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    SCHOOL CLIMATE AND CULTURE 

    Thomasville Heights Elementary School

    Core Beliefs

    Be Respectful~ Be Responsible~ Be Safe

    School climate and culture is important for EVERYONE.  A Positive School Culture and Climate is one where all individuals feel valued, cared for and respected. Here at Thomasville, we believe that such an atmosphere contributes to effective teaching and learning and establishes genuine communication, both within and outside of the school. 

    School climate refers to the school's effect on our students, this includes teaching practices, diversity, and relationships among administrators, teachers, parents, and students.  School culture refers to the ways teachers and other staff members work together and the set of beliefs, values, and assumptions they share. 

    At Thomasville, we are committed to providing our students with the best possible school experience and are continuing our implementation of, our work with SOCIAL EMOTIONAL LEARNING (SEL) through the SECOND STEP CURRICULUM – which   provides a fully integrated framework for protecting elementary school students and promoting their social, emotional, and academic success. 

    Bullying Prevention through a Restorative Justice Practice: Expect Respect

    Our purpose is to improve the success of our students' learning experiences and environments. We recognize that aggression, violence, threats, intimidation, and isolation compromise the ability of our students to learn and perform in school.  We have established school-wide expectations for common respect, teaching what that means, and ensuring that all students and faculty and staff members share in the responsibility of making our school a respectful environment.  

    The core of our beliefs revolve around five key messages:

    1. Everyone in the school should know what it means to be respectful.
    2. Bullying is a harmful and disrespectful behavior that continues when given attend from recipients, bystanders, and peers.
    3. Everyone in the school should have a strategy that stops attending to and acknowledging bullying. When someone is not respectful, ask them to stop. Don’t allow bullying to be rewarded.
    4. Everyone asked to stop should have a common strategy for moving on without escalation.
    5. Regular information collection used to assess the safety and health of our school-wide culture.

    Climate and Culture Expectations for Virtual Learning per the Atlanta Public Schools Student Handbook….

    The following character traits are essential for all students who interact with teachers and peers on any virtual, or face-to-face learning platform:

    • Respect: Showing high regard for self and others.
    • Responsibility: Being accountable for individual behavior that is positive and contributes to a conducive learning environment.
    • Honesty: Being truthful in word and action.
    • Caring: Showing concern for the well-being of others.
    • Fairness: Demonstrating impartial, unbiased and equitable treatment for all.
    • Citizenship: Being an informed, responsible and caring participant in the community.
    • Courage: Intentionally or deliberately doing the right thing in the face of difficulty, regardless of who is present.

    While engaging in the virtual environment, the APS Student Code of Conduct & Student Handbook, as well as state and federal laws and regulations including, but not limited to, Title IX, still apply to infractions that may occur. While not an exhaustive list, the following are some examples of the infractions that can occur during virtual instruction:

    5.13.4a Cyberbullying/Electronic Bullying, 5.8.1a Offensive Language, 5.21.2 Indecent Exposure of Self or Others, 5.23.1 Hacking or Altering School Technology, 5.23.3 Access/Distributing Inappropriate Material, 5.21.4 Sexual Harassment, etc.

    Please carefully review all discipline codes, resources, and other pertinent information included in the Student Handbook. If you need additional support, please feel free to contact a school administrator.

    Please Click Here for the APS Handbook