The Importance Of Engagement: Gray Elementary

-Our PBIS Team has been working to develop ideas for next year. Attached is a detention reflection sheet (for students to fill out during detention), a student goal sheet that students would fill out during advisory at beginning of the year, a positive behavior matrix, and a positive behavior ticket (to be given when we see students doing something positive). Please review the following documents and if you have any feedback please let me know. It would be nice for you to show students the behavior matrix during advisory some time this week or next to get their feedback as well.

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.

Parent and Community involvement does not occur overnight. I feel that schools must make parent and community involvement a priority, valuing and accepting each other’s differences. Schools, families and communities must work together to support all students in a learning environment to ensure every student is a successful learner. Positive family and school involvement fosters a partnership among my school encouraging students to reach their highest potential academically and in life. Parent and community involvement does not mean stay-at-home mothers coming to school to help as needed, or a businessman stopping by to see events occurring on campus. The role of school, family and community involvement is a partnership incorporating goal-oriented activities for all grade levels linked to academic success and student growth.

272) By allowing our parents/community members to have a voice in our program, we can actually see how much we are engaging them in our program. By listening to the parents, the community members, and assessing our program we can see what we are lacking in when it comes to their involvement. As I spoke in the previous paragraph about the parents being their child’s first teacher, our community also plays a big role in the education of our children. When children have the support of their community, it shows them that their community cares about them so the children will in turn want to care about and support their

Parental involvement is essential for the school’s effectiveness. We see ourselves as partners of the family, reinforcing parents' efforts to guide the intellectual, emotional and spiritual development of their children. We offer seminars and classes for personal enrichment of parents as they strive to become even more the kind of person they want their children to

As a new charter school located in a vibrant neighborhood in Wilmington, our school has worked directly with neighbors, community groups, local nonprofit organizations and local elected and government leaders to establish a good relationship and prepare the way for our students and families to benefit from our neighborhood and location. The Brandywine neighborhood where our school is located is in the center of downtown Wilmington, easily accessible to many local businesses and government agencies, and area neighborhoods, by foot and by public transportation. We have worked extensively with local community groups, agencies and organizations to ensure that the relationship between our school and the community is mutually beneficial. When

Parent involvement is key to a child’s academic success; this can be accomplished through the parent’s participation in an advisory council. A parent-teacher organization meets regularly to discuss the workings of the school and the parents that take part in the meeting are rewarded with a voice to make suggestions and give active feedback to the school. This enables parents and teachers to discuss matters dealing with the education of their child. Another council that advocates the voice of parents is the Mississippi Read

Busch Middle School of Character had a wonderful sense of community, each student, instructor, and family, made sure they were doing their part. I believe it’s important for educators to understand the needs of the families and community of their students because the more resources the better. When schools actively involve parents

Understanding the importance of a family-school partnership is essential in order for school districts and families with children to grow and strive. If an imbalance occurs within any of the various parts that play a key role, difficulties will rise to the surface. Several of these roles include: communication, decision making, volunteering, and learning and parenting at home. All of these factors must work together in order to create a successful school environment in which children are able to learn and strive. When a school is successful in fulfilling each of these roles, there are several benefits. These benefits include: better positive attitudes toward school, higher achievements, better attendance, higher graduation rates, an increase in enrollment rates in post-secondary education, and overall better schools to attend (University of West Virginia).

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

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

In this tier, approximately 15 to 20% of students are being serviced by receiving more intensive behavior interventions. These more intensive behavior interventions include supports that only students not responding to tier one will receive. These supports include small group or individualized interventions strategies that are easily administered by teachers and faculty. An example of such instruction would be a group that reenacts social situations to learn appropriate behaviors to replace inappropriate behaviors. In addition, behavior education plan may be implemented during this stage for some students. Several types of data are collected to ascertain whether interventions in this tier are working. These include office discipline referrals, classroom incidents, observations, out-of-school suspensions and in-school suspensions, faculty/teacher surveys, fidelity evaluations and through progress monitoring. If data collected reveals that a student is not adequately responding to interventions in this tier then other interventions may need to be tried or the student moved to the third tier. If a student does respond adequately, the interventions should be continued and if no longer necessary, the student returned to receiving only tier one

This is a profile of the school community for North Vista Elementary school. I have taught at this school for over ten years and served on the PTA Executive Board for three years. My children attend this school as well. Information for this assignment was gathered from online sources, news articles, phone interviews, and personal experience. Florence School District One is a diverse school district as a whole, and that diversity is a result of the merging of various communities within Florence School District One. For this assignment, I will focus on the North Florence community where my school is situated. The North Florence community has always been one of the poorest communities in Florence.

Although it is important for families to be involved with their child’s school, school personnel should also strive to create a positive interaction with families of students. Carl Dunst (2002) states that school and parent collaboration is necessary, and if schools take on a more family-centered approach, it will help create a supportive environment and help to strengthen a family’s capacity to enhance and promote a child’s development and learning.