Attached: A Detention Reflection Sheets

A behavioral matrix creates the expectations for student behavior in the classroom and school campus. A school wide behavioral matrix lists the school wide expectations for various times, location and transitions. Classroom teacher specific to that classroom creates a classroom behavioral matrix. Both school wide behavioral matrix and classroom matrix should contain the rules that are listed in the school wide expectations. These rules and expectations are displayed as a matrix, which is posted in classrooms, gym, cafeteria, hallway, and bus. According to Knoff (2007), behavioral matrix sets the behavioral expectations expectation within specific settings and contexts for students and hold them accountable. Table 1 reflects dangerous behavioral problems categorized in the Level IV as explained in the 2015-16 Fort Wayne Community Schools Code of Conduct. Part 3 integrates all the results of fourth grade teachers who were asked to choose student behaviors and corrective action from the given list by the intensity levels. As a result, table 3 can be used as a behavioral matrix among the fourth grade teachers to replace negative behaviors with positive behaviors.

In contrast to the punitive system, using a PBIS system integrates essential pieces of emotional support and positivity to address a student 's behavior and increase his/her academic success. It establishes the behavioral support and social culture needed for every student to achieve social, emotional, and academic success(“Positive Behavior” 1 ). PBIS utilizes a “hands on” that is proactive rather than reactive. Using a PBIS system

It is hard to clearly define PBIS because is a framework or practicum to help manage student behavior and assist in further prevention of unacceptable behavior like violence or uncheck disrespect. PBIS is an acronym for “Positive Behavioral Intervention and Supports. Congress began to introduce practices for behaviorism before more evidence-driven approaches like PBIS. Fixing the preexisting Individuals with Disabilities Education Act both in 1997 and in 2004, Congress recognized the potential of PBIS to prevent exclusion and improve educational results (Marzano n.d.). This is now one of the soundest bases for managing student behavior in the school-wide basis.

PBIS is a school-wide approach to managing behavior in positive manners. The school that I currently teach at as implementing this approach for this school year. My experience with this approach is extremely limited. We were trained briefly at the beginning of the school year but the introduction was not enough for most of the teachers at my school. We have what we call bulldog time which is used for remediation of students in small groups. These small groups are formed based on MSTAR scores from the beginning of the year. The group that I was assigned are the 11th graders preparing for the ACT. I am responsible only for strategies to improve their scores in the science section of this test. I get a different group each day and if

This experience truly defined who I became and who I am now as a leader. I

A school’s Behavior Matrix can create a school climate that reinforces good behavior, a positive and safe environment, encourages responsibility of actions, builds positive relationships, ensues high expectations, and builds community (Muscott, Mann & LeBrun, 2008). The consistency of responses, consequences, and rewards will create an atmosphere that promotes positive behavior and discourages negative behaviors. The strategies set forth by the Behavioral Matrix are set up for the entire school population focusing on the students that do not necessarily have behavioral issues. It is mainly for the purpose of increasing student achievement, discourage problematic behaviors, and increase positive interactions throughout the school environment (Bradshaw & Pas, 2011). Therefore, the goal of a Behavioral Matrix is in fact to strengthen positive behaviors that are already in place and give a consistent disciplinary action guideline to move those individual that commit negative infractions towards positive direction. Positive Behavior Support systems are set up to acknowledge the good that students accomplish, and does not allow infractions to define who they are and allows for them to reinstatement the good

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

I work at a school which implements P.B.I.S., also known as P.B.S. (Positive Behavior Supports). Our school P.B.I.S./P.B.S. goals include the following:

Purpose: The purpose of the following document is to highlight to the Board of Heritage Christian Academy the current state of, the challenges faced by, the vision for, and the future potential of the band program.

Verney Road State School has effectively established the SWPBS and continues to develop and improve strategies in place to ensure a school wide culture that promotes positive behavior. The PBS Implemenation Team at Verney Road State School is responsible for the implementation and monitoring of school wide behavior. As a school wide approach, it is essential that students have a clear and consistent understanding of school wide expectations. Teachers throughout the school should receive guidelines and action plans on how to facilitate these expectations. The school would be responsible for ensuring all staff are supported and have the resources and professional development to effectively implement the PBS practices in a classroom and across the school

Positive behavioral interventions and supports, also known as PBIS, has gone through several developments over the years. According to Sugai and Simonsen (2012), in the 1980's it was decided that there was a need for a system that would better implement and document behavioral interventions for students who have a variety of behavioral disorders (BD). In the 1990's it was added to the reauthorized Individuals with Disabilities Act.

According to Feierman, (2013)Researchers have identified evidence-based practices that reduce incidents of school delinquency including violent misbehavior, lessen the need for exclusionary disciplinary practices or referrals to the justice system, and amilorate academic performance among all students. School-Wide Positive Behavioral Supports (SWPBS)—also referred to as Positive Behavioral Interventions and Supports (PBIS), restorative justice and trauma-informed education are examples of these practices. PBIS is the only such approach directly supported by federal law, the Individuals with Disabilities Education Act requires consideration of PBIS in an eligible student individualized education program.

The report “State Schools Chief Tom Torlakson Reports Significant Drops in Suspensions and Expulsions for Second Year in a Row” from the California Department of Education (2015) explains, “Willful defiance became identified with the problem of high rates of expulsions and suspensions after the CDE reported a high number of minority students were suspended for this cause. Those figures helped spur the passage of Assembly Bill 420, supported by the CDE and sponsored by former Assembly member Roger Dickinson. The bill, signed into law last year, limits suspensions and expulsions for disruptive behavior in certain grades.” As California schools work toward meeting the goals of AB 420, they are implementing systems such as positive behavior intervention supports (PBIS) and restorative justice practices. My district is using local control funding formula (LCFF) to decrease suspension rates. Goal One Action D of the San Diego County Office of Education LCFF aims to “Continue to provide and monitor initial implementation of professional learning for staff on PBIS, trauma informed care and Restorative Justice” (SDCOE). My site was an early adopter of PBIS and is currently working with a coach to integrate restorative justice practices into our interventions. Instead of simply following California law on student discipline, we focus on teaching our students how to behave. In order for this to succeed, teachers and students need to work together to learn how to create a positive learning community.

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 School-Wide Positive Behavior Support or SW-PBIS program is designed to teach behavior expectations in the same manner as any core curriculum subject. The main idea for the SW-PBIS program is for the school to focus on three to five positive behavior expectations rather than telling the students what not to do in the school atmosphere. The expectations and routines are enforced school-wide in each classroom and in non-classroom areas with the matrices posted throughout the school. These expectations and routines are taught through lesson plans at the beginning of the year in setting specific locations, such as lining up properly in the hallway using a hula hoop to demonstrate proper body space distance. The program also emphasizes positive behaviors through a recognition system of praise. Instead of always concentrating on misbehavior staff rewards appropriate behaviors with some kind of incentive. The Carl Junction School district uses this program by implementing the bark bonus program when staff notices appropriate behaviors at specials, in hallways, in the lunchroom, etc. A staff member gives a student or the whole a class bark bonus, eventually when each class receives a specified amount that classroom is rewarded. As a whole, the classroom votes on which reward they want, such as a movie, bring stuffed animal/blanket, wear pajamas, or play electronics during class.