Guidelines for Success

All Hazel Valley scholars will be resourceful, considerate, curious, and problem solvers through support from standards based instruction, family and community involvement, social emotional learning, and equitable practices.

This section outlines the supports and expectations we have to ensure that all students at Hazel Valley meet this goal.

Common Area Expectations

All students are expected to follow these expectations in our common areas…


Follow all bus drivers directions quickly.
Keep feet and hands to self.
Keep food, drinks, and personal items in backpack.


Use a voice level 0, 1, or 2.
Stay seated until dismissed.
Clean your space and wipe the table before you leave.
Walk at all times.

Restroom Flush toilet and leave the restroom clean.
Use one squirt of soap to wash hands.
Throw used paper towels in trash cans.
Playground Keep feet and hands to self.
Walk on sidewalks at all times.
Use equipment safely.
Keep food, drinks and personal items in class or at home.
Hallways Walk at all times.
Keep body to self and eyes forward.
Use a voice level 0 or 1.
Stay with your class or you must have a hall pass.
Assemblies Enter and sit silently - voice level 0
Keep eyes on the speaker.
Keep feet and hands to self.

Voice Levels

Level 0 Silent (no noise)
Level 1 Whisper (6-inch voice)
Level 2 Normal conversation (12-inch voice)
Level 3 Teaching voice (loud enough for the whole class to hear)
Level 4 Playground voice (outside only)

Staff Support

If any student does not follow these expectations or engages in a behavior that disrupts the learning or safety of themselves or others, our staff will support by...

Small Problems

Minor disruptions that are not frequent or severe.


  • Not following directions (passive)
  • Crying/Whining
  • Talking-out during instruction
  • Using inappropriate language (not directed at another person)
  • Wearing hats/hoods
  • Chewing Gum


  1. Teacher manages follow-up and problem solving.
  2. Teacher follows their established system for response.
    • Examples
      • Restate directions
      • Redirect to desired behavior
      • Reteach
      • Use nonverbal cue
      • Offer reset time
      • Use prosimity
      • Acknowledge appropriate behavior of other students

Big Problems

Moderate or frequent/ongoing disruptions


  • Arguing/talking back
  • Minor physical contact
  • Using inappropriate language (directed at another person)
  • Misusing electronics/property
  • Repeated/ongoing small problems


  1. Teacher responds or requests support from Success Coach (S.C.) and then does one of the following:
    • Teacher follows the established system for response
    • Teacher sends student w/pass to S.C.
      1. Success coach guides problem solving using RULER tools.
      2. Success coach follows up with teacher by the end of the day
  2. Teacher documents misbehavior and contacts the student's family.

Unsafe Behaviors

Major disruptions or immediate safety concerns


  • Possessing a weapon or look-alike weapon
  • Specifically threatening self/others (naming target, method, means)
  • Purposefully hitting another person
  • Throwing potentially dangerous objects
  • Bullying/harassment


  1. Teacher must contact the office for Administrator support right away.
  2. An administrator escorts the student to the office.
  3. Teacher completes a major ticket form and submits this ASAP.
  4. Administrator determines consequence and contacts family.
    • Examples
      • Restitution
      • Loss of privileges
      • Safety or bullying contract
      • Suspension (must follow policy 3240)
      • Contact law enforcement
  5. Administrator provides verbal or written next steps before student returns to class.

RULER Curriculum

To support all students in becoming considerate problem solvers, Hazel Valley uses the RULER curriculum.


Identifying emotions in ourselves and others allows us to:

  • Better understand ourselves and others
  • Work well in groups
  • Know when children need emotional support


Knowing the causes and consequences of our emotions helps us to:

  • Anticipate, manage, or prevent unwanted feelings in ourselves and others
  • Promote wanted feelings in ourselves and others
  • Support children's emotional needs


Knowing feeling words allows us to:

  • communicate our feelings accurately
  • Manage our emotions
  • Recognize and understand the range of emotions others have


Learning how to display our feelings helps us to:

  • Act in social situations skillfully
  • Model acceptable social behavior for our children


Developing strategies to manage feelings allows us to:

  • Be more effective in reaching our goals
  • Make wise choices about how we respond to emotional situations