Innovative Educational Solutions
Dr. Sheri's Blog
Dr. Sheri's Blog
|Posted on January 14, 2014 at 2:29 AM|
In the U.S. Department of Education document, Guiding Principles: A Resource Guide for Improving School Climate and Discipline (2014), the first guiding principle that is outlined is entitled “Climate and Prevention.” Positive school climates are described as necessary to, “prevent problem behaviors before they occur and reduce the need for disciplinary interventions that can interfere with student learning” (USDE, 2014).
The document presents six action steps that schools should implement in order to boost academic excellence and student success. The six steps are described in some detail in the USDE document; I’m going to try to summarize each step in one or two sentences.
These six action steps are all supported when schools choose to implement a school-wide system such as PBIS. PBIS is not a program, it is a way of organizing a school's behavioral interventions so that a school can ensure that they are meeting the needs of all students. Having worked with dozens of schools that are implementing PBIS, I can speak from personal experience regarding the difference PBIS makes in the climate of a school. Students enjoy coming to school and are prepared for the rigorous demands of the Common Core State Standards when behavioral expectations are clear and positively stated, students are acknowledged for appropriate behavior, adults in the system deal with misbehavior in a consistent and respectful manner, and behavior is taught as strategically and explicitly as academics.
If you’re interested in training and support for the implementation of PBIS at your school or district, please contact IES.
U.S. Department of Education (2014). Guiding principles: A resource guide for improving school climate and discipline, Washington, DC.