Building-Wide Expectations

INTRODUCTION  

In the work place, strong relationships that foster a sense of belonging and respect are coveted by employers.  Faculty, staff, parents, volunteers, and community members expect children to demonstrate and practice the life skills of: helping others to feel like they belong; respecting others; and working hard. It is also fair for children to expect Greenvale Park adults to practice and demonstrate these skills.

We believe that regardless of a child’s vocation in the future, he/she will become a productive and successful citizen if he/she has mastered: helping others feel like they belong; respecting the uniqueness in others; and working hard.

En los trabajos, los encargados de buscar trabajadores promueven y valoran el sentido de pertenecer al trabajo y de respetarse los unos a los otros. Los maestros, empleados, padres y madres, voluntarios/as y miembros de la comunidad esperan que los niños sean capaces de mostrar y practicar los conocimientos y capacidades de ayudar a que los demás sientan que pertenecen y que son bienvenidos, respetar a los demás y trabajar mucho. También es justo que los niños esperen que los adultos de Greenvale Park sigan y muestren esas mismas capacidades y conocimientos.

Creemos que sin que haga falta pensar en el tipo de vocación que tendrá un niño o una niña en el futuro, todos ellos se pueden convertir en ciudadanos productivos y exitosos, si logran aprender bien lo siguiente: cómo ayudar a que los demás se sientan bienvenidos y que pertenecen, respetando que cada persona es única y trabajando mucho.

At Greenvale Park Elementary School, the entire staff uses a discipline program based on a plan developed by consultant Corwin Kronenberg.  This plan involves seven main components.

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  1. Beginning of the School Year
  2. Caught You!
  3. My Job/Your Job
  4. Belong Respect Work
  5. Above the Line/Below The Line/Bottom Line
  6. Fix-it Plans
  7. Bottom Lines

BEGINNING OF THE SCHOOL YEAR

Classroom teachers will conduct class meetings to establish:

  1. A Mission for students
  2. Classroom Hopes and Dreams
  3. A Classroom Set of Rules that reinforces the building-wide expectations of:  Belong, Respect, and Work.

CAUGHT YOU

Gecko Caught YouCaught You slips are available in the front office workroom, and may be handed out by all staff in the building.  They will be used to draw positive attention to appropriate, positive, or exceptional behavior.

Students who are caught by their teachers demonstrating positive or exceptional behavior can be awarded a caught you slip.  Classroom teachers will have a receptacle in their rooms so that students can place the slips in the receptacle.  Teachers will choose two (2) caught you slips from the receptacle every Friday.  Students whose names are selected will be referred to as Principal Pick Caught You Winners and will be permitted to go to the front office to choose a prize from the caught you bin.

MY JOB/YOUR JOB

At the beginning of the school year, our classroom teachers conduct class meetings to establish a mission for each class.  The purpose of this meeting is to collaborate on a definition that describes the job of a student and to collaborate on a definition that describes the job of the teacher.

BELONG RESPECT WORK

The discussion then evolves into a conversation regarding a framework for getting our jobs done.  This framework includes the development of three expectations for behavior.  These expectations are: Belong, Respect, and Work.  During this discussion, students are asked to brainstorm what Belong, Respect, and Work should look like and sound like.

ABOVE THE LINE/BELOW THE LINE/BOTTOM LINE

As the discussion continues, children collaborate with teachers relative to how all behavior falls into one of the categories below:

Above the Line – behavior is appropriate and acceptable.  When a student acts appropriately, their behavior is referred to as being, “Above the Line.”

Below The Line – behavior is inappropriate and a Fix-It-Plan is created.  When a student acts inappropriately, their behavior is referred to as being, “Below The Line.”

Bottom Line – behavior is inappropriate to an extreme and cannot be rectified by a Fix-It-Plan alone.

The following constitute bottom line behavior:

  1. A willful violation of any reasonable school board regulation.
  2. Willful conduct that significantly disrupts the rights of others to an education or the ability of school personnel to perform duties.
  3. Willful conduct that endangers the pupil, others, or school property.

BEHAVIOR INCIDENT FORM

school_booksWhen a Fix-It Plan is given to a child, a Fix-It Plan form will be sent home as it has been done in the past.  Nothing has changed in this practice.  To see what a Fix-It Form looks like click below!

Fix-it-Plan

Fix-it Form Primary

Spanish Fix-it Form Primary

When a Bottom Line is given to a child, a Behavior Incident Form will be sent home to parents as a means of communicating to parents what happened at school. Parents will notice that there is a place for Fix-It information on the Behavior Incident Form.  We will not send the Behavior Incident Form home with a Fix-It.  The Behavior Incident Form will be used internally by faculty and staff to track Fix-It data.

FIX-IT-PLANS

imagesWhen a child’s behavior is below the line, the student is asked, “Do you want a consequence, or do you want to fix it?”  It is very unusual for a student to choose a consequence. The student generally chooses to “fix it.”  If possible, the Fix-It-Plan document will be sent home to parents the day of the occurrence.

The Fix-It Plan–The student is asked to brainstorm ways in which they can “fix” or “repair the harm,” that they have caused.  Fix-It Plans are completed at home and are brought back to school the next day.

To learn how to fill out a Fix-It Form click below!

How to Fill Out a Fix-It With Your Child

Some examples:

  1. A student makes fun or mocks another a classmate.  A Fix-It Plan might involve being “extra” kind to the student.
  2. A student might invite the other child to join in a game or write a letter to the child listing three specific things they like about him or her.
  3. The child who had been made fun of is encouraged to give input as to what he or she thinks might help, or “repair the harm.”

It is the responsibility of the adult faculty or staff member, who witnessed or investigated the Below The Line behavior, to follow-up and make sure the plan is brought back to school, communicated to parents in a timely manner, and carried out.

BOTTOM LINES

When a student’s behavior is considered “Bottom Line,” a Behavior Incident Form is automatically referred to the principal.  Bottom-Line infractions automatically result in a consequence.

Consequences for Bottom Line Behavior are Progressive

Logical Consequences; phone, email or conversation with parents; and strategies for developing an emotional connection with the child, are the steps for the first 3 bottom lines in a quarter. The fourth bottom line in a quarter will require a meeting with the Problem Solving Team and may result in a suspension from school.

In the past, we have sent home a paper copy of the bottom line report in a child’s back pack.  Not surprisingly, children sometimes “lose” the report:-)  Therefore, Greenvale Park faculty and staff will communicate directly with parents regarding all bottom line reports either through email, phone, or face-to-face.  Bottom line forms will no longer be sent home in a back pack.

CONCLUSION

This plan has had positive effects on our school-wide student climate.  It involves students in the process of establishing expectations for their own behavior.  It creates an environment where children are taught life skills through authentic interpersonal strategies for the development of respectful relationships.  It reinforces the concept of cause and effect.  It promotes a sense of belonging throughout the entire school community.

Greenvale Park Elementary School • 700 Lincoln Parkway • Northfield, MN 55057 • p 507.645.3500 • f 507.645.3505 • gvpinfo@northfieldschools.org