Flat Rock Middle School PBIS Analysis

(b) The data for this study came from a sample of 6,988 children enrolled at 21 elementary schools that participated in a randomized trial of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). This trial specifically included data on instances of

-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.

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.

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

The concerns and in effect cause the staff and committee to dig deeper into the understanding not only the prose, but also the cons of our current PBIS program and its effectiveness in lessening office referrals, suspensions, and expulsions. The data collection for referral information I am expecting to be very easily done. Our corporation uses a school management program called the AS400. This program has the ability to run a report on discipline, attendance, grades, and almost any other information that may need to be looked up regarding a student. The referral data is entered into a program and a report is saved in the AS400 where it is saved to the student record. Data entry reports can be ran and printed on selected information, including all of those just mentioned previously. With this being said, I will understandably be using quantitative research to complete my project. This was chosen because the hard number data I felt is one of the best ways to show effectiveness of PBIS on office referrals, suspensions, and expulsions. As I will be using graphs and charts to present my data, the use of quantitative research as the best method for my research is also

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:

Cal State University, San Marcos (CSUSM) paints itself as a champion of diversity and inclusiveness1. Recently, in an email entitled, Enhancing Campus Support for Undocumented Students, which was sent out to our campus community on March 28, 2017 these ideals were showcased. In this opinion piece, I am going to broadly address some of the points made about the AB 540 student population on campus; Specifically, their denial to paid student positions on campus and how despite CSUSM efforts to appear diverse and inclusive it falls short of these ideals.

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

The Olweus Bullying Prevention Program is a school-based and research-based program that prevents bullying in all forms and addresses other inappropriate behavior among children in our community. This program has been implemented in elementary and middle schools throughout **** County such as ****. This program is currently funded by the **** County Drug & Alcohol Commission, Inc. and a grant from the Pennsylvania Commission on Crime and Delinquency. The grants that have been obtained are currently funding training at the 6 involved schools for administrative staff and classroom teachers. Presently, the needs for training materials and incentives for students and staff are under met.

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

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

This paper discusses and analyzes the culture of Palmetto Elementary School (PES), where I have taught for the past two years. This paper characterizes the professional climate of PES, as well as examines Dr. Angela Murphy-Osborne (Dr. O)’s leadership style and how it affects her openness to the community. Thus, resulting in its connection to student achievement. This paper reveals my opinion of PES by the use of six adjectives that best describes the school, a song title that portrays our mindset as a whole and an animal that symbolizes PES as an entity. Furthermore this paper includes Kowalski’s (2011) thoughts on School Public Relations in relation to PES and Dr. O.

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.