The Roseville Joint Union High School District prohibits discrimination, intimidation, harassment (including sexual harassment) and bullying based on a person’s actual or perceived ancestry, color, disability, gender, gender identity, gender expression, immigration status, nationality, race or ethnicity, religion, sex, sexual orientation, or association with a person or a group with one or more of these actual or perceived characteristics. The Board prohibits, at any district school or school activity, unlawful discrimination, including discriminatory harassment, intimidation, and bullying targeted at any student by anyone based on the student's actual or perceived race, color, ancestry, national origin, immigration status, ethnicity, ethnic group identification, age, religion, marital status, parental status, pregnancy, physical or mental disability, sex, sexual orientation, gender, gender identity, gender expression, medical information, or genetic information, or association with a person or group with one or more of these actual or perceived characteristics. The Governing Board desires to provide a safe school environment that allows all students equal access and opportunities in the district's academic, extracurricular, and other educational support programs, services, and activities. Statewide Resources on Bullying Prevention.Uniform Complaint Procedures/Annual Notice.Student Rights Under Title IX – SB 1375 Statement.'Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention.' School Psychology Review 35(4) (2006): 583–601. Hemmeter, Mary Louise Michaelene Ostrosky, and Lise Fox. Provide positive, descriptive feedback when children both attempt to follow or succeed in following the routine.

Model the steps and allow children to practice them.Refer to the schedule before and after activities throughout the day.Review the schedule at the beginning of each day.Note changes in the schedule that result from being away from the program.Steps in common group care routines, such as sitting at circle time and washing hands.Reinstating Schedules and Routines When Programs Start Back Up Routines are the steps needed to complete each part of the schedule. What is the difference between a schedule and a routine?Ī schedule represents the big picture and includes main activities that happen across the day. Encourage parents to offer a choice in activities or the steps of a routine whenever possible.You can say something like, 'Plans change, things happen, but give your child a warning ahead of time if things are going to be different. Let parents know they should also be flexible.

Remind families to keep the routine and schedule as similar as possible each day.Let parents know that reviewing the schedule every morning and throughout the day with their child helps them know what is going to happen next.For example, ask parents if there are parts of the routine the child can do on their own or with a little assistance-and let them do it. Encourage families to let their children help.To start, help family members break down one of their scheduled tasks into steps to create the routine.Ask families about things they do every day. Partnering with Families on Schedules and Routines You can help by following clear and simple schedules and routines.

Engaging, predictable environments and ongoing positive adult-child interactions are necessary for promoting children's social and emotional development and preventing challenging behaviors.

Daily schedule clipart en espaÃ±ol