Triton Continues Restorative Practice Work
Triton Public Schools is committed to providing the best learning experiences possible for all students. We are continuing to explore and look for ways to refine our practices to match our Profile of a Graduate and our School District Mission and Vision. When reviewing our Mission and Vision you will notice that our most prominent core value is based on a positive learning environment that makes sure everyone is welcomed and has a sense of belonging. We want our individual and collective behaviors to match this belief. Therefore, we have made a consistent effort to prioritize Restorative Practices within our Behavior Management System.
Behavior management is and will continue to be a very important piece of teaching and learning. Although overall we feel the students and staff continue to do a great job, breakdowns will happen, and students will make mistakes. Every student has a right to learn, and academic, social, and emotional growth is a responsibility that we take very seriously. We are trying to move past the approach of thinking a simple consequence to a very complex negative behavior will lead to growth and improvement. We want to make sure that learning is the priority and that is emphasized through all areas of our school district. The key is that learning takes place through challenges and breakdowns in behavior. We want students to develop the skills and mindset to do what is right because that is what is best for them, and the collective group as opposed to complying to avoid a negative consequence or receiving a reward.
We do not want anyone to take restorative practices out of context. Traditional school consequences such as detentions, in school suspension, and out of school suspension are all still a very prominent part of our school behavior management approach. What we are trying to do is offer learning experiences through discipline and making sure students leave the discipline process better in hopes that the negative behaviors do not continue. This work is based on moving past simple compliance to engagement. Engagement requires compliance as a baseline expectation and adds personal commitment to the established learning norms and relationship expectations. Our overall goal is to continue to improve the conditions for learning for all students by making sure accountability is defined by understanding the effects of negative actions and having an opportunity to repair the harm. In summary, we want to make sure all are accountable for respecting one another and the learning environment. When mistakes are made, we will move past the traditional consequence approach and make sure students learn and can repair the damage created.
The visual offers a little more information on the differences between a more traditional behavior management approach Vs. restorative-based practices.
We thank you for taking a minute to read through this information and for your continued support and engagement.
Kevin Krenz
Luke Lutterman
Shane Van Beek
Triton - MHS Induction
Congratulations to the following students on being inducted into the Triton chapter of the Minnesota Honor Society. These students have demonstrated the four qualities that serve as standards for the Society: scholarship, leadership, service, and character. Please congratulate these students on a tremendous accomplishment.
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Mr. Kevin Krenz
