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Difference between revisions of "Behavior As Choice Policy (AKA Because Knives)"

(Created page with "Our Priorities As Teachers 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...")
 
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Our Priorities
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===Our Priorities===
As Teachers our primary concern is for the emotional and physical
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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.
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.
 
  
We recognize that students have a variety of personal needs. Our ability to
+
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.
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
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This is more than a behavioral policy. This is a process to ensure everyone participating in a program gets their fair share of attention and peace of
participating in a program gets their fair 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.
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
+
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.
redirection and discussion of the unsafe, disruptive, or attentionimbalancing
 
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:
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==Action Level 1: Conversation & Project Solving==
Conversation & Project Solving
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If one of the following situations persist, then we hold a three way conversation between parents, teacher and student.
If one of the following situations persist, then we hold a three way
+
* The student continues to take an inequitable 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.
conversation between parents, teacher and student.
+
* 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.
Ħ The student continues to take an inequitable 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.
 
Ħ 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 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.
 
  
and understand their behavior’s impact, this immediately escalates the
+
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.
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.
 
Action Level 2:
 
Suspension of 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.
 
  
Action Level 3: Expulsion
+
If the student is unable or unwilling to make an agreement or acknowledge and understand their behavior’s impact, this immediately escalates the
If, after a suspension from any program, a student continues to exhibit
+
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.
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
+
==Action Level 2: Suspension of Participation==
behavior, they may be asked to not return to any programs.
+
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 has been asked to leave all programs and is registered for a
+
 
subsequent Trackers program, the student is denied entry to the program
+
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.
and forfeits any registration fees unless given the express written
+
 
permission from the Director or relevant parties.
+
==Action Level 3: Expulsion==
 +
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.
 +
 
 +
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.

Revision as of 17:48, 31 May 2021

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.

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 fair 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 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.

Action Level 1: Conversation & Project Solving

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 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 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 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.

Action Level 2: Suspension of 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.

Action Level 3: Expulsion

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.

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.