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Identifying School-wide Expectations and Rules

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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

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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

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Rules for Unique Settings

• Definition:• Specific skills you want students

to exhibit and the procedures you want students to follow in specific settings

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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

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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

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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

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Differences continued. . . .

• Rules describe specific behaviors

• - Observable

• - Measurable

• Rules may apply to a limited number of settings

• Rules clarify behaviors for specific settings

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When Identifying Expectations

• Consider existing data summaries• - Discipline• - Academic

• Identify common goals• - Mission Statement• - Other School-based Programs

• Identify characteristics of an ideal student

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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”

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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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Tenets of Kenwood Pride

•Be there and prepared•Live responsibly•Uphold integrity•Earn and give respect