Social Emotional Learning

PBIS is a process to create a safe, positive and productive learning environment for all children. Carmody uses the acronym PRIDE, which stands for Positive Attitude, Respect, Integrity, Determination, and Excellence and Empathy.

Rewards and celebrations occur in classrooms and throughout the building to let students know that we see how amazing they are and how hard they are working every day to model these behavior expectations.

P.R.I.D.E. behavior look-fors

Positive Attitude

• Appropriate verbal and nonverbal communication
• Taking responsibility for personal actions and space

Respect

• On-time and prepared
• Recognizing personal boundaries

Integrity

• Doing the right thing when no one is looking

Determination

• Staying focused and on task
• Completing tasks and persevering

Excellence and Empathy 

• Walking in someone else’s shoes
• Giving 100% every day

P.R.I.D.E. above and beyond look-fors

Positive Attitude

• Encouraging, inviting and inclusive

Respect

• Advocating for self and others
• Stewardship

Integrity

• Owning actions and holding others accountable

Determination

• Taking risks
• Having a growth mindset

Empathy and Excellence

• Take purposeful action to understand others
• Inspiring others every day

Support your student at home

• A core principle of PBIS to use at home is the five-to-one rule. For every corrective statement made, provide five positive statements or praises of your child's behavior.
• Use the PRIDE acronym and expectations to reinforce student behavior at home.
• Talk to your student about what these behavior expectations look like at home and in the community.

Carmody Middle School will be using restorative practices throughout the school year. Restorative practice is a term used to describe a relationship-oriented approach – rather than a punishment-oriented one – to resolve issues that arise in school. The five Rs of restorative practice are relationship, respect, responsibility, repair and reintegration.

Proactive circles

Proactive circles occur weekly in the classroom for connection and belonging. These circles include a set of norms to ensure every voice is heard. Students are asked a few questions about social and emotional learning or academic learning.

Responsive circles

Responsive circles take place as needed in classrooms to address incidents that may cause harm (such as bullying, playground conflict, or unsafe behavior) or denote a change in the community (new student or a student’s last day, for example).

Informal conferences

Informal conferences are used to talk to an individual or small group about an issue (such as a student-teacher conflict or habitual tardiness, for example). These informal conferences use the restorative practice “four questions” to reflect on the effects of the behavior.

Preconferences

Preconferences are fact-finding reviews of the four questions with each individual in conflict before determining whether to put them together in a formal restorative practice conference.

Restorative practice conferences

A restorative practice conference is a conference with two people in conflict or the reintegration of a student who was suspended that results in a signed, mutually agreeable and student-generated solution.

Restorative practice four questions

1. What happened?
2. What are the effects?
3. What responsibility can you take?
4. What are the solutions?

Support your student at home

• Use the four questions when helping your student to problem-solve through a conflict they have at home.
• Take turns answering relationship-building questions around the dinner table. You can get some ideas from this 50 Fun Relationship-Building Questions webpage.

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