Behavior of positive result is what is needed in our homes, schools, communities and nation. As usual, and as we must all remember it should be----Education leads in helping governments, religion, big business and all industries in order to live, thrive and achieve all those things and pleasures in life that we all individually can have by our choices that our behavior dictates and therefore is an area in which we must do diligent, persistent work to the positive. Ignorance is not bliss and does not negotiate for fulfillment, joy or happiness.
A PBIS (Positive Behavioral Interventions and Supports) Model School is characterized by their consistent methods of utilizing data to better serve students and staff, utilizing creative and engaging reward systems, teaching PBIS to new students, extending PBIS throughout the campus and partnering with the community and parents, and including PBIS into daily activities across all available teaching opportunities.
At the May 27th School Board Meeting, 2012-2013 PBIS Model Schools were presented awards by Mr. Robert O’Neill, PBIS District Coordinator for performances worthy of receiving recognition.. Jennifer Avellino, Assistant Principal of Weatherbee Elementary, accepted the Gold Award for the 2012-2013 PBIS Model School at the School Board Meeting. Including Weatherbee Elementary, a total of five schools from the St. Lucie County School District were recognized as PBIS Model School for the State of Florida. Recipients of the Bronze Award are Bayshore Elementary, Oak Hammock K-8, Palm Pointe Educational Research School and West Gate K-8. There are approximately 1500 schools across the state of Florida who participates in PBIS, and less than 10 % are chosen as PBIS Model Schools. Congratulations to all schools!
DEFINITION (Taken from Florida’s Positive Behavior Support (PBS) website):
Positive Behavior Support (PBS) gives people a new way to think about behavior. PBS is based on understanding why problem behaviors occur - the behavior's function. This approach to behavior can occur on a school-wide level, in a specific setting, classroom, or with an individual student. PBS is the application of evidence-based strategies and systems to assist schools to increase academic performance, increase safety, decrease problem behavior, and establish positive school cultures. On an individual level, PBS uses functional behavior assessments to understand the relationships between a student's behavior and characteristics of his or her environment. The functional behavior assessment identifies multiple strategies to effectively reduce problem behavior including changing systems, altering environments, teaching skills, and focusing on positive behaviors. The PBS process results in the creation of effective intervention plans that will impede problem behaviors, teach new skills, and create support systems for the student.
On a school-wide level, PBS relies on accurate and reliable discipline referral data to understand the behaviors occurring across campus. An analysis of the data allows a school team to identify the problem areas, brainstorm interventions such as where and what to teach, reward the students exhibiting the expected behavior, and communicate findings to the staff, students, and families. The PBS process is a team-based approach that relies on a strong collaboration between families and professionals from a variety of disciplines regardless of the level implemented.
PBS provides a positive and effective alternative to the traditional methods of discipline. PBS methods are research-based and proven to significantly reduce the occurrence of problem behaviors in the school, resulting in a more positive school climate and increased academic performance. PBS is consistent with the Individuals with Disabilities Education Act, which advocates the use of positive behavior interventions and school-based disciplinary strategies that reduce or eliminate the need to use suspension and expulsion as disciplinary options.
The Technical Assistance Center on Positive Behavioral Interventions and Supports is established by the U.S. Department of Education's Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach to Technical Assistance that improves the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework. Emphasis is given to the impact of implementing PBIS on the social, emotional and academic outcomes for students with disabilities.
REF: Lucie Links Newsletter (SLCSD) May 2014