ACE Approach

What does ACE Stand For?

(A) Accountability

(C) Consideration for Others

(E) Equipping Students for Future Situations

The ACE Approach is unique to The Village Charter School and is based on three fundamental pillars to social and academic success.  These three pillars are integrated throughout the school’s organization and daily activities; they guide the school’s mission vision, policies, and education methodology.  Every staff member is trained to refer to and apply ACE in decision-making regarding school management outcomes.The students benefit from clear expectations, logical consequences and appropriate coaching. 

When students know exactly what is expected of them in a variety of situations, the time saved can be spent teaching rather than organizing or disciplining.  

The ACE Approach was developed in order to meet the diverse needs of our students and teachers. It serves to support the educator with a structured and consistent plan for instruction and management. The student benefits from clear expectations, logical consequences, and appropriate coaching. ACE is a specific outline for the school environment, classroom management, curriculum and discipline. It is implemented on a school-wide basis, and provides consistency at each grade level, in each classroom and with each staff member. The use of consistency is fundamental in the school and classrooms in order to provide a safe, structured, engaging and positive atmosphere. Students are valued for their individuality, and their freedom to make choices is honored.  Resources and opportunities are provided for the students to thrive. Students, staff members, parents and community members, work as partners in education.

The Core Values of The Village Charter School are rooted within ACE as guiding principles.  TVCS has high expectations for moral and ethical conduct.  All employees, parents, and visitors are expected to follow the same standards that are set for our students.

Here are examples of what the ACE Approach looks like in the classrooom.

Accountability

School Environment:  Students are held accountable for their choices, and are expected to conduct themselves in a respectful manner. They are respectful of the school building, supplies and of other’s property. Students are responsible to clean up after themselves and take care of their belongings. Daily attendance is essential, as is punctuality.

Classroom Management: Every student may be given regular responsibilities to help with the management of the classroom.  This gives them a sense of responsibility and ownership.  Assignments are clearly posted in the classroom.  The teacher determines whether students work on tasks individually or as a group.  Responsibilities are age-appropriate and may include, but are not limited to: sharpening pencils, picking paper up off the floor, wiping desks, leading the Pledge of Allegiance, taking books to the library, keeping a particular area organized, passing out papers, turning off lights, watering plants, feeding classroom pets, collecting homework, assisting in the library or lunchroom.

Classroom Instruction: Teachers prepare lesson plans according to the needs of the class, while meeting the requirements of State Standards.  Students are encouraged to ask for help when they are confused or need assistance.  Students are expected to be engaged, encouraged to achieve their personal best, and are accountable for individual assignments.  Students are supported to discover and develop their distinctive abilities, and to develop goals and a vision for their future.

Behavior and Discipline: Students and faculty are held to high standards for moral and ethical conduct consistent with the core values of TVCS.  This is accomplished through clear limits and consequences, consistency and empathy.  Corrective measures for inappropriate behaviors and poor choices follow a positive model that is progressive and logical.  The staff approaches such matters immediately and in a gentle and empathetic manner.  When possible, correction is handled quietly and privately between staff members and students.  The teacher avoids hollering across the classroom or otherwise bringing undue attention to the situation.  Verbal reproach is kept brief, to give direction only.  The teacher refrains from lecturing.  The objective is to disengage, not engage, the student during conflict.  The student’s freedom to make responsible choices is honored and each are held accountable for his or her choices.  Correction is ideally ended with a positive statement of affirmation, such as, “I know you can do it”, “I know you’ll make a better choice next time”, or “I believe in you”.

Consideration for others

School Environment:  Etiquette is taught in order to raise awareness of what it means to be considerate of others. Students walk quietly as they transition between classes so as not to disturb working classrooms. Speaking respectfully and saying “please” and “thank you” are modeled and encouraged. Students compete against their own personal best. Students support and encourage each other to achieve their best.

Classroom Management: Students work together, help each other, and lead by example.  The teacher holds the high expectation that students treat each other with respect.  Classroom rules are clearly posted, and there is consistency throughout the school with correction methods.  Students are expected to be quiet and attentive during instruction and when an adult or fellow student is presenting.

Classroom Instruction:  Students demonstrate respect for others and an awareness that they are part of a greater whole.  Camaraderie is encouraged between all classes and age groups.  Students are given opportunities to work on group assignments in order to build teamwork and interpersonal problem-solving skills.  Peer teaching, when appropriate, allows students to become educators and reinforces their own knowledge through presentation.  Students are also given the opportunity to work with students from other grades through the Big Buddy/Little Buddy program.  Diversity and global awareness are cultivated through social studies, humanitarian projects, and service to the local community.  This enables students to appreciate their value of belonging to a larger society and their ability to make contributions to the world in which they live.

Behavior and Discipline: Students are coached to resolve conflict in a positive, caring, and calm manner.  They are given the opportunity for personal accountability for their words and actions, and are guided to consider other’s thoughts and feelings.  Staff members strive to be conscientious in discerning tattling and bullying from conflict.  Bullying, harassing, or otherwise compromising another’s safety is not tolerated.

Equipping for Future Situations

School Environment: There is a focus on team-building activities to create unity.  Students are equipped for success through role-playing scenarios, discussions, the student handbook, character education and logical consequences.

Classroom Management: The classroom daily schedule is clearly posted to provide routine and consistency in order to teach the students time management and scheduling.  The teacher sets class goals, and each student sets personalized learning goals using the SMART (specific, measurable, attainable, relative, and time specific) method.  By developing goals, the students, parents and educators will work together to consider the student’s strengths and weaknesses. 

Classroom Instruction: A clearly defined core curriculum foundation comes first and is enhanced by the LLM.  This foundation begins by using state standards as the starting point and progresses to higher, but achievable, standards throughout the course of the year.  Teachers work together to decide upon specific content and skills that build progressively from grade to grade and therefore align the curriculum.  This collaborative effort provides a secure foundation for further learning and is built upon from year to year.  Enhanced curriculum equips students for success in higher education and satisfying employment based upon their unique talents and abilities.

Behavior and Discipline: Students are taught clear boundaries in order to help them learn that their behaviors effect themselves and others.  Staff members prepare students for successful social interaction and character development through role-plays, problem solving, loving communication, coaching and logical consequences.  Corrective measures help the student to better understand their choices, the consequences due to their choices, and how they can take responsibility to problem solve.  Students learn skills that will help them make positive choices and make amends, in order to preserve relationships.

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