School Newletter 2026-2027
Welcome back Newsletter!
October 2026 Newsletter
Happy October, Horner Families. As we begin October, I want to take a moment to thank our families for the partnership you provide every day. One of the most important factors in a student's success is the connection between home and school. When parents, teachers, counselors, administrators, and students work together, we create the strongest possible support system for student success.
As your principal, I want you to know that your questions, concerns, and ideas matter to us. If something is on your mind, please reach out. If you have a concern about your student's academic progress, behavior, attendance, friendships, or overall experience at school, we want to know. Connecting with the school early allows us to work together to understand the situation, identify solutions, and support your student before a concern becomes a larger challenge. We value open communication with our families. If you have a question, concern, or need clarification, please connect with us directly. Our goal is to make sure families have accurate information and understand the facts surrounding a situation. Social media conversations may not always reflect the full picture, so we encourage families to come to us first—we are here to listen, clarify, and partner with you.
Attendance Matters: Please Report Absences Right Away
Regular attendance is one of the foundations of academic success. When students are absent, please make sure the absence is reported promptly through our school attendance line.
We also encourage parents to remind students that they are responsible for connecting with their teachers about missed assignments and make-up work when they are absent.
Developing this habit helps students take ownership of their education. Asking a teacher, "What did I miss?" or "What do I need to make up?" is an important part of becoming an independent and responsible learner.
We appreciate your partnership in making regular attendance and academic responsibility a priority.
On Time Means Ready to Learn
Please also help us by ensuring that your student arrives at school on time and ready to learn.
Timeliness and punctuality are important life skills. At Horner, we actively teach and reinforce these skills with students every day and in every period.
Being on time means more than simply making it to campus. It means arriving in class prepared, settled, and ready to engage in learning.
When students arrive late, they can miss important directions, instruction, classroom routines, and opportunities to connect with their teachers and classmates. Establishing strong habits around punctuality now helps students develop skills that will benefit them throughout high school, college, careers, and life.
Thank you for reinforcing this expectation at home.
Parent-Teacher Conferences: October 21 & 23
Our parent-teacher conferences are coming up on October 21 and October 23, and I want to clarify the primary purpose of these conferences.
Our focus will be on supporting our "At Promise" students—students who may need additional academic, behavioral, organizational, or other support to reach their potential and demonstrate success.
Teachers will be reaching out directly to families with special invitations if they believe a parent-teacher conference would be valuable. These invitations are an opportunity for teachers and parents to come together, share information, identify areas of concern, and develop a plan to support the student's success.
The goal is not simply to discuss what a student is doing well or struggling with. The goal is to strategize together:
What is the student currently experiencing?
What is working?
Where are there challenges?
What support does the student need?
What can the school do?
What can the family do?
What can the student do?
How will we monitor progress moving forward?
If your student is doing well, you are absolutely welcome to contact the teacher if you would like to schedule a conference. We value those conversations, too.
However, because conference time is limited, our priority for scheduling will be families of At Promise students who would benefit from a focused conversation and collaborative plan for academic or behavioral support.
Our ultimate goal is for ALL students to meet standards, make progress, demonstrate positive behavior, and experience success at Horner.
Please Connect With Us
I want to encourage every family to reach out when you have a question or concern.
You do not have to wait for a formal conference to communicate with us. If you are noticing a change in your student's behavior, motivation, attendance, organization, or academic performance, please contact the appropriate teacher or school staff member.
Sometimes the most important intervention is simply connecting early and working together.
Likewise, if your student is doing something wonderful, we love hearing those stories, too. Positive communication between home and school strengthens relationships and reminds students that the adults in their lives are working together on their behalf.
We Are Better Together
Parenting and educating young people is a shared journey. There will be times when things are going well and times when students need additional support, redirection, encouragement, or accountability.
Our commitment at Horner is to partner with you through all of those moments.
Please know that our teachers and staff care deeply about our students. We want every student to feel connected, challenged, supported, and successful. We also know that we are most effective when families and schools work as partners rather than working separately.
When we communicate openly, address concerns early, celebrate progress, and maintain high expectations together, we give our students something incredibly powerful: a community of adults who believe in them and are committed to helping them succeed.
Thank you for trusting us with your children and for the countless ways you support their education at home. I am grateful for our Horner families and the partnership we share.
Let's make October a month of connection, growth, responsibility, and success.
Happy October, Horner Families!
Cindy Hicks-Rodriguez, Proud Principal at Horner!
Welcome all Hornets!
Horner Vision Statement
Horner Mission Statement
Building a Safe, Respectful, and Accountable School Community
As a school community, we know that parents want their children to feel safe, respected, and supported at school. As do we as a school community. We also understand that when students experience inappropriate language, racial or cultural remarks, harassment, repeated defiance, or other misconduct, families want to know that the school is responding appropriately.
At Horner, we take student behavior seriously. We address misconduct, we investigate concerns, we communicate with students and families when appropriate, and we work to ensure that students understand the impact of their choices.
At the same time, our approach to discipline is not simply about assigning a consequence and moving on. Our goal is to change behavior, teach expectations, repair harm, and help students make better choices in the future.
This approach is consistent with California's current direction regarding school discipline.
Progressive Discipline: Accountability With a Purpose
Horner uses a progressive and restorative approach to behavioral concerns. The specific response depends on the nature, severity, frequency, and circumstances of the behavior, as well as the student's previous interventions and disciplinary history.
Depending on the situation, interventions may include:
Student conferences with an administrator or staff member
Parent/guardian communication
Teacher or administrator interventions
Restorative conversations
Reflection and accountability activities
Counseling or other student-support referrals
Behavior contracts or behavior plans
Loss of privileges
Detention or other school-based consequences
Increased monitoring and follow-up
Restorative practices designed to repair harm
Additional interventions when behavior continues
Saturday school with reflective and restorative work
Suspension when permitted and warranted under California Education Code and district policy
Progressive discipline does not mean that every student receives the same consequence for every offense. It means that we consider the circumstances and use appropriate interventions designed to address the behavior while maintaining a safe and productive learning environment.
Most importantly, progressive discipline is not the absence of accountability. It is accountability with the expectation that students learn from their behavior. Your child's well being is first and foremost and we are here to support each and every students as they learn and grow.
Why California Has Shifted Toward Restorative and Teachable Responses
California's approach to school discipline has changed significantly over the past several years. The California Department of Education explains that recent legislation has sought to reduce unnecessary exclusionary discipline and encourage approaches that address the underlying causes of student behavior while keeping students connected to their education.
California Education Code §48900.5 generally provides that suspension should be imposed only when other means of correction have failed to bring about proper conduct, with important exceptions for specified serious offenses and situations involving danger to persons. The education code identifies alternatives that can include parent conferences, counseling, individualized intervention plans, positive behavior supports, and restorative justice practices. California education code also specifically identifies restorative practices and other Multi-Tiered System of Supports (MTSS) approaches as tools that can help students understand the impact of their actions, develop social-emotional skills, and find meaningful ways to repair harm to the school community.
This is an important distinction for families:
A restorative conversation is not "doing nothing."
A restorative conversation is an intentional intervention. It gives students an opportunity to hear how their behavior affected others, take responsibility, understand expectations, and identify what they need to do differently.
The Power of a Restorative Conversation
When a student makes a poor choice, simply removing the student from school does not necessarily teach the student why the behavior was inappropriate or how to respond differently next time. Sometimes that is necessary to help the student reset but removal is not always the immediate solution.
A restorative conversation allows an administrator or staff member to ask questions such as:
What happened?
What were you thinking at the time?
Who was affected by what happened?
What impact did your words or actions have?
What should you have done differently?
What can you do to repair the harm?
What will you do differently the next time you are in a similar situation?
These conversations can be powerful teaching moments.
Our responsibility is not simply to tell a student, "You are in trouble." Our responsibility is to help students understand why the behavior was unacceptable and what responsible behavior looks like moving forward.
California's Department of Education describes restorative practices as both proactive and responsive approaches that can strengthen relationships, student engagement, school climate, and accountability.
Hello Horner Families!
Boo! Happy October! I’m here to give you a couple updates about activities we have planned so far for the month of October.
Our first social is coming up!! October 16th is the day. Takes place from 2:45-4:45 PM. If you bought a gold card, nothing else is needed. If you didn’t, you can buy tickets October 5th- October 12th. They cost 10 dollars. All year ASB will be in a couple places for sales of any kind. Outside of C102 (which is my classroom) or the breezeway. We have been there all year we are selling anything and will continue. Please stay tuned as PTSA will reach out about help during the social.
All students should have received their Gold Card and school sweatshirts.
The second thing I wanted to share is every year we have a Halloween costume contest at lunch. Students compete in different categories like scariest, funniest, best group costume and more. Students will also be getting spirit points if they dress up but don’t want to participate in the contest.
Last thing I wanted to talk about are the spirit days we have going on. Whenever your child dresses up, they need to see ASB at lunch to get scanned to get spirit points. These points can be used later in the semester for some awesome prizes. Make sure you get scanned in the breezeway.
Can you believe the year is almost ¼ over?! Me either!
Mr. Shaffer
Activities Director
Below is the 26-27 bell schedule for Horner. Please make a note that on minimum days falling on Non Wednesday's the AC transit bus does not come to Horner right after school. Bus riders will need to walk down to the Blacow bus stop to catch the bus after school or you can make arrangements with them for other options. Thank you parents!
I want to take a moment to explain what PBIS (Positive Behavioral Interventions and Supports) means for our middle school and the purpose behind our set behavior expectations for students.
What is PBIS?
PBIS is a framework designed to promote positive behavior and create a supportive school environment. It focuses on teaching and reinforcing appropriate behaviors, rather than simply reacting to misbehavior. The aim is to improve student outcomes by fostering a positive school culture.
Purpose of Set Behavior Expectations:
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Clarity and Consistency: By establishing clear behavior expectations, we provide students with a consistent understanding of what is expected of them throughout the school day. This clarity helps reduce confusion and promotes a sense of security.
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Positive Reinforcement: PBIS emphasizes recognizing and rewarding positive behaviors. This encourages students to engage in and model these behaviors, leading to a more respectful and cooperative school environment.
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Improved Academic Performance: A positive and structured environment allows students to focus better on their learning. When behavior expectations are met, students are more likely to succeed academically.
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Social and Emotional Development: By teaching students how to interact positively with their peers and teachers, we help them develop essential social skills that will benefit them throughout their lives.
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Support for All Students: PBIS provides a framework that supports all students, including those who may struggle with behavior. It allows us to identify students who need additional support and intervene proactively.
By working together, we can reinforce these expectations at home and help our students thrive both academically and socially. Thank you for your ongoing support in fostering a positive learning environment for our children.
We will be providing parents with more information about our PBIS initiatives at MAZE day and Back to School night in the Fall.
Cultural Insensitivity, Racial Remarks, and Inappropriate Language
Horner has a clear expectation: students must treat one another and all staff members with dignity and respect. We also expect our adults to do the same.
We have zero tolerance for language, slurs, harassment, intimidation, or behavior that demeans, targets, or marginalizes another person based on race, ethnicity, culture, national origin, religion, gender, sexual orientation, disability, or another protected characteristic.
When concerns involving racial or culturally insensitive language or behavior are brought to our attention, we do not dismiss them as "just kids being kids." We investigate the concern, speak with the students involved, determine the appropriate response, communicate with families and provide interventions designed to prevent the behavior from continuing. If any of this happens with our staff, we also investigate and implement appropriate consequences as needed.
There is an important distinction between zero tolerance for the behavior and an automatic, predetermined consequence for every incident.
Our expectation is zero tolerance for discrimination, harassment, racial slurs, and demeaning conduct. However, the response to an incident must still follow California education code, district policy, and the circumstances of the individual situation.
California education code specifically recognizes restorative practices in cases involving racist bullying, harassment, or intimidation and encourages approaches that address the harm, support affected students, and help students who caused harm develop greater understanding of racial justice and equity. Our goal is both accountability and change.
What Happens When Interventions Do Not Work?
A restorative and progressive approach does not mean that suspension is off the table.
There are circumstances in which suspension is appropriate and permitted. California Education Code states that, in general, suspension is to be used when other means of correction have failed to bring about proper conduct, while allowing suspension for certain specified first offenses, including certain serious conduct and circumstances in which a student's presence creates a danger to persons. Therefore, if a student repeatedly engages in misconduct, if previous interventions have not resulted in appropriate conduct, or if the behavior falls within circumstances for which suspension is authorized, a student may face suspension or other significant disciplinary consequences.
Restorative practices are not a substitute for school safety, accountability, or appropriate consequences. They are one part of a comprehensive discipline system.
What We Want Parents to Know
We recognize that parents may not always see what happens after a behavioral incident is reported. Student privacy laws also limit what schools can share about another student's consequences.
As a result, a family may report an incident and not see the outcome that follows. That does not mean the school did not respond.
There is often a great deal of work happening behind the scenes that cannot be publicly discussed.
At Horner, we are committed to:
Taking reports of misconduct seriously.
Investigating concerns appropriately.
Addressing racial, cultural, and other insensitive behavior.
Maintaining clear expectations for respectful language.
Eliminating bias for all students
Using progressive interventions when appropriate.
Using restorative conversations to teach and redirect behavior.
Partnering with families when behavioral concerns arise.
Documenting interventions and following up with students.
Escalating consequences when behavior continues or circumstances warrant it.
Using suspension when it is legally appropriate and necessary.
Protecting the dignity, safety, and learning environment of every student and staff member.
Providing students with monthly cultural lessons and discussions
Use of culturally responsive teaching practives in all content areas
Providing students with consistent reminders about school wide expectations
Providing students with townhall meetings to review bullying and harassment policies
Our Commitment to Families
We want every family to know that accountability and compassion can exist together.
Our students are still learning. They will make mistakes, and when they do, we want those mistakes to become opportunities for growth rather than simply moments of punishment.
But growth does not happen without accountability.
When a student uses a racial slur, makes a culturally insensitive comment, harasses another student, repeatedly violates school expectations, misuses a cell phone, or engages in other misconduct, our response is intentional. We address the behavior, teach the expectation, work to repair harm, and provide consequences when appropriate.
And when interventions do not change the behavior—or when the seriousness of the conduct warrants a stronger response—we will take additional disciplinary action consistent with California law and district policy.
Our commitment is simple: We will work to keep Horner safe, respectful, inclusive, and focused on learning while helping every student learn how to make responsible choices.
That is what accountability looks like.
That is what restorative practice looks like.
And that is how we help students grow.
Please know that we value your student, your partnership and together we can build happy, successful, accountable and responsible young people. Partnership works!
🎃 Horner Halloween Costume Guidelines
Halloween is a fun opportunity for our students to celebrate and show their creativity. We want everyone to enjoy the day while keeping our campus safe, respectful, inclusive, and ready for learning. Please review these guidelines with your student before Halloween.
🚫 No Weapons
Students may not bring or wear real or fake weapons of any kind.
This includes, but is not limited to:
Guns or toy guns
Swords
Knives
Grenades
Other weapon replicas or props
If it looks like a weapon, please leave it at home.
🚫 No Violent or Sexual Costumes
Costumes may not include:
Violent themes or images
Graphic depictions of violence
Sexual or sexually suggestive themes
Costumes that are inappropriate for a school setting
Remember: Horner is a school, not a haunted house or movie set.
🎭 Masks and Face Coverings
For safety, students must be identifiable during the instructional day.
Full-face masks that completely cover the face may not be worn during classes or instructional time.
Students may wear a full-face mask during the Halloween costume contest at lunch.
Once the costume contest is over, the mask must be removed.
Partial face coverings that interfere with identification may also be restricted.
🔊 No Distracting Costumes or Props
Costumes should not interfere with teaching, learning, or safely moving around campus.
Please do not wear costumes that:
Make excessive or disruptive noises
Have extreme flashing or strobe-like lights
Are excessively large or difficult to move in
Create a safety hazard
Interfere with hallways, doorways, classrooms, or other students
If your costume makes it difficult to walk, sit, learn, or safely move around campus, it is not appropriate for school.
❤️ No Offensive or Disrespectful Costumes
Costumes must be respectful of all members of our school community.
Costumes may not be:
Offensive or degrading
Stereotypical or mocking
Culturally insensitive
Disrespectful of a culture, race, ethnicity, religion, gender, or identity
Designed to imitate, stereotype, or make fun of a protected group
Inappropriate for a school setting or a student's age
When choosing a costume, please ask:
Could this costume make another person or group feel targeted, stereotyped, mocked, or disrespected?
If the answer might be yes, please choose a different costume.
🏃 Costumes Must Allow Students to Participate
Students need to be able to participate in their regular school day.
Costumes must allow students to:
Sit comfortably in class
Move safely around campus
Participate in classroom activities
Participate in PE and other activities
Follow normal school procedures
If a costume prevents a student from safely participating in school activities, the student may be asked to modify or remove the costume.
🌎 Cultural Sensitivity Matters
We want Halloween to be fun for everyone. Please avoid costumes that copy, stereotype, exaggerate, or make fun of another culture, race, ethnicity, religion, or identity.
A culture or identity is not a costume.
We ask students to celebrate Halloween on Oct, 30th while showing respect for the many cultures and identities represented in our Horner community.
✅ When in Doubt, Ask First
If you are unsure whether a costume, prop, mask, or accessory is appropriate for school, please check with an administrator before Halloween.
It is much easier to make a change before arriving at school than to have to modify a costume during the school day.
👚 Bring a Change of Clothes
Students should bring a change of clothes to school on Halloween.
If a costume does not meet the guidelines or needs to be modified, the student will need to change into appropriate clothing.
🎃 Our Goal
We want Halloween at Horner to be fun, creative, safe, and inclusive.
Thank you for taking a few minutes to review these expectations with your student before Halloween. Your support helps us create an environment where everyone can participate and enjoy the celebration while feeling respected and safe.
Thank you for helping us make Halloween a great day for our entire Horner community!
Welcome back for an exciting new year at Horner! Yearbooks are now on sale for $65. Buying a yearbook now ensures your student will have their own permanent collection of the most exciting moments and memorable events of the year. Go to yearbookordercenter.com (school code: 7874) to reserve a copy today.
If your son or daughter is interested in trying out for any of the sports teams at Horner, it is critical that you get them a sports physical now or over the summer as the paperwork is due to the school office when school begins. The sports that we have are: Boys and Girls Vollebyall and Boys and Girls Basketball. The first season is Girl's Volleyball. Below are the forms that are required to be completed each school year along with a copy of your child's physical clearance from their doctor. Students who do not meet the deadline to submit all forms will be ineligible to try out for that specific sport. Students are only required to get one physical per year so if they want to try out for multiple sports, they still only need one physical and one packet per year as long as the parent information is still accurate and up to date. Any questions about athletics tryouts should go to: Sean Davis, Asst Prinicpal. Please be ahead of the game and get that physical done early! Here are the due dates for each sport at Horner:
Oct. 12 - Boys BB forms due in office
Oct. 19- Boys BB tryouts day 1
Oct 20 - Boys BB call backs
Nov. 30 - Girls BB meeting at lunch
Dec. 18 - Girls BB forms due in office
Jan. 7 - Girls BB tryouts day 1
Jan. 8 - Girls BB call backs
Feb. 16 - Boys VB meeting at lunch
Mar. 5 - Boys VB forms due in office
Mar. 8 - Boys VB tryouts day 1
Mar. 9 - Boys VB call backs
Dear Horner Families,
Looking for a fun way to make your student’s birthday extra special? Let Horner help you celebrate!
Parents, family members, and friends can purchase a personalized Happy Birthday message on the Horner Middle School marquee for just $10 cash!
🎈 How It Works
Simply stop by the Horner Main Office to:
- 💵 Pay the $10 cash fee
- 📝 Complete a Birthday Wish Form
- 🎂 Tell us the birthday message you would like displayed
On your student’s birthday, their special message will appear on our school marquee beginning at 5:00 AM and remain up until 11:00 PM that evening!
Our students LOVE seeing their names on the marquee, and it is such a fun way for family and friends to help make their birthday memorable.
🎉 Give Your Hornet a Birthday Shout-Out!
Whether it’s a simple “Happy Birthday!” or another fun birthday wish, we would love to help you celebrate your student’s special day.
Stop by the Horner Main Office to complete your form and submit your $10 cash payment.
Happy Birthday to all of our Hornets! 🐝🎂🎈
🍕 HORNER MIDDLE SCHOOL + PIZZA HUB = A DELICIOUS NEW PARTNERSHIP! 🐝💙💛
Horner Middle School is excited to announce a new community partnership with our local pizza parlor, Pizza Hub!
Today, Pizza Hub helped us kick off this partnership in a BIG way by generously delivering 10 XL pizzas for a special PBIS staff event at Horner! 🍕🎉
Throughout the school year, Pizza Hub will be partnering with Horner to support various school activities and our PBIS rewards and incentives program. They will also periodically provide free pizza coupons for students and staff as we recognize members of our Hornet community for demonstrating our schoolwide expectations:
⭐ Show Respect
⭐ Make Good Decisions
⭐ Solve Problems
And we have to say—the pizza is delicious! We are incredibly excited to partner with a local business that is willing to support our students, staff, and school community.
We encourage our Hornet families to stop by Pizza Hub and check them out for some great pizza at great prices! 🍕🐝
A huge THANK YOU to Ahmed and the Pizza Hub team for supporting Horner Middle School and investing in our Hornets. We appreciate your generosity and look forward to a fantastic partnership throughout the school year!
Go Hornets! 💙💛🐝
Connecting Home Values to Horner's PBIS Expectations
At Horner, we believe that creating an inclusive school community is something we all contribute to—students, staff, and families.
Our schoolwide PBIS expectations are simple:
Show Respect. Make Good Decisions. Solve Problems.
These expectations apply to every interaction we have at school, including how students speak to and about people from different cultures, races, backgrounds, identities, and life experiences.
Families play an important role in helping students understand that respect, good decision-making, and problem-solving extend beyond the classroom. The conversations we have at home can help students develop the awareness and skills they need to navigate a diverse school community successfully.
1. Show Respect
Help your student understand that respecting others means recognizing that people may have different cultures, traditions, languages, beliefs, appearances, family experiences, and identities.
At home, you can:
Talk positively about the different cultures and backgrounds represented in your community.
Encourage your student to be curious about differences rather than make assumptions.
Teach students that something unfamiliar is not automatically "weird" or "wrong."
Encourage students to learn how to pronounce people's names correctly and respectfully.
Talk about the difference between laughing with someone and laughing at someone.
Remind students that jokes, memes, nicknames, and comments can hurt people even when someone says, "I was just joking."
Discuss why stereotypes and racial or cultural jokes can be harmful.
Encourage your student to speak up respectfully when they hear something that is inappropriate or hurtful.
A helpful question to ask at home is:
"How would you want someone to treat you if they were unfamiliar with something about your culture or identity?"
2. Make Good Decisions
Students make hundreds of decisions throughout the school day. Cultural awareness can help them recognize that their words and actions can affect people differently than they intended.
Encourage your student to pause before speaking or posting and ask:
Is it respectful? Is it appropriate? Could it hurt someone?
You can discuss real-life situations with your student:
What should you do if a friend makes a joke about someone's race or culture?
What if someone uses a stereotype but says they were "only kidding"?
What should you do if a social media post makes fun of a particular group?
What if you see someone being treated differently because of their background?
What can you do if you accidentally say something that hurts someone?
These conversations help students practice making responsible decisions before they encounter the situation at school.
3. Solve Problems
Students will inevitably encounter differences of opinion, misunderstandings, and conflicts.
Our goal is not to teach students that every disagreement is a crisis. Instead, we want them to develop the skills to solve problems respectfully.
At home, encourage your student to:
Listen before responding.
Ask questions rather than make assumptions.
Explain how they feel without attacking another person.
Consider another person's perspective.
Take responsibility when they make a mistake.
Apologize when appropriate.
Look for ways to repair harm.
Ask an adult for help when a situation cannot be safely or respectfully resolved.
One powerful question is:
"What could you do to make the situation better?"
That question moves students from simply identifying who was wrong toward thinking about accountability, problem-solving, and repairing relationships.
Cultural Awareness Is Part of PBIS
PBIS is not simply a system of rewards and consequences. At its heart, PBIS is about explicitly teaching students the behaviors and social skills that help create a positive, safe, and inclusive school environment.
When we teach students to Show Respect, Make Good Decisions, and Solve Problems, we are teaching them how to interact successfully with people who may be different from them.
That means cultural awareness is not separate from PBIS.
Cultural awareness is one way students demonstrate our PBIS expectations.
A Conversation Parents Can Have at Home
Parents don't need to have a formal lesson about cultural awareness. Everyday moments provide opportunities to talk with students.
You might ask:
"What does respect look like when someone is different from you?"
"Have you ever learned something about another culture that you didn't know before?"
"What would you do if your friends started making a joke about someone's race or culture?"
"How can you tell the difference between a joke and something that could hurt someone?"
"What should you do if you realize that something you said offended someone?"
"How can you solve a disagreement without making the situation worse?"
These conversations help students practice the same skills we reinforce at school.
The Home-School Connection
When students hear consistent messages at home and at school, expectations become clearer and more meaningful.
At Horner, we want students to understand that respect is not dependent on whether someone looks like us, thinks like us, dresses like us, speaks the same language, or comes from the same background.
Respect means recognizing the dignity of every person.
When families reinforce cultural awareness at home, they strengthen the same behaviors we are teaching through PBIS at school:
Show Respect.
Make Good Decisions.
Solve Problems.
Together, we can help students develop the awareness, empathy, confidence, and problem-solving skills they need to contribute positively to our diverse Horner community.
