Citizenship, Leadership & Service
As stated in our mission statement, MMES students, staff, parents, and community will cooperatively provide a safe, child-centered environment that builds self esteem, self-discipline, and the essential skills for lifelong learning. It is important to us that we teach MMES students skills for making good choices, treating others well, and accepting responsibility for their actions.
The Falcon Way
The values of the Falcon Way represent the way we conduct ourselves at all FHUSD school sites and events.
These are the standards by which our actions are measured.
- Accountability: To own your actions & accept responsibility
- Discipline: To demonstrate self-control
- Excellence: To rise above the standard; to go above and beyond what is expected
- Integrity: To do the right thing (even when no one is looking); to act in a way that matches the moral code
- Professionalism: To be a model for the standards of excellence upheld by our organization in front of other individuals or organizations
- Respect: To treat others in a way that you would like to be treated by them; to accept one another's differences and treat everyone with dignity
- Responsibility: To be conscious of and to act with the understanding that you are liable for another person, thing, or event.
Fountain Hills Unified School District Expectations
- Uphold the values of the Falcon Way.
- Treat others with the same respect with which you are treated by the adults in this school.
- Your actions, dress, possessions, etc., may not cause a problem for anyone else.
- If your actions, dress, or possessions cause a problem for anyone else, you will be asked to solve the problem.
- If you cannot solve the problem, or choose not to, staff members will impose upon you an appropriate consequence. This consequence will depend upon the situation and the person or persons involved. Staff members will use their best judgment based upon the information they have at the time.
- If students and/or parents feel that the consequences are unfair, they may request a meeting with the administration. In the event that this discussion provides additional information that sheds a different light on the situation, or shows the consequences to be unfair, the consequences may be changed or eliminated to better fit the unique situation.
Positive Behavior Intervention Supports (PBIS)
PBIS is a team-based, systematic approach in teaching behavioral expectations throughout every school in our district. It is based on a proactive model that teaches the behaviors, reinforces and recognizes students who are able to model these behaviors, and has systems in place to support students who have a difficult time or may present with more challenging behaviors. Using this research-based approach, we will see an increase in attendance, a more positive and calm environment, and a reduction in a number of behavioral disruptions. Instead of using a patchwork of individual behavioral management plans, we have moved to a positive districtwide student management system that addresses the entire school, the classroom, areas outside the classroom (such as hallways, restrooms, offices, cafeteria, playground/school grounds, etc.) FHUSD has a team that meets monthly. This team is responsible for ensuring there is a current action plan based on the previous year’s behavior assessments, monitoring behavior data, and communicating to staff regarding MTBS implementation. Every person who works in the district is aware of the behavioral expectations and works to ensure students are consistently getting the same message, regardless of the setting, they are in or the adult they come in contact with.
Teaching Positive Social Behaviors
Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. The PBIS framework helps to create and maintain a positive, safe, and effective learning environment that will increase academic achievement when implemented with fidelity. Appropriate behavior and social competence require direct teaching to students just like math and reading. When students are given positive, immediate feedback, they are more likely to continue the behaviors that elicit praise. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBIS is to establish a climate in which appropriate behavior is the norm.
Students will receive individualized support when needed and required to improve learning. Tier 1 support ensures that all students are taught the appropriate behavior. Monitoring and early intervention will take place regularly for all students. Tier 2 supports provides targeted support for students who are at-risk for developing more serious problem behaviors with the school level team to provide appropriate intervention. This could include group interventions, social skill groups, self-management strategies, and academic supports. Tier 3 support entails intensive individualized support for the few children that require it. The FHUSD PBIS Student handbook is located in the appendices.