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Build Positive High-Expectations School Communities

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  1. Module Introduction
    5 Topics
  2. Purpose and Rationale
    17 Topics
    |
    2 Tests
  3. A Team Approach to Behaviour Management
    13 Topics
    |
    2 Tests
  4. Building School-Wide Capacity
    17 Topics
    |
    2 Tests
  5. Teaching Expectations and Character Strengths
    14 Topics
    |
    2 Tests
  6. Teaching Rules and Routines
    15 Topics
    |
    2 Tests
  7. Principles of Reinforcement
    15 Topics
    |
    2 Tests
  8. School-Wide Systems for Shaping Behaviour
    14 Topics
    |
    2 Tests
  9. Motivation for Misbehaviour
    15 Topics
    |
    2 Tests
  10. Continuum and Hierarchy of Consequences
    16 Topics
    |
    2 Tests
  11. Collecting Data for Decision Making
    13 Topics
    |
    2 Tests
  12. Team Problem-Solving
    14 Topics
    |
    2 Tests
  13. Engaging Parent, Families and Communities
    15 Topics
    |
    2 Tests
  14. Module evaluation survey
    1 Topic
Lesson Progress
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The Behaviour Management Team

The Behaviour Management Team manages the implementation of the positive high-expectations behaviour plan. In large schools the team comprises of the principal, instruction coach, community coach, and representatives of teachers, teaching assistants, parents and community. In a small school, the whole school team might work with parent and community representatives to manage the implementation of the plan.

The Behaviour Management Team meets weekly to review the implementation of the behaviour plan. They raise issues and discuss implementation areas. They review data to identify concerns and problem-solve. Prior solutions are evaluated for effectiveness using data.

The team uses data to identify individual students in need of more intensive supports. They make sure that students involved in the check-in, check-out program have a teacher with whom to connect. For students requiring a behaviour improvement plan, the team requests expert support and follow up to make sure the plan is being implemented.