Social Emotional Learning (SEL)
Westview students learn first thing that a Wildcat PURRS. PURRS stands for :
To help our students to understand the expectations of respect, responsibility and safety, we teach how a Wildcat PURRS in every area of the school. We do this through teaching, modeling and rewarding students for demonstrating our expectations. When staff members notice that a student is following the expectations, they might receive a PURRS Paw coupon. PURRS Paws may be exchanged for a book, a privilege or an item from the PURRS Paws case. When a whole classroom is following the expectations, they may receive a Pride Paw which can be saved and used for a whole class privilege. The idea is to teach and encourage behavior that will help our students to be respectful, responsible and safe everywhere they go!
Our Wildcats also learn through a social/emotional curriculum and through teacher embedded lessons aimed at teaching the Colorado Emotional and Social Wellness Standards. The social/emotional curriculum may be taught at a daily meeting and then woven throughout the day's lessons. For example, if students are identifying emotions or learning to solve problems, there are lots of examples to draw from in what they are learning in class.
Our school mascot, Westy, is another way we teach our students. We have Westy videos to help explain the definitions and examples of respect, responsibility and safety for many areas of the school. If your child is telling you about a talking Wildcat, they were listening to Westy!
Sometimes our Wildcats make a mistake or have a problem that requires some thought. When an expectation isn't followed, students might need a reteach or a redirection. When that happens, teachers may note it and help the student to understand why we need to follow the expectations. If students have a problem that requires more thought to solve, they may be asked to fill out a Problem Solving Paper. When a Problem Solving Paper is complete, it goes home for parents to read and to sign that they understand what happened and how their student solved the problem. We want our students to learn how to solve problems independently and in a way that is good for all people involved.
Classrooms or grade levels may have other systems in place to shape behavior such as clip charts, behavior calendars or Daily Check Sheets. Additional systems may be explained by the teacher but adhere to the same mission of supporting student behavior in a way that is positive and promotes problem solving.
How parents can help
Parents can help by talking with their child about the school expectations and understanding the systems. If your child is rewarded, let them know you are proud! If your child comes home with a Problem Solving Paper, read through it with them, ask them questions and also tell them that you are proud that they solved the problem. After reviewing a Problem Solving Paper, sign it, provide comments if you like and return it to school with your child.
If you want to support our PBIS, please contact Diana Mastascusa. Thank you for taking the time to learn about our PBIS!