PBIS Essay

One of his notable contributions to psychological research was the Woodlawn study which was where the discovery of longitudinal study. Biglan concluded that The Good Behavior Game saves lives because it cultivates positive life choices and has been shown to decrease substance abuse which usually leads to early death. Education researchers Horner and Sugai created the Positive Behavioral Intervention and Support (PBIS) system that uses prevention science to foster positive and nurturing school environments by studying the main consequences of problem behavior. Multiple randomized trials have shown that PBIS is effective in reducing harassment and bullying in schools. Unfortunately it is, more often than not, a challenge for change to occur and many schools are resistant to implementing PBIS into their schools. The chapter goes on to talk about evidence-based and discovery teaching, noting consilience in reference to achieving effective reform in schools.

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

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:

Since the establishment of public education in the United States, schools have provided a sense of security and belonging to their students. Although sitting through lectures and doing homework may not be the most exciting thing in the world, students will always have a lunch to eat, a roof over their head, and a supportive teacher or counselor that they can talk to. Despite the “safe” environment and presence of authoritative figures on school campuses, trouble always finds a way to break out. Simple misbehaving and occasional fights are a common occurrence on most school campuses, however a new breed of troublesome and violent students has hatched. The

Through my teaching experience I have found that school violence encompasses many forms such as verbal harassment, non-verbal harassment, cyber-bullying, intimidation and any act that devalues a student’s self-worth. According to Detroit Public Schools, “it is the intention of the District to provide as safe and nonviolent learning environment for its employees, students, parents, and visitors as is possible. To this end, the District strives to maintain an environment free of threats, harassment, intimidation, physical and verbal abuse, and coercion” (Detroit Public Schools, 2009). The purpose of this policy is create a safe environment where students are free from any tape of harassment. The policy goes on to state it is the staff's responsibility to, “be educated and aware of potential signs and signals of violent or threatening behavior in students”(Detroit Public Schools, 2009). In other words, it is necessary for the school staff to remain vigilant of these signs and address them as soon as appear. Based off the nature of the action the school will follow a course of discipline suited to the accused

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

RtI also helps implement behavioral interventions in the classroom through a similar process called Positive Behavioral Interventions and Supports (PBIS). PBIS is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (Sandomierski, Kincaid & Algozzine, 2007). Both RtI and PBIS are grounded in differentiated instruction; a type of instruction that is beneficial to all types of students with

PBIS encourages staff to look at students in a positive way. Teachers and staff teach students social skills needed to become successful in the real world. Programs like the Chain Reaction Club give students leadership and a voice in their education. The goal is to maintain positive relationships between students and staff. They aim to improve the school climate by using positive reinforcement and community/parent involvement. Students say they feel respected within the

Response to Intervention first came about to help answer the question about the over-identification of students who are struggling in the classroom compared those who are in need of Special Education. It started with Individuals with Disabilities Education Act (IDEA – 97) which took the general education and special education and made them more of a single system that can work together. Then in 2004, IDEA was re-evaluated and renamed to Individuals with Disabilities Education Improvement Act (IDEIA). This law still stressed the importance of bringing general education and special education together as one but added that relying on the testing of a child’s I.Q as a required action for the identification of a

School violence has become evident over the past decade as a major safety, relationship, and justice problem. The understanding of declining graduation rates in high impacted districts is considered a crucial factor in this recognition. Whereas in years past, reactions to violent behaviors in schools might have seen as a safety issue, current public discourse about the prevalence of violence is being treated more seriously now than in years past. The code of conduct deployed in districts around the nation has specific behaviors desirable in a school community as well as consequences for those behaviors that conflict with the schools daily operations. There are new laws, studies, and supports for victims of violent offenses and for the offenders.

Within the past 15 to 20 years, there has been an increase of violent situations occurring within the school setting. Due to this increase, laws have been enacted in order help minimally alleviate and help respond to the violence that occurs within schools. However, violent events within the schools is still a major problem encountered by educators, administrators, parents, and students. The common acts of violence that occur range from simple threats all the way to mass shootings and suicide. Unfortunately, the current laws simply cover acts of violence only when and/or after the violent acts occur. This calls for more stringent laws that take a proactive approach in preventing violent incidents from escalating into catastrophic situations. This paper will focus on how laws towards violence in schools should be conceived in a way that will proactively implement strategies and alternative methodologies to profiling students. This paper will also discuss the current laws, policies, and statutes such as the Zero Tolerance Laws that need to be ratified in order to create a safe and violent-free atmosphere for all students, equip school officials with the necessary tools to maintain safety, prevent situations from escalating, and handle situations in a proactive manner with the aim of preventing injury and loss of life.

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Over the past few decades, the densely populated East Coast Island of Long Island, New York has experienced tremendous suburban development, a situation that makes tree care and conservation a critical issue for all the inhabitants. Long Island is already home to many forests, parks and nature preserves. It evident therefore, that a good tree cover can go a long way to benefit the local industries and communities living in the New York boroughs of Queens and Brooklyn as well as the suburban counties of Nassau and Suffolk. The entire state of New York is fairly forested. According to the New York State Department of Environmental Conservation, the total forested area in the state covers about 19 million acres or about 63% of the

Many measures have been implemented to combat violence effectively in our nation’s schools. There is no perfect plan or program that can eradicate violence altogether. Prevention measures vary according to community standards, needs, cultures and

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