Clermont’s Positive Behavior Approach incorporates two programs, Positive Behavioral Interventions and Supports (PBIS) and Responsive Classroom (RC), into our C.A.R.E Character Education Program. The focus of the PBA approach is to provide clear and consistent expectations for behavior for the entire school. The goal of PBA at Clermont is to increase student academic achievement by encouraging students to self-manage their behavior throughout the school. The traits we focus on are cooperation, acceptance, responsibility and effort. Together they spell CARE.
Our school expectations are based upon the CARE traits.
Clermont Eagles make good choices!
C= COOPERATE with everyone.
- Follow directions.
- Listen to others.
- Stay in your own space.
A= Be ACCEPTING.
- Respect yourself and others.
- Say and do kind things.
- Include everyone.
- Be understanding of feelings.
R= Be RESPONSIBLE for your behavior.
- Make good choices.
- Be prepared.
- Use a quiet voice.
- Raise your hand.
- Keep materials organized.
- Be honest.
- Take care of personal and school property.
E= Show your best EFFORT.
- Always do your best.
- Stay on task.
- Be an active listener and participant.
Clermont Character Pledge
I am a Clermont Eagle.
I care. I share.
I am responsible for my education.
I put my best effort into learning.
Cooperating with everyone makes my school a lot more fun.
I will accept everyone and treat them kindly.
I will strive to live my life to make my school and world a better place.
I am a Clermont Eagle soaring.
Positive Reinforcement includes:
- Verbal encouragement and praise
- Tickets – Individuals and groups of students have the opportunity to earn tickets which can be redeemed for various incentives, most of which are nontangible privileges.
- Extraordinary Acts of CAREing Awards- Teachers and specialists select a student each month who has shown extraordinary acts throughout the month or a student based on one extraordinary act. The trait that is focused on rotates from October through May.
- Consistency in language, expectations, and procedures among staff and community.
- School and community support and collaboration
- Improved school climate
- Reduced office discipline referrals
- Increased academic achievement