Welcome to Coffee Social
Thank you for a fun Trunk or Treat!
Congratulations to Stringers Class with their coco Themed Win!!
Annual Family Give Update!
Current Total Donations:
$164,616
% Family Participation
78%
Social and Emotional Development
At Citizens of the World East Valley
“I like my sugar with coffee and cream”
CWC Learning Model - OUR DNA!
1
ACADEMICS
2
SOCIAL EMOTIONAL DEVELOPMENT
3
DEI | DIFFERENCE & INCLUSION
Our learning model allows students to achieve their fullest potential by supporting their academic growth, emotional development & understanding of the diversity around them
CWCLA Core Values | SEL Core Competencies |
Excellence: We demand lasting quality. Diversity: We are better and stronger because of our differences. Authenticity: We are our true selves in this work, and we are candid. Community: We care deeply about people. We share and build partnerships. We celebrate, laugh and seek joy, even in the tough times. Change: We welcome the unknown, embracing the unexpected and new. We adapt to meet the ever-changing time. We find new ways. | |
Our 11 Graduate Dispositions…
As part of our SEL Scope and Sequence, we highlight and focus on one graduate disposition to cover each month.
Our graduate dispositions seeks to achieve an ultimate set of student outcomes, habits of character and mind, that we want our students to demonstrate upon graduation.
Classroom teachers and TAs are provided age appropriate curriculum, resources, and lesson plans to help our students build upon these life skills and find success both inside and outside of our school community.
CWCLA Scope & Sequence
Social and emotional support system
Social and emotional learning program
Morning Meetings - community building practice in which the class gathers in a circle at the beginning of each school day and proceeds through four sequential components: greeting, sharing, group activity, and morning message.
SEL Blocks - dedicated instructional time at least once per week.
Monthly Assemblies - monthly assemblies held around SEL concepts.
Go Time! - A weekly class weaving social skills and body movement into a fun, game based learning activity.
Mindfulness - Partnership with non-profit for age appropriate meditation and mindfulness practice.
Peace Corners - Used for practicing self control and self management
Morning Meeting Best Practices
Components:
Teacher Language: The 3 Rs
Reinforcing | Reminding | Redirecting |
Highlights students’ skills, attitudes, work processes, or quality of work products. Children build on their strengths, not their weaknesses.
| Helps students to remember expectations. Can be used in a wide range of situations, from transitions, to whole group discussions, to assemblies and bus rides.
| Clear, non negotiable instructions that are clear and respectful of children. Most effective when we tell children what to do, not what NOT to do.
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Responding To Misbehavior
Students will still sometimes misbehave. They’ll forget the rules, their impulses will win out over their self-control, or they’ll just need to test where the limits are. Having these experiences - and seeing how adults respond to them - is one way children learn about how to behave. Just as when we teach academics, we can use students’ behavioral mistakes as opportunities for learning.
Adults must hold on to empathy for the child who misbehaves while holding them accountable. We also need to respond to misbehavior in ways that show all students that we will keep them safe and see to it that classroom rules are observed.
One of the most important things to keep in mind is to address the behavior as quickly as possible. When children’s behavior goes off track, immediate feedback from adults helps them break their momentum and get back on track. Although this might sound obvious, adults often let small misbehaviors go, waiting to address them until they’ve escalated and are much more difficult to reverse.
Three response strategies that are especially effective when used before misbehavior escalates (and that also meet the other goals named above) are visual and verbal cues, increased teacher proximity, and logical consequences.
Logical Consequences
Reparations | Loss of Privilege | Positive Time Out |
“You break it, you fix it.” Used in situations when something has been broken or a mess has been made—whether accidentally or intentionally. The consequence is that those responsible for the problem take responsibility for fixing it. Teachers use this type of logical consequence when they see an opportunity for a child to solve a problem they have caused. | Used when children’s behavior does not meet pre-established expectations. The consequence is that the child loses the privilege of participating in an activity or using materials for a brief time. What’s taken away must be directly related to the misbehavior, and the teacher must make sure that the child truly understands and can live up to expectations. | Used when a teacher believes that a child needs a way to calm down and recover self-control. The consequence is that the child moves to a pre-established place in the classroom, takes time to regroup, and then rejoins the class once they have calmed down. Teachers use time-out to keep minor misbehaviors — intentional and accidental — from escalating and becoming disruptive, and to give children opportunities to practice strategies they’ve learned for regaining self-control. Because many children have experienced punitive uses of time-out, it’s important for teachers to explain that “in this class, time-out simply gives us the time and space we all sometimes need to get ourselves in check when we begin to lose our cool.” |
Social Emotional Support System
Tier 1: Universal Support
Narwhal SKILLS/Cool Tools/SEL Blocks/Morning Meeting/Closing Circle
Minor or Major
Is the behavior…
Minor (Brief, Low intensity, Less Serious) | Major (Repetitive, High Intensity, Serious) |
Play Fighting Eating in the classroom Name calling Littering at Snack/Lunch/Recess Classroom interruptions Tantrums/Refusal to engage Inappropriate language Wandering around Crawling, running, and playing in the classroom Exclusion | Misusing school equipment or belongings to cause egregious harm Property damage Physical aggression that results in injury Threatening or intimidating another student Eloping/Hiding |
Tier 3: Intensive Intervention |
Repeated Behavior: Behavior Referral Google Form completed + Family Communication from Lead Staff:
|
Major: Automatic Behavior Referral Google Form completed + Family Communication from Lead Redirect student(s) and escort them to Admin Office Admin:
Staff:
|
Emergencies Redirect student(s) and escort them to the office or safe area Call for support if unable to redirect and remove class from incident |
Tier 2: Targeted Intervention |
Minor Support: Reinforce, Remind, Redirect Peace Corner, Cool Down, Positive Time Out Review Narwhal SKILLs / Classroom Agreements Review or teach SEL Lesson Peace Talk, Restorative Harm & Conflict Circle Logical and Restorative Consequences (make a repair) |
Repeated Behavior: Behavior Referral Google Form completed + Family Communication from Lead Classroom Behavior Plan (Behavioral SST) SEL Buddy Consult with colleagues |
Tier 1- universal supports
Tier 2: TARGETED INTERVENTIONS
Always begins with Tier 1 supports and should be handled in the classroom
MINOR SUPPORT
REPEATED BEHAVIORS
Tier 3: INTENSIVE INTERVENTION
Always begins with Tier 1 and Tier 2 supports before it is escalated
Minor (Brief, Low intensity, Less Serious) | Major (Repetitive, High Intensity, Serious) |
Play Fighting Eating in the classroom Name calling Littering at Snack/Lunch/Recess Classroom interruptions Tantrums/Refusal to engage Inappropriate language Wandering around Crawling, running, and playing in the classroom Exclusion | Misusing school equipment or belongings to cause egregious harm Property damage Physical aggression that results in injury Threatening or intimidating another student Eloping/Hiding |
A note about the B word…
The relationship between caregivers and the school
Our job is to teach your children, keep them safe and ensure we are creating a nurturing environment for ALL.
As a diverse by design school, there are times when large feelings and disruptive behavior occur.
We ask you to support your kids to advocate for themselves by communicating with each other when they feel unsafe and bringing in an adult to support them and guide them in a repair conversation.