Dragons Show the following Core Virtues:
Flagstaff Academy utilizes a multi-tiered Restorative Practices approach within the school's culture and is embraced by the school leadership, staff, and students. The result of this approach is a community that is committed to self-responsibility, self-discipline, and self-awareness of how our words and actions impact one another. What does this look like in the classroom?
Restorative Language - Our school's discipline code integrates restorative language as an important way to reflect the inclusion of such practices in the discipline process. Further, many of our staff have been trained in Restorative Practices, which helps to unravel the often adversarial dynamic between students and authority roles.
Connection Circle - Our classroom practice this conflict prevention strategy that enhances relationships among students and with staff. The process enhances empathy and thereby hasresults in a conflict reduction/prevention effect.
Restorative Agreement Meeting - We are committed to a successful learning environment. These meetings begin with emphasizing the positive attributes of the student and intended to assist both student and teacher to arrive at an agreement about what needs to be done to improve their working relationship.
Solution Circles - When more is needed, a facilitated circle practice is used as an alternative way to address an incident or specific concern and will typically require a single meeting. Circle participants determine what harm resulted from the violation and what the violator needs to do to repair the harm. All participants sign a written agreement. If the person who caused harm completes all items in the agreement, there are no further disciplinary actions taken. If not, he or she is given traditional discipline consequences. Not used in bullying incidents.
Restorative Alternative to Expulsion and Suspension (RATES) - A more advanced, district-level form of the Solution Circle process that may be used to address serious school violations that would otherwise result in school district expulsion or suspension. This circle includes parents and community members.
At Flagstaff Academy, connections are an important part of our students’ educational journey, from the connections they feel with their teachers, their peers, and the very school itself. Research has shown that this increased sense of connection results in better school performance. Our philosophy is to intentionally build relationships with our students and facilitate them between students every single day through Restorative Practices and a Positive Behavior Support System.
In the fall of 2016, Flagstaff Academy implemented a new program called CHAMPs to promote high expectations, common language, and positive interactions. CHAMPs is an acronym that stands for Conversation, Help, Activity, Movement, Participation, which result in Success. CHAMPs is a guide for teachers to build and implement a proactive and positive classroom management system and a process of continuous improvement.
In this short period of time, our students, teachers, and administration have felt the positive effects of CHAMPs and we have fully embraced it. The common language that we have from Kindergarten all the way to 8th grade has been an amazing way for our teachers to connect with each and every Dragon at Flagstaff Academy.
To learn more about CHAMPs, please visit Safe and Civil Schools website.
We believe in emphasizing the positve and love to recognize our students as they embody our Core Virtues. We use "Dragon Links," to recognize and reinforce everyday behaviors that exemplify our Dragon Core Virtues.
Code of Conduct Recognition forms are used to recognize positive actions that demonstrate our Core Virtues.
We also understand the importance of celebrating important milestones and achievements. Awards and celebratory events are used for students who perform or achieve growth.
See the Parent Handbook, pg. 41
Listen and speak with respect
Only tell the truth
Use school-appropriate language
View Flagstaff Academy's full Discipline Policy in the Parent Handbook, p. 52.