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Identifying School-wide Expectations and Rules

Identifying School-wide Expectations and Rules . Objectives. Define school-wide expectations Understand guidelines for developing school-wide expectations Understand the differences between expectations and rules Identify strategies to determine your school-wide expectations

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Identifying School-wide Expectations and Rules

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  1. Identifying School-wide Expectations and Rules

  2. Objectives • Define school-wide expectations • Understand guidelines for developing school-wide expectations • Understand the differences between expectations and rules • Identify strategies to determine your school-wide expectations • Develop 3-5 expectations for your school • Define rules for unique settings • Understand why rules are important

  3. School-wide Expectations • Definition: • A list of specific, positively stated behaviors that are desired of all faculty and students • Also referred to as concepts • These expectations should be in line with the school’s mission statement and should be taught to all faculty, students, and families

  4. Rules for Unique Settings • Definition: • Specific skills you want students to exhibit and the procedures you want students to follow in specific settings

  5. What Is Gained by Identifying Rules? • Uniform instruction across multiple programs and settings within the school • Communication among staff members • Communication with parents • Curriculum design • Legal, ethical, and professional accountability

  6. How Are Expectations and Rules Similar? • Both should be limited in number (3-5) • Both should be positively stated • Both should be aligned with the school’s mission statement & policies • Both should clarify criteria for successful performance

  7. How Are Expectations and Rules Different? • Expectations are broadly stated • Expectations apply to all people in all settings • Expectations describe the general ways that people will behave

  8. Differences continued. . . . • Rules describe specific behaviors • - Observable • - Measurable • Rules may apply to a limited number of settings • Rules clarify behaviors for specific settings

  9. When Identifying Expectations • Consider existing data summaries • - Discipline • - Academic • Identify common goals • - Mission Statement • - Other School-based Programs • Identify characteristics of an ideal student

  10. Identify Characteristicsof an Ideal Student • Identifying the characteristics of an ideal student is a beneficial process for • Teams that are having difficulty reaching consensus • Teams that are having difficulty building consensus among the faculty • Facilitating consensus with parent groups • Facilitating student “buy-in”

  11. Guidelines forIdentifying Expectations • Identify behaviors expected of all students and staff in all settings • Select 3 to 5 behaviors • State expectations in positive terms • Select expectations that are general enough to be applicable in multiple settings, but specific enough to be of assistance in generating rules for targeted settings

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