, families and staff. We recognize that some content included is
more appropriate for older students and not applicable to students in the primary grades.

Have a wonderful year!

Ms. Zaimi Mr. Jackson


Principal Restorative Practices Coach

Restorative Approaches to Discipline


Peirce School uses a Restorative Practices Model when supporting student behavior. Restorative Practices begins with a
mindset that is driven by key values which includes developing relationships, collaboration, communities, multiple truths,
respectful dialogue, being vulnerable, accountable, healing, restoration, and constructive solutions. It involves placing
relationships at the center, recognizing that relationships are critical for making progress. These relationships are
developed in the classroom through community building activities. Using Restorative Practices means to recognize all
peoples’ voices and engage all stakeholders rather than a few individuals. It is to acknowledge multiple truths and that
each individual has a unique perspective which should be shared, honored, and heard. When relationships are built and
there is a safe space a respectful dialogue can occur and allows individuals to be vulnerable and engage in honest
conversation.

Teachers at Peirce will support implementation of restorative practices in the form of Talking Circles to help build
community, Restorative Conversations, Student Reflection and Peace Circles.

Restorative Conversations are used to address conflicts and misbehaviors with an individual student. This involves a
conversation with the student which supports them in recognizing the harm they have caused, how to repair the harm, and
establishing agreements to move forward. Peace Circles can be used to resolve a conflict between multiple students and
can be led by the school counselor, restorative practice coach, school administrator or classroom teacher.

While we teach Social Emotional Learning in the classroom and use restorative practices when responding to student
behavior, we have found that some students have a hard time reflecting on how their behavior has impacted others and
may refuse to participate in a restorative model. ​Students that show no interest in the restorative practice process will be
subject to receive a more punitive consequence as outlined in the Student Code of Conduct.

GUIDELINES FOR BEHAVIOR:


All students are expected to behave in a manner that will reflect favorably on the school, not only during school hours, but
also at any out-of-school activity connected with the school, including but not limited to school functions, field trips, and
athletic games. Peirce’s Core Values are Be Respectful, Be Responsible, Be Safe & Be IB.

The following guidelines are expected to govern and characterize student behavior:
Peirce PBS Breakdown

Respectful Responsible Safe Be IB

Classroom - Participate and listen - Say the morning -Use materials correctly Principled - I show this by raising my
- Wait to be dismissed pledges without -Keep hands and feet to hand to answer questions, helping
teacher direction yourself other students, and clearing my
- Start working workspace when I am done.
quietly Inquirer - I ask questions when I
- Clean up after don’t know answers.
working

Hallway -Hold doors open - Follow directions -Keep hands and feet to Principled - we walk quickly and
-Respect each other's’ - Take the shortest yourself quietly to where we are going
personal space route to -Walk up one stair at a Caring - When I am quiet in the hall I
- Admire posters with destinations. time show others I care about their
your eyes - Help others if you -Be aware of your learning.
-Be aware of noise see they need surroundings
level in the hallway to assistance.
avoid interruption of
learning time

Bathroom -Use washroom - Wait your turn -Wash your hands Integrity - quickly finish in the
quickly and quietly - Wash and dry your -Use toilet paper bathroom to get back to class.
-Wait your turn hands appropriately Communicator - let teachers know if
patiently and quietly to -Give toilet paper to -Keep hands and feet to there is a problem or supplies have
not disturb other another student if it yourself run out.
classes. has run out in their -Let an adult know if
-Keep bathroom clean stall there is a problem

Playground/ -Play fair, take turns, -Invite others to play -Keep hands and feet to Cooperation - play well with others.
Recess and be a good sport -Line up when you yourself Risk Taker - try to play with others
-Respect others' hear the whistle -Stay within boundaries you may not usually play with.
choice not to play and quickly and quietly -Tell an adult if you see Open Minded - I respect other
include those who do -Dress appropriately unsafe choices being people and their ideas.
want to play for weather made
-Show kindness to -Maintain an -Tell an adult if you see
others and recess appropriate volume an unfamiliar face
monitors level during indoor
recess

- Line up quickly and -Tell an adult if you -Keep hands and feet to Caring - Show the people who work
Cafeteria quietly when see something yourself in the cafeteria that you care about
classroom teachers wrong or them and respect them by being
arrive someone in -Maintain appropriate kind.
trouble. distance when waiting in
- Avoid blocking any -Ensure food line. Reflective - Think of your choices
walkway or areas by remains on trays and actions
the garbage can. -Throw away trash -Keep the floor clean and
in appropriate free of food to ensure no
-Be kind to cafeteria receptacles one slips/falls.
employees and -Keep all food in
monitors. the lunchroom.

What happens if I do not follow the school rules?


Peirce uses Restorative Practices - depending on the nature of the issue, teachers may use classroom management
practices such as re-directions, time-outs, reflections, etc. Teachers may also engage students in a Restorative
Conversation resulting in agreements and a plan to move forward. Peace Circles may be used as appropriate to bring
several students together to resolve an issue.
What behaviors will be handled by my teacher and what behaviors will be handled by a school
administrator?
We believe that students have a right to be educated in a manner which is not disrupted by the behavior of other students.
All staff have the responsibility to require appropriate behaviors of all students so they can deliver instruction effectively.
While most behaviors will be handled by your classroom teacher, some behaviors which are considered “severe” will be
met with a stricter set of consequences, per the Chicago Public Schools Student Code of Conduct, depending on the
severity of the behavior, the frequency of the occurrence, and the student’s age. Severe behavior incidents are as follows:
○ Repeated refusal to cooperate with teachers directions
○ Late to school frequently or several absences which are not excused
○ Fighting/assault/or causing physical harm to another
○ Disrespect of the authority of school personnel and school-related property, e.g., willful defiance, excessive
damage to school property, etc.
○ Use/possession of controlled substances including tobacco
○ Bullying
○ Written or verbal threats
○ Stealing
○ Possession of a weapon or toy replica weapons
○ Harassment of another individual, including hazing, sexual or racial harassment, or verbal abuse
○ Some cases of misuse of technology
○ Other behaviors that cause excessive disturbance to the school day
If any of the above behaviors are demonstrated and school administration is involved, below are a list of
steps which may be taken.
○ Restorative Conversation/Create Agreements
○ Parent phone call and conference
○ In-school or out-of-school suspension
○ Skill building detention/make-up time
○ Community service
○ Referral to Chicago Police Department
○ Referral to outside agencies
○ Recommendation for expulsion

Bullying
Peirce has a ZERO-TOLERANCE policy for bullying. Our intent is to create and maintain a safe and welcoming
environment by taking a proactive approach.
We understand that in a school of 1000+ students minor conflicts will arise occasionally. It is important to know the
difference between bullying and what is considered a peer conflict. As stated in the CPS SCC, Bullying is aligned to
national definitions of bullying and clarified as incidents that meet four criteria: 1) real or perceived imbalance of power
between students; 2)severe or pervasive behavior; 3) intent to cause physical or emotional harm; and 4) behaviors have or
can make the student fearful, have detrimental effect on the student’s physical or emotional health; or interfere with the
students academic performance or participation in school.
“Peer Conflict” on the other hand would be disagreements and oppositional interactions that are situational, immediate
and developmentally appropriate. Conflicts arise when two or more students with relatively similar observed or perceived
power have differences in opinion or perspectives. When school employees are aware of peer conflict,we will guide
students in developing new skills in social competency, learning personal boundaries and peaceably resolving conflict, and
to model appropriate social interaction.

If bullying occurs on any school property (i.e. school building, school grounds, bus stop, walking route to and from school,
school bus, school related vehicles) or at any school-related function, school-sponsored activity, event, or trip, the incident
should be reported to either your classroom teacher, Mr. Jackson, Ms. Choe, Dr. Riemer or Ms. Zaimi, an investigation
will then begin with parents being notified. If bullying/cyber-bullying takes place off of school property and impacts the
educational process, it should be reported to the school. In the event an act of cyberbullying has occurred the same
protocol will be followed.
If the result of the investigation concludes bullying or cyber-bullying took place the offender(s) could receive consequences
ranging from being written up to loss of privileges during the school day to in or out of school suspensions depending on
the severity of the incidents, in addition a safety plan may be created. In some cases a safety transfer to another school for
the offender is requested.

Locker Usage
Lockers will be assigned to 6th - 8th grade students only. Each student is assigned one locker. The locker is used solely for
storage of outerwear and school related materials. ​The locker is NOT student property ​and school officials have the
right to open and inspect the locker at any time. Locker inspections will be held on a regular basis. School authorities for
any reason, may conduct periodic inspections at any time, without notice, without student consent, and without a search
warrant.

Cell Phones
Cell Phones should be turned off and put away at all times during the school day.

Positive Recognition
Students who demonstrate the Peirce Core Values may be recognized by receiving panther paws. In K-4 classrooms,
students receive panther paws which are accumulated for a classroom goal. In 5th-8th grades, students receive paws
which can be redeemed for admission to Paw Parties, Dances, Raffles, etc.
2018-2019
ACKNOWLEDGEMENT OF RECEIPT OF THE STUDENT HANDBOOK AND THE CPS STUDENT CODE OF CONDUCT
RECONOCIMIENTO DE RECIBO DEL MANUAL PARA ESTUDIANTES Y PADRES Y EL CODIGO DE CONTUCTA ESTUDIANTIL
_____________________________________________________________
​ ​STUDENT AGREEMENT

I, ___________________________________________, have received and read


​Print Student Name Here
the Student Handbook and the Student Code of Conduct (“SCC”)for Peirce School. I am aware of my rights and responsibilities. Furthermore, I understand that
acts of misconduct or inappropriate student behavior will result in interventions and consequences as stated under the SCC.

______________________________________ ______________
Student Signature Date

​ ARENT/GUARDIAN AGREEMENT
P
CONTRATO DEL PADRE/TUTOR LEGAL

I, __________________________________________________________have received and


Print parent/guardian name here
read the Student Handbook and the Student Code of Conduct (“SCC”) for Peirce School. I am aware of my rights and responsibilities. Furthermore, I understand
that acts of misconduct or inappropriate student behavior will result in interventions and consequences as stated under the SCC.

Yo ______________________________________ he recibido y leído el Manual de Conducta y Disciplina del Estudiante de la escuela Peirce. Yo estoy al
tanto de mis derechos y responsabilidades. Además, yo comprendo que los comportamientos de mala conducta inapropiados de los estudiantes conllevarán a
intervenciones y consecuencias como es expresado abajo.

__________________________________________ ______________
Parent/Guardian Signature (Firma del Padre/Tutor) Date (Fecha)