Why Do High Schools Use PBIS?

N.p., n.d. Web. 27 Mar. 2017. . 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.

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

The fundamental principles guiding Positive Behavioral Support Systems remain the same no matter what grade level is taught. While maintaining the overall concept of teaching appropriate behaviors and providing accountability for inappropriate behaviors is stagnant among each grade level, the actual appearance or observation of the PBSS implementation will drastically change based on the education level being taught.

Efficacy of Engagement- Gray Elementary Gray Elementary engages learners and other stakeholders in an effective manner to improve learning outcomes. The entire stakeholder community is engaged when feedback is obtained, and then utilized by Gray Elementary to ensure student success. Gray Elementary strives to ensure that comprehensive services are

Principles that will support the students are strategies that are effective, systematic instruction, adequate learning and instruction in the general educational instructional context. Provide the students with peer relationship to promote social interaction. The use of technology for the students to be able to communicate and fully participate in the class activities, setting goals that goes accordingly to the students’ needs. Giving support to the students by teaching living skills, functional skills, and academic skills that will help the students to be more independent as much as possible, to make sense of the world around them, and have self-determination. Plan generalization for the students to have a better understanding of their surroundings and how are they able to react to life situation appropriately. Teaching the

As educators is it important for us to teach necessary skills for our students to thrive in society and our curriculum should be based on these skills. In my current position I implement Positive Behavior Support Plans (PBIS) in schools, by having PBIS I feel we are teaching student’s

Non effective RTI models in middle schools may have to do with poor leadership. Isbell & Szabo (2014) and Little et al (2014) suggests in order for RTI to be successful, leadership at the building level is essential. Johnson et al (2011) further add overcoming implementation challenges cannot happen without strong leadership efforts. Leadership should provide teachers with training sessions for effective RTI implementation in middle schools. This also gives the time to collaborate with other educators in the school. Middle schools have to think about various extra-curricular activities, monthly assemblies, field trips, suspensions, and absences. Being aware of these barriers allows middle schools to devise plans to counter attack them before they arise. Little & Marrs (2014) suggests lack of leadership hinders an effective RTI framework while further indicating leadership that clarifies the particular RTI model being used by the middle school would be beneficial. Albrecht et al. (2015) and Averill et al. (2014) suggests allotting adequate time to record, analyze, and train staff on the RTI model is a barrier. Little et al. (2014) suggests implementing RTI is hard because educators have to find the time in the students schedule to complete the intervention. However, to combat the time constraint, Averill et al. (2014) recommends devising an intervention block as an option to increase the efficiency, effectiveness, and high quality of intervention delivery. Other barriers include the lack of professional development, lack of teacher preparation, a lack of staff to implement the intervention, and questionable, quality interventions are barriers that may hinder implementing an effective RTI model in middle schools. Lack of RTI training is another challenge that hinders effective implementation in middle schools. And more than likely this will lead to

Our students come from a wide range of elementary and middle schools and enter our building without consistent levels of instruction that they would receive if they were all coming from a feeder middle school, which leads us to have students with an incredibly wide range of abilities and skills sets when they enter our doors. In response, we have had to create strong structures that hold teachers accountable to sharing and using data to modify their lessons because it is infeasible for us to level our classes perfectly. To do so, we have our instructional coaches work one on one with our teachers to create and update 6-week plans every single week to ensure that their instruction is actually meeting the needs of the learners that are in front of them. Due to these strategies, we had the highest growth in our entire network on the PSAT in quarter one for our ninth and tenth grade cohorts and we are on track to exceed our growth goals for the year. However, it is important to note, that our students have a high level of learning and emotional needs, which means that we have to approach classroom management and social work services differently than another school might. Our classroom management system has to incorporate a high emphasis on relationship and coalition building. It also means that we must approach our instruction in a way that is culturally responsive, culturally sustaining, and data driven. Another strategy that we have implemented to ensure that students have access to rigorous and challenging work is to consistently use data not solely to tell them where they are, but to empower and reinforce to students their worth and capabilities on a daily level. We have VIP lunches, ceremonies that recognize growth, and jobs well done. It is imperative to create a culture of celebration when it comes to acknowledging their hard

With the help of intellectual process, the individuals show behaviour prove inside the environment, which reflects in a similar means of achievement in the success modification and process modification. This will result in tackling the social emotional needs of brilliant students.

An important piece of school improvement is the gathering and analysis of student achievement data from multiple, reliable sources to improve learning for all students. This is a message I consistently communicate when facilitating professional development. As an educational leader, I design professional learning opportunities that effectively promote and support high quality instruction through the use of data that accurately depict the status of students, instructional staff, and school performance.

According to one study (Greenberg et al., 2003), a large population of students who lack in social-emotional competence often experience difficulty in learning and/or disrupt the learning environment of their peers. After school programs help to stimulate that social-emotional competence by allowing the students to participate in diverse activities. By doing this, the student establishes a sense of belonging, which is essential in that when young people become aware that they are genuinely cared for by program peers and leaders, they begin to feel a connection to the program (Martin et al., 2016). In doing this, researchers found that efforts to prevent problems in young people are the most beneficial when the efforts are coordinated with “explicit attempts to enhance their competence, connections to others, and contributions to their community” (Greenberg et al., 2003). According to Brock (2016), children who are not able to adapt as quickly as their peers experience a stressful change, which then characterizes them to be at risk for poor classroom functioning. This behavior causes for these children to be labeled (or in many cases, mislabeled) by their peers, teachers, parents,

A Call for Problem-based Learning in Physician Assistant Education This article describe the effectiveness of PBL as it applies to PA education and pointed out the need of further research on the effectiveness and other outcomes of PBL.

I agree with you that all teachers and administration must be on board with PBIS. The idea of teachers emphasizing prevention and positive management. I could not agree with the article that good classroom management is important so that students understand what is expected of them and the consequences involved. I agree with you I think that students, especially at the older levels, like to be able to purchase something with their dollars like food or snow cones like you pointed out. Yes, I can see how the cash idea could go south if teachers were not holding up their end of the bargain. That is why it is important to explain to the staff the entire program and the consequences if they do not buy into the reward part of the program. It

SWPBS was developed from the principles of behaviour analysis and aims to create a positive school culture to enable a safe school environment that ultimately supports positive behaviours for all students (Sugai and Horner 2002). SWPBS is based on

The research attempts to answer the question of what factors impact the successful implementation of PBIS in a Midwest suburban school district. The mixed methods approach is appropriate in this regard because it utilizes both quantitative survey data and qualitative focus group data to identify the needs and factors that go into successful implementation. The focus group data allowed the identified PBIS team to relate its experience, as well as a team of individuals, who are not on the PBIS team to extrapolate on their experience. The two focus groups provided unique perspectives. The PBIS team attended two day training and the school team did not. The PBIS team is expected to relay the information effectively to staff and eventually to the student population for implementation. The data described and compared the similarities and differences among the trained PBIS team and a representation of staff members who did not attend the training. The opportunity to get the perspectives of both groups provides the researcher with data that were used to identify needs of school districts prior to the implementation and raise the current 50% implementation with fidelity result in the state. The reason for the mixed methods approach was to provide a richer viewpoint of the perception among staff and increase the validation of the research through a comparison and triangulation of data.