Positive Behavior Intervention Supports
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Thursday, August 31, 2017

Positive Behavior Intervention Supports

What is PBIS?

Positive Behavioral Interventions and Supports (PBIS) involves a proactive, comprehensive, and systematic continuum of support designed to provide opportunities to all students, including students with disabilities and second language learners, to achieve social, behavioral, and learning success.  This is accomplished by examining the factors that impact behavior as well as the relationships between environment and behavior.

PBIS is not a program or a curriculum but rather a systems approach to enhance the capacity of schools and districts to adopt and sustain the use of evidence-based practices for all students.  A major advance in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments.  Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non classroom settings (such as hallways, restrooms).  PBIS also works to improve the overall school climate, decrease reactive management, maximize academic achievement for all students, integrate academic and behavioral initiatives, and address the specific needs of students with severe emotional and behavioral concerns (Center on Positive Behavioral Interventions and Supports, 2008).  SERC (State Education Resource Center)

The Responsible Citizen

PBIS at AAES & Super Scholar Program

Here at AAES, we embrace the NPS’s Vision of the Graduate and bring it to life by embedding it within our PBIS framework.  PBIS methods are research based and have been proven to significantly reduce the occurrence of behavior problems.  One of the key elements is to focus on prevention.  It is based on the idea that when students are taught clearly defined behavior expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations.  The 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions.

One component to implementing PBIS at Andrew Avenue School is with our Super Scholar program.  Our Super Scholar program provides a common language for all faculty to recognise students for exhibiting the Vision of the Graduate and Super Scholar behavior.  It sets school wide expectations for behavior and safety.

Each month all students earn “Super Scholar Slips” for exhibiting the Vision of the Graduate and Super Scholar behavior.  At the end of each month, students vote on their peers to choose who will be the Super Scholar of the month.  The Super Scholars of the month are then recognised at our school wide assembly.  Super Scholar Slips are also collected for an in class raffle!

AAES Values and Mindset

 

As our students strive to meet the expectations identified within the Vision of the Graduate, it is our goal that they will grow to become students who are responsible for their behavior and who are contributing members of our community.  At Andrew Avenue School, we understand that young people make mistakes, and it is the school’s role to support their academic as well as their social-emotional growth.  When our young people make mistakes, our goal is to create opportunities for them to take responsibility for their actions and correct their mistakes.  We are committed to engaging in the kind of discipline that is rooted in learning and teaches the appropriate conduct that is consistent with our school values.

 

As a staff we will make every effort to keep every student in the classroom and in school.  When disruptive behaviors occur, we will attempt to address them in a restorative manner focused on needs, accountability, and addressing the root causes.  When someone in our school community is harmed, we are committed to bringing all those affected together to collaboratively address needs and responsibilities, and create a plan to repair the harm.

 

We understand that our students often experience conditions in their homes and communities that are traumatizing and may impact their behavior at school.  Our staff will work to connect every student to services and caring adults to ensure that such students are supported in every way possible.






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