Climate and Behavioral Health

Restorative Practices

Hillview Crest takes a restorative approach to setting the climate, schoolwide values and expectations for our school community. Restorative practices focus on building positive relationships and establishing a supportive environment that is fair, consistent, and democratic. We equip staff with strategies to better manage challenging student behavior and conflict, as well as with practices that help to prevent harm and conflict by creating a sense of belonging, safety, and social responsibility within the school community.

Restorative Practices (RP) are based on principles and processes that emphasizes the importance of positive relationships as central to building school community and restoring relationships when harm has occurred. Through participation in teacher and staff led restorative practices, such as community building and problem solving circles and conferencing, students will build a sense of belonging, safety, and social responsibility in the school community and benefit from improved relationships with peers and school staff.

Although we address behaviors by trying to find solutions with the students versus focusing on consequences, Restorative Practices do not supplant discipline processes and procedures but rather inform them and support the behavior needing to be attended to.

Social-Emotional Learning

As a school we believe it is equally important to support students’ academic growth as well as with the mindset and confidence to work with their peers, to share and explain their ideas, and resolve minor conflicts. At Hillview students learn a range of skills such as managing impulsivity, good decision making, how to collaborate, and how to express your needs and concerns. These skills are taught both through scripted lessons/activities and lessons/activities designed based upon the climate needs of a grade level, classroom, or groups of students.


Along with restorative practices and social-emotional learning curriculum, Playworks will act as an extension of the SEL curriculum by promoting inclusion, relationship building and conflict mediation skills during recess, lunch and PE. Our vision is that every child on campus will get to play – every day. Through structure games students will have the opportunity to explore their imaginations, to connect with other kids and to stretch and grow physically, emotionally, and socially all while having fun.


C.O.S.T. (Coordination of Service Team)

Our COST coordinates learning supports and resources for all students in need of intervention, regardless of the concern. Supports and interventions include, but are not limited to academics, attendance, behavior/discipline, Special Education, mental health and basic human needs (food, clothing, and shelter). The COST is made up of the Principal, Assistant Principal, School Social Worker, School Psychologist, Resource Specialist, Speech Pathologist, Outreach Facilitator, the Union City Family Center Family Service Assistant, Seneca Family of Agencies Therapist, and other community providers. COST meetings are held on a weekly basis.