The Middle School Principles

• What does this look like for students?
  • Say hello to community members when you see them.
  • Tell a friend they’ve said something inappropriate.
  • Compliment a friend's school work.
  • Invite someone to participate in a game or a discussion.
  • Go to an adult when it feels necessary; when their input or perspective might be helpful.
  • Avoid violence completely in any and all interactions. 
• What does this look like for teachers?
  • Say hello to community members when you see them.
  • Listen to a student explain why they’ve made a choice.
  • Check in with colleagues and encourage them to speak with an administrator when it feels necessary.
  • Establish routines for your classroom that help build student confidence and accountability.
  • Prepare students for their Student-Led Conferences in a timely and thorough fashion.
• What does this look like for families?
  • Say hello to community members when you see them. Introduce yourself when you don't know someone.
  • Reach out to your child’s advisor proactively and to a teacher if a question comes up.
  • Make time to talk about the school day with your child and talk through any notes or emails that have gone home from the school.

• What does this look like for students?
  • Arrive at school promptly in order to walk into your homeroom at 8:15 am.
  • Have your phone and SmartWatch put away from the moment you walk in the front door of the school until the moment you exit the school. In homerooms, devices are put in labeled boxes that are put away behind closed doors.
  • Keep Chromebooks closed unless adults ask you to open them or if you are using it during IWP for schoolwork. 
  • Show up on time to all classes and gatherings . If you do arrive late, enter the space quietly and appropriately in order to minimize disruptions.
  • Visit the nurse or counselor only after you have checked in with a teacher to let them know. This is true even at the end of recess.
  • Complete your homework thoroughly and to the best of your ability.
  • Dress appropriately for school. Clothing should not inhibit any typical school activities, including PE. Both hands should be available to use for learning and doing, rather than holding or adjusting clothing.

• What does this look like for teachers?
  • Arrive at school promptly. Be prepared to greet students at the classroom door as they arrive to begin their day.
  • Stay at school until at least 3:45 pm in order to make yourself available to students and colleagues.
  • Keep track of weekly schedule changes.
  • Schedule non-school appointments outside of the school day, to the best of your ability.
  • Show up to faculty meetings and other scheduled meetings on time having done any preparation work needed.
  • Read the Monday Memo each week.
• What does this look like for families?
  • Help your child with their morning routine so that they arrive at school on time. 
  • Schedule appointments and trips around the school calendar.
  • Review the school calendar regularly via Connect.
  • Support your child in completing their homework by creating a space and time for them to do it. If they struggle with it, that’s okay – let them struggle and tell them to email teachers and/or chat peers; do not step in and do it with them.
  • Attend required school events from a standpoint of partnership. This includes Curriculum Night, Fall and Spring Student-Led Conferences, and End of Trimester Learning Exhibitions.
  • Attend non-required events, when possible, such as parent potlucks, concerts, and performances.

• What does this look like for students?
  • Maintain and leave spaces how you would like to find them. This includes helping to clean spaces regardless of whether you made the mess or not. This is true in the classroom, in the hallways, in the lunch room, and outside.
  • Conserve materials. Do not use too many paper towels and napkins. Avoid using paper cups by bringing a water bottle. 
  • Walk through shared spaces (stairwell, cafeteria, classroom, 6th Avenue). 
  • Use classroom materials with care and return them to their proper places.
  • Eat snack at 2:45 pm. 1 snack per student. Clean your space and the space around you.
  • Chew gum outside of the school day; it is not allowed in the building. 
• What does this look like for teachers?
  • Maintain a bright, organized, and tidy classroom.
  • Erase the whiteboards when you are done teaching in a shared space.
  • Leave shared teaching spaces ready for the next teacher and students.
• What does this look like for families?
  • Continue to reinforce school values to care for community space so they can practice it consistently. 
  • Encourage your child to help clean up shared spaces outside of school.
  • Give your child chores to support the value of shared spaces.
  • Encourage your child to take good care of their materials; i.e. clothing and belongings that they bring to school and that they bring home from school.

Take responsibility for your choices and the impact of your choices.

• What does this look like for students?
  • Pause and imagine how what you do and say can affect those around you before you do or say things.
  • If you learn something you’ve said or done has impacted others negatively, own the choice and reflect on what you can do differently in the future. Apologize as necessary.
  • Attend Study Group when you haven’t completed work on the established timeline (seventh and eighth graders) and work in a focused fashion on what you need to accomplish.
  • Be honest about your thinking and your actions  in all situations.
  • Do your own work. Cite sources and avoid plagiarism (using others’ work without citation).
  • Treat your online interactions in the same manner as your in-person interactions. If you wouldn’t say it to someone in-person, don’t do it online. 
• What does this look like for teachers?
  • Work with students from a restorative standpoint recognizing that struggle with behavior or academics indicates a greater need for clarity, support, and/or structure.
  • Pay attention to the language you use with students and families. Imagine its impact; imagine what could be happening for a student or family that you don’t know about; apologize when you learn that your words have caused harm.
• What does this look like for families?
  • Partner with LREI as your child acknowledges responsibility for their choices that caused harm. Talk about these choices  and discuss what can be done differently in the future.
  • Support your child in their digital interactions; have conversations about what they’re doing and set boundaries together.

• What does this look like for students?
  • Pause and imagine how what you do and say can affect those around you before you do or say things.
  • If you learn something you’ve said or done has impacted others negatively, own the choice and reflect on what you can do differently in the future. Apologize as necessary.
  • Attend Study Group when you haven’t completed work on the established timeline (seventh and eighth graders) and work in a focused fashion on what you need to accomplish.
  • Be honest about your thinking and your actions  in all situations.
  • Do your own work. Cite sources and avoid plagiarism (using others’ work without citation).
  • Treat your online interactions in the same manner as your in-person interactions. If you wouldn’t say it to someone in-person, don’t do it online. 
• What does this look like for teachers?
  • Work with students from a restorative standpoint recognizing that struggle with behavior or academics indicates a greater need for clarity, support, and/or structure.
  • Pay attention to the language you use with students and families. Imagine its impact; imagine what could be happening for a student or family that you don’t know about; apologize when you learn that your words have caused harm.
• What does this look like for families?
  • Partner with LREI as your child acknowledges responsibility for their choices that caused harm. Talk about these choices  and discuss what can be done differently in the future.
  • Support your child in their digital interactions; have conversations about what they’re doing and set boundaries together.

• What does this look like for students?
  • Raise your hand even if you’re unsure. 
  • View feedback as valuable input.
  • See teachers and your family as partners.
  • Read teacher comments on assignments and reports; ask for clarification if needed.
  • Check feedback on Connect regularly. Reflect on how you can improve.
  • Don’t dwell or judge your mistakes. 
  • Visit Learning Lab when you feel like you need one-on-one support.
  • Prepare for your Fall and Spring Student-Led Conferences by making reflection a daily practice.
  • Read through your reports with your family and think about what you want to change in the future.
• What does this look like for teachers?
  • View feedback from colleagues, students, and families as valuable input; listen without judgment or defensiveness.
  • Experiment and try new pedagogical approaches and curriculum.
  • See families and students as partners.
  • Understand family concerns as important to student achievement.
  • Use examples to clarify feedback to students and families.
• What does this look like for families?
  • See teachers as partners.
  • Respect teachers’ feedback about your children’s progress.
  • Listen to teacher feedback with consideration, professionalism, and without judgment.
  • Use Connect effectively alongside your child in order to stay abreast of their progress.
  • Read through trimester reports with your child and help them form goals for the coming trimester.

• What does this look like for students?
  • Ask questions.
  • Talk with a teacher if you’re stuck or confused.
  • Share your understanding with classmates if they seem confused. 
  • Talk to your advisor or a trusted adult about academic or social problems. 
  • Advocate for yourself.
• What does this look like for teachers?
  • Be willing to admit when you need help.
  • Ask students what they need.
  • Check in with other teachers or administrators about students.
  • Contact parents when you need partners in supporting a student.
  • Listen to students without bias and try to understand their perspective.
  • Regularly check in with your students. 
• What does this look like for families?
  • Ask questions.
  • Talk to your child about their school day and academic work (homework). 
  • Reach out to your students’ teacher for homework/academic guidance.
  • Be transparent with teachers about struggles at home that may affect students’ mindset.

• What does this look like for students?
  • Check your email at least once every day. Reply, when needed, within 24 hours.
  • Check in with teachers regularly. Use work time during classes and IWP to proactively speak with teachers about your work, goals, and progress.
  • Check in with peers when you are confused or when you miss a class. Use their knowledge to help you with missed work or collaborative projects.
  • When you miss a class for any reason, reach out to the teacher and establish what work needs to be completed and what work can be waived.
  • Email teachers when you’re confused about homework and be specific with what is challenging.
  • Proofread your emails and think about tone. Are you coming across as polite? Think about how you would feel to receive the email you’re sending – is it conveying what you want it to? See Appendix A for a sample email.
• What does this look like for teachers?
  • Check your email at least once every day. Strive to reply to emails within 24 hours.
  • Post homework before 4pm.
  • Send home timely homework notifications, commendations, and conduct notifications.
  • When students miss class, take time to meet with them and establish clear expectations on what needs to be done and when it needs to be done.
  • Post homework by 4:00 pm that is due the following day or is expected to be worked on that evening.
  • Proofread your emails and think about tone. Are you coming across as polite? Think about how you would feel to receive the email you’re sending – is it conveying what you want it to?
• What does this look like for families?
  • Check LREI Connect regularly. Checking Connect is a great way to keep abreast of the curriculum and your child’s particular strengths and challenges.  
  • Acknowledge notes home (homework notifications, commendations, and conduct notifications) from teachers.
  • Communicate any information that impacts a child’s school day: absences, lateness, and family changes (e.g. family trips, losses, etc.).
  • Provide background on your child’s prior school experience to date.
  • Proofread your emails and think about tone. Are you coming across as polite? Think about how you would feel to receive the email you’re sending – is it conveying what you want it to?