School Wide Positive Behavior Support

LO 1.2 Describe with examples the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies of the setting.

School Wide Positive Behavioral Support is a behavior management system implemented to understand what maintains a student’s challenging behavior. School wide positive behaviour support (SWPBS) is a systems approach to establishing both the overall social culture and intensive behaviour supports needed to achieve academic and social success for all students

One of the main strategies to meet this goal is the PBIS implementation. According to the PBIS committee leader at Flat Rock Middle School, PBIS stands for Positive Behavior Intervention and Support. It is a proactive and social culture strategy and needed for all students in a school to achieve social, emotional, and academic success. Attention is focused on creating and sustaining primary, secondary, and tertiary systems of support that improve the lifestyle results (personal health, social, family, work, recreation) for all youth by making targeted misbehavior less effective, efficient, relevant, and desired behavior more functional. Even though, PBIS has made a positive impact on the percentage of disciplinary incidents within the school.

The purpose of Response to Intervention is early detection and identification of learning concerns of students and the development of an individualized plan that addresses the appropriate prescription for resolving the students’ academic or behavioral issue. In our twenty-first century learning communities, students are required to participate and are engaged in educational activities that may challenge their ability to grasp the concept in manners conducive to their learning styles. Schools are challenged to examine their methods of instruction to meet the needs of all children making them successful in all areas of academic content. “A quality school is a place where students learn to think and apply knowledge to new situations, where students are involved in and excited about their learning, where students make individual gains in process and knowledge, where adults know they care about individual students,

3. Implementing school wide Positive Behavior Intervention Support (PBIS) in these schools decrease the amount of serious and dangerous behaviors displayed by students. It also increased the amount of students who refrain from using physical aggression.

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

The universal tier is designed to support the appropriate behavior of all students and would include Tobin and Sprague’s (2000) effective practices of lower student to teacher ratios, positive philosophy, effective academic instruction, and parent involvement which can be utilized as practices for all students. The secondary tier offers more support and intervention for those students for whom the universal tier

I work for Durham Public Schools as a Behavior Support Asst. I have worked for the public school system for the last fifteen years and I found the culture of DPS to be diverse in the population. The organization has excellent personnel to drive the business. They are grooming the next generation of leaders. It is important to recruit, retain, and keep those people satisfied when they enter the organization. In this way, the employees feel appreciated, respected, valued and part of the decision-making process.

As always, Ms. Parker’s instructions were slow-paced and repetitive. This allowed students to keep up and remember important information so that they could retrieve it when needed. Ms. Parker was very motivating and encouraging while conducting the review and assessments. Ms. Parker would always call out the names of students displaying good behavior, but when it came to problem behaviors, she would not pinpoint a particular student. Instead, she would speak to class generally about the issue at hand. I found this strategy of addressing problem behaviors very positive and effective for the age group observed.

School-wide positive behavioral interventions and supports (SWPBIS, PBIS) systems provide a proactive, prevention model to address the prevention and reduction of problem behaviors (Bradshaw, Koth, Bevans, Ialongo, & Leaf, 2008; Sugai et al., 2000). As with Respose to Intervention (RTI), PBIS institutes a three tiered model in which “levels of support available to students intensify as students' needs increase (Fuchs, Fuchs, & Stecker, 2010).” Bradshaw et al, identified the goal of “the three-tiered PBIS model is to establish a positive school climate for all students and create systems to foster durable changes in the behavior of higher-needs students (Bradshaw et al, 2008).” Research shows a reduction in the areas of office referrals, suspensions as well as an increase in academic performance in schools where a PBIS system has been

I will implement a PBS (Positive Behavior Supports). This will encourage positive behavior in the classroom through clarity, consistency, simplicity, and continuation. This program will support Jane through peer encouragement by ignoring inappropriate behavior and focus on what jane is doing well. (www.autismspeaks.org)

Approaches aimed at improving school and classroom environmental behavior is taking place in the form of PBIS, (Positive Behavior Intervention and Support). This includes reducing the negative effects of disruptive or distracting behaviors and rewarding the positive behaviors displayed by students. This strategy can enhance the effectiveness of teaching and learning will occur, both for the students demonstrating problem behaviors and for their classmates who are following the expectations set in place as a school wide system.

Behaviour is defined as in which way we treat with other people, include speak and act, and behave with other’s in environment. An excellent behaviour is very essential to promote the welfare of children and create a productive and learning environment. Every school has their own policies and procedure for promoting the positive behaviour of children and young people. A behaviour policy help to all staff to maintain and promote the positive behaviour of the children and provide the safe learning environment.

Teachers are always creating new ways on how to engage and motivate students to do their work. As an educator, I have to be constantly changing my teaching strategies to meet the diverse needs of the students and establish a learning environment suitable for learning. In order for teachers to become leaders, they have to keep educating themselves professionally and implement new teaching methods to enhance the learning of the students. In addition, effective teachers have to implement activities that are meaningful to the students and if the activities do not meet the need of the students, then they need to be adjusted to improve the performance of the students. As an educator, I am guilty sometimes of not adjusting activities to meet the need of the students in the classroom because I run out of time doing other school duties. In this essay, I will emphasize my plan for continual improvement emphasizing the activities from my Individual Learning Plan that I have not completed, results analyzed from two surveys, and future SMART goals that must be accomplished to enhance student learning.

A school-wide discipline and behavior management approach, such as a Positive Behavioral Support System (PBSS), has great influence on what happens at the individual classroom level. Skill, accountability, consistency and special situations are four components of PBSS. Social skills instruction is a key component of an effective classroom. Students spend the highest percentage of their day in the classroom. Therefore, this is where the majority of social skills instruction must occur. Grade level teams must work together to develop a behavioral matrix that addresses the needs of their students. The behavioral matrix, as part of the PBSS, specifies the expectations for students and holds them accountable in the classroom as well as the common areas of the school with consistency. One of the most important roles teachers play in a typical classroom is classroom manager. Effective teaching and learning cannot take place in a classroom that is poorly managed. In order for the social skills instruction to be effective, teachers need to create a positive environment that is effectively organized and managed. At the classroom level, teachers need to implement strategies to teach, prompt, reinforce, and infuse student-focused interpersonal, problem