Raider Pride: Behavior Expectations

In the Hallways: 

• Be Ready = Get your gear; Arrive in five
• Be Responsible = Stay informed; Smile and say hello; Look up from your phone
• Be Respectful = Keep your interactions positive; Appreciate the work of peers

In the Classroom/Labs:

• Be Ready = Produce your best work on time; Follow directions; Be prepared
• Be Responsible = Actively participate; Stay focused; Ask for help
• Be Respectful = Maintain academic honesty; Ask permission to use materials

In the Cafeteria:

• Be Ready = Make healthy choices; Use extra time for academics
• Be Responsible = Recycle; Include others; Meet new people
• Be Respectful = Be polite to others; Maintain a clean environment

In Gymnasium:

• Be Ready = Lock your locker; Play by the rules; Show self-control
• Be Responsible = Dress for P.E.; Participate; Have fun
• Be Respectful = Keep electronics in locker; Wash your uniform; Maintain personal space; Show good
  sportsmanship

With Technology:

• Be Ready = Come to class with device charged, muted, and ready for class; Treat device with care
• Be Responsible = Know when to unplug and connect with people; Assist others with less skill
• Be Respectful = Follow individual teachers’ rules regarding technology; Only use cameras when directed by teachers

In All Areas:

• Use appropriate language and volume
• Attend school regularly
• Carry your school ID
• Dress for success
• Treat others as you would like to be treated
• Respect the differences of others

Relationships: Raiders will take pride in creating, building, and maintaining healthy relationships.

Raider Pride: How to Be an Engaged Learner

READY (Focus/Listening/Preparation)

• I concentrate on the growth and learning of me and my peers with no distractions.
  • I correctly identify my distractors (phone, iPad, earbuds, friends, weather).
  • I resist my distractions.
  • I understand when to use the iPad for a task and when to put it away.
  • I set an attainable short-term goal for the period.
  • I maintain a positive growth mindset rather than resorting to a fixed mindset that leads to negative self-talk.
  • I balance productive social behaviors with goal-oriented on-task behaviors.
  • I act respectfully in class at all times because I care about my classmates’ and my own education.
  • I create a suitable learning environment at home that allows me to do school work with few, if any, distractions.
• I thoughtfully process and alertly consider others’ comments and questions.
  • During full class instruction, I listen actively to the teacher to independently comprehend content.
  • I recognize why people may respond to a question or topic differently.
  • I compliment another student’s response.
  • I constructively critique another student’s response.
  • I take advantage of mistakes as opportunities to correct them and learn.
  • I listen to other students and use their feedback to improve my skills and/or understanding.
  • I actively use both written and verbal feedback to improve my skills and/or understanding.
  • I consider the thoughts and feeling of adults and peers.
• I do work necessary to learn and engage in the course content, activities, and environment.
  • I come prepared for class with notes, books, ideas, and questions for the class.
  • I am physically and mentally prepared for class before the bell rings.
  • I keep a written record of notes, ideas, and questions about a text we are studying.
  • I can reflect on what I know versus what I don’t yet understand.
  • I determine the best approach and order for completing my work.
  • I approach relationships/conversations with positive assumptions.

Respectful (Participation/Responding)

• I thoughtfully and curiously ask questions for the purpose of the growth and learning of me and my peers.
  • I pose a meaningful question to the class for the purpose of clarifying, understanding, making connections, challenging ideas, and/or elaborating.
  • I seek out feedback on my work from a peer or teacher.
  • I request a model/example of a skill or product.
  • I am consistently curious to understand nuances and complexity.
  • I communicate my own confusion about something as a means to achieve deeper understanding.
  • I strive to identify diverse social norms including unjust ones.
• I thoughtfully react to the material and my level of understanding of the material.
  • I share an idea that is based on evidence and reasoning.
  • I share a relevant description or visualization of the language being studied.
  • I communicate a related but original opinion.
  • I offer a model/example of a skill or product.
  • I draw connections between texts, disciplines, topics, or issues.
  • I draw connections between content and my own world or experience.
  • I accept mistakes, confusion, and frustration with material as part of the learning process.
  • I understand and express gratitude.

Responsible (Ownership)

• I take pride in the growth and learning of me and my peers through an intrinsic desire to share, apply, and integrate new knowledge.
  • I help another student achieve a greater understanding.
  • I share a frustration, struggle, mistake, or challenge.
  • I offer the teacher feedback or suggestions on how to modify a lesson for deeper student engagement.
  • I share an anecdote or create something new that applies new content outside of the classroom.
  • I authentically connect content to my own post-high school goals and interests.
  • I share my own “persevere and return” (light bulb moment, a-ha moment, etc.) story with my teacher or peers.
  • I can, following error or failure, create my own plan for improving my understanding.
  • I set my own relevant goals for learning rather than having them dictated to me.