Behavior As Choice Policy (AKA Because Knives) - Revision history

Tony: Tony moved page Fair Share of Attention Policy to Behavior As Choice Policy (AKA Because Knives)

2021-10-09T18:10:15Z

Tony moved page Fair Share of Attention Policy to Behavior As Choice Policy (AKA Because Knives)

Tony at 18:09, 9 October 2021

2021-10-09T18:09:12Z

Tony at 15:59, 5 September 2021

2021-09-05T15:59:03Z

Tony at 15:53, 5 September 2021

2021-09-05T15:53:21Z

Tony: Tony moved page Equitable Share of Attention Policy to Fair Share of Attention Policy

2021-09-05T15:48:03Z

Tony moved page Equitable Share of Attention Policy to Fair Share of Attention Policy

Tony at 15:46, 5 September 2021

2021-09-05T15:46:02Z

Tony at 18:40, 5 June 2021

2021-06-05T18:40:52Z

Tony: /* Action Level 1: Conversation & Project Solving */

2021-06-01T21:19:33Z

‎Action Level 1: Conversation & Project Solving

Tony at 02:10, 1 June 2021

2021-06-01T02:10:57Z

Tony at 00:48, 1 June 2021

2021-06-01T00:48:08Z

@@ Line 1: / Line 1: @@
 :'''Contents''' [[Safety & Quality Guide]]
 :'''Next Article''' [[Evacuation Policy|Evacuation Policy >>]]
-<hr />
+<hr />Our Trackers Behavior and Choices Policy is direct and matter of fact:<blockquote>''To stay with the Team, always act to keep fellow Trackers safe and growing.''</blockquote>
-We recognize that students have a variety of personal needs. Our ability to make accommodations is based on whether those accommodations allow us to meet our goals and responsibilities.
+==== Because Knives ====
-This is more than a behavioral policy. This is a process to ensure everyone participating in a program gets their equitable share of attention and peace of mind. When any participant requires more than their fair share of attention to remain safe and connected within the program, we will implement the following processes to reestablish equity for all students.
+We will not water down the deeper skills we share or the wild places we explore. We believe youth are capable of great things. We dedicate ourselves to that true potential. Nearly every kid can step up that expectation. They appreciate honesty and trust as we discuss real world results of choices they can make. With such lofty goals, there are some behaviors we cannot accommodate.
-With any behavioral and social challenges that arise, we always practice redirection and discussion of the unsafe, disruptive, or attention imbalanced behavior with students. In the field, there may be varied natural or logical consequences for certain behaviors; for example taking a short break from an activity because the student is not prepared to follow safety guidelines while participating, or having a talk with a teacher and friends when social difficulties happen.
+===== It’s About Choice =====
-'''Please Note''' Well such incidents are, for the safety and well being of all students, one sided physical attacks against another student or a Trackers staff member that is confirmed beyond a shadow of a doubt by a Guide is typically grounds for immediate dismissal from the entire program. Parents will be required to pick-up immediately. No refunds are given. Few exceptions will be made, so do not expect them.
+===== We Take Direct Steps =====
-===Action Level 1: Conversation & Finding Resolution===
+With most behavioral conflicts, we use redirection, reminders, or conversation. We can apply natural consequences; for example, taking a short break after ignoring boundaries. If such choices persist, we begin our Fair Share Process.
-*The student continues to take an inappropriate share of attention, limiting the capacity of or teacher or staff member to provide a fair share of attention to the rest of the group.
+==== Fair Share Process ====
-*The student does not respond to redirection and continues to demonstrate problematic behaviors in a way that comprises physical and emotional safety within a group.
+Our ability to guide youth depends on how they align their contributions and needs with their Trackers Team and Village. Guides will not spend excessive time addressing one participant at the expense of other youth in the program.
-Our goal with this conversation is to identify behavior that causes a disruption in the group, or student choices that require more than their fair share of attention. We then make an agreement with the student about the behavioral expectations we have in order for them to remain present in the program and to reestablish group equity. This conversation may include steps that we can take to help them meet expectations, as well as ways that they are going to adjust behavior so they may continue to participate.
+This process begins when a participant makes choices that demand more than their Fair Share of attention. Please note, we immediately move to the next step if they miss commitments, are defiant, or misunderstand the outcome of their choices.
-If the student is unable or unwilling to make an agreement or acknowledge and understand their behavior’s impact, this immediately escalates the
+* '''Step #1: Commitment''' Participant, Guardians (Parents), and Guides agree together to contribute to the well being of the Team and village. The participant writes about their renewed commitment to respectful choices. Guardians can assist youth who are developing writing skills.
-next Action Level. If their behavior is deemed serious enough, Action Level 2 or 3 may be implemented at the discretion of a staff member.
+* '''Step #2: Homestay''' Youth are asked to stay-at-home for a time defined by the Guide. During which we require them to write about choices that will help them return.
-===Action Level 2: Suspension of Participation===
+'''IMPORTANT''' Very few youths choose actions that bring them to step #3 (Go Separate Ways). It’s important to note, dangerous or obstinate behavior can skip directly to any step in the Fair Share Process. While rare, we may require Guardians to Respond Swiftly.
-If a student poses a danger or threat to themselves, other participants or our staff, Parents will be asked to pick up at the site and accelerate to Action Level 2 or 3.
+===== Respond Swiftly =====
-===Action Level 3: Expulsion===
+* '''Dangerous Behavior:''' Anything impairing the ability of staff, students, and families to keep each other healthy. This could include the unwillingness to stay with the team. Physical health is the priority.
-If, after a suspension from any program, a student continues to exhibit choices and behaviors that would result in either Action Level 1 or 2 (see above), the student may be expelled from the program. Depending on behavior, they may be asked to not return to any programs.
+* '''Openly Defiant:''' The dangerous behavior needs to be a choice, or open defiance. Accidents are forgivable and become teachable moments. Choice can be relative, defining it remains at our Guide’s discretion to keep us all safe.
-If a student has been asked to leave all programs and is registered for a subsequent Trackers program, the student is denied entry to the program and forfeits any registration fees unless given the express written permission from the Director or relevant parties.
+==== How Kids Value Choices ====
-<hr />
+At Trackers, we trust kids. Most youth uphold and exceed that confidence. Kids coming to Trackers to discover adventures rarely to find elsewhere. They value the opportunity to do something different and real. We need the active support of every youth, Guardian, and Guide to help stand up for these essential goals. With clear expectations, youth can safely play and work together as a Trackers Team while learning a timeless craft and caring [[Trackers Code|for family, nature, and many generations beyond]].<hr />
 <big>'''Next Article''' [[Evacuation Policy|Evacuation Policy >>]]</big>
 [[Category:Safety & Quality Guide]]
 [[Category:Part 3: Appendix]]

@@ Line 11: / Line 11: @@
 With any behavioral and social challenges that arise, we always practice redirection and discussion of the unsafe, disruptive, or attention imbalanced behavior with students. In the field, there may be varied natural or logical consequences for certain behaviors; for example taking a short break from an activity because the student is not prepared to follow safety guidelines while participating, or having a talk with a teacher and friends when social difficulties happen.
 ===Action Level 1: Conversation & Finding Resolution===
 If one of the following situations persist, then we hold a three way conversation between parents, teacher and student.

@@ Line 7: / Line 7: @@
 We recognize that students have a variety of personal needs. Our ability to make accommodations is based on whether those accommodations allow us to meet our goals and responsibilities.
-This is more than a behavioral policy. This is a process to ensure everyone participating in a program gets their equitable share of attention and peace of mind. When any participant requires more than their equitable share of attention to remain safe and connected within the program, we will implement the following processes to reestablish equity for all students.
+This is more than a behavioral policy. This is a process to ensure everyone participating in a program gets their equitable share of attention and peace of mind. When any participant requires more than their fair share of attention to remain safe and connected within the program, we will implement the following processes to reestablish equity for all students.
 With any behavioral and social challenges that arise, we always practice redirection and discussion of the unsafe, disruptive, or attention imbalanced behavior with students. In the field, there may be varied natural or logical consequences for certain behaviors; for example taking a short break from an activity because the student is not prepared to follow safety guidelines while participating, or having a talk with a teacher and friends when social difficulties happen.
@@ Line 14: / Line 14: @@
 If one of the following situations persist, then we hold a three way conversation between parents, teacher and student.
-*The student continues to take an inequitable share of attention, limiting the capacity of or teacher or staff member to provide a equitable share of attention to the rest of the group.
+*The student continues to take an inappropriate share of attention, limiting the capacity of or teacher or staff member to provide a fair share of attention to the rest of the group.
 *The student does not respond to redirection and continues to demonstrate problematic behaviors in a way that comprises physical and emotional safety within a group.
-Our goal with this conversation is to identify behavior that causes a disruption in the group, or student choices that require more than their equitable share of attention. We then make an agreement with the student about the behavioral expectations we have in order for them to remain present in the program and to reestablish group equity. This conversation may include steps that we can take to help them meet expectations, as well as ways that they are going to adjust behavior so they may continue to participate.
+Our goal with this conversation is to identify behavior that causes a disruption in the group, or student choices that require more than their fair share of attention. We then make an agreement with the student about the behavioral expectations we have in order for them to remain present in the program and to reestablish group equity. This conversation may include steps that we can take to help them meet expectations, as well as ways that they are going to adjust behavior so they may continue to participate.
 If the student is unable or unwilling to make an agreement or acknowledge and understand their behavior’s impact, this immediately escalates the
@@ Line 23: / Line 23: @@
 ===Action Level 2: Suspension of Participation===
-If the student continues to take more than their equitable share of attention or does not choose to meet the expectations or agreements of the previous Action Level, the student typically misses a duration of program time defined by a staff member—a suspension of participation. Upon their return, they must clearly, sincerely, and thoughtfully articulate intentions and strategies for how they will follow essential guidelines for safety and participation.
+If the student continues to take more than their fair share of attention or does not choose to meet the expectations or agreements of the previous Action Level, the student typically misses a duration of program time defined by a staff member—a suspension of participation. Upon their return, they must clearly, sincerely, and thoughtfully articulate intentions and strategies for how they will follow essential guidelines for safety and participation.
 If a student poses a danger or threat to themselves, other participants or our staff, Parents will be asked to pick up at the site and accelerate to Action Level 2 or 3.

@@ Line 1: / Line 1: @@
 :'''Contents''' [[Safety & Quality Guide]]
 :'''Next Article''' [[Evacuation Policy|Evacuation Policy >>]]
-<hr>
+<hr />
 ==Our Priorities==
 As educators our primary concern is for the emotional and physical safety of our students. Our secondary priority is for the quality of our programming, and for meeting the expectations of our participants and their families by maintaining our essential student-to-teacher ratios and providing interesting and challenging curriculum.
@@ Line 9: / Line 9: @@
 This is more than a behavioral policy. This is a process to ensure everyone participating in a program gets their equitable share of attention and peace of mind. When any participant requires more than their equitable share of attention to remain safe and connected within the program, we will implement the following processes to reestablish equity for all students.
-With any behavioral and social challenges that arise, we always practice redirection and discussion of the unsafe, disruptive, or attention imbalancing behavior with students. In the field, there may be varied natural or logical consequences for certain behaviors; for example taking a short break from an activity because the student is not prepared to follow safety guidelines while participating, or having a talk with a teacher and friends when social difficulties happen.
+With any behavioral and social challenges that arise, we always practice redirection and discussion of the unsafe, disruptive, or attention imbalanced behavior with students. In the field, there may be varied natural or logical consequences for certain behaviors; for example taking a short break from an activity because the student is not prepared to follow safety guidelines while participating, or having a talk with a teacher and friends when social difficulties happen.
 ===Action Level 1: Conversation & Finding Resolution===
 If one of the following situations persist, then we hold a three way conversation between parents, teacher and student.
 * The student continues to take an inequitable share of attention, limiting the capacity of or teacher or staff member to provide a equitable share of attention to the rest of the group.
-* The student does not respond to redirection and continues to demonstrate problematic behaviors in a way that comprises physical and emotional safety within a group.
+*The student continues to take an inequitable share of attention, limiting the capacity of or teacher or staff member to provide a equitable share of attention to the rest of the group.
 Our goal with this conversation is to identify behavior that causes a disruption in the group, or student choices that require more than their equitable share of attention. We then make an agreement with the student about the behavioral expectations we have in order for them to remain present in the program and to reestablish group equity. This conversation may include steps that we can take to help them meet expectations, as well as ways that they are going to adjust behavior so they may continue to participate.
@@ Line 30: / Line 31: @@
 If a student has been asked to leave all programs and is registered for a subsequent Trackers program, the student is denied entry to the program and forfeits any registration fees unless given the express written permission from the Director or relevant parties.
-<hr>
+<hr />
 <big>'''Next Article''' [[Evacuation Policy|Evacuation Policy >>]]</big>
 [[Category:Safety & Quality Guide]]
 [[Category:Part 3: Appendix]]

@@ Line 1: / Line 1: @@
-*Contents [[Safety & Quality Guide]]<br>
+:'''Contents''' [[Safety & Quality Guide]]
-*Part of [[Safety & Quality - Part 3: Appendix]]<br>
+:'''Next Article''' [[Evacuation Policy|Evacuation Policy >>]]
 <hr>
 ==Our Priorities==
@@ Line 32: / Line 31: @@
 If a student has been asked to leave all programs and is registered for a subsequent Trackers program, the student is denied entry to the program and forfeits any registration fees unless given the express written permission from the Director or relevant parties.
 <hr>
-<big>Next Article [[Evacuation Policy|Evacuation Policy >>]]</big>
+<big>'''Next Article''' [[Evacuation Policy|Evacuation Policy >>]]</big>
 [[Category:Safety & Quality Guide]]
 [[Category:Part 3: Appendix]]

← Older revision	Revision as of 18:10, 9 October 2021
(No difference)

← Older revision	Revision as of 15:48, 5 September 2021
(No difference)