School-Wide Positive Behavior Interventions and Supports (SW-PBIS)
SW-PBIS is a 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 piecemeal approach 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, buses, and restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional.
Time to Teach is a model that is based on the premise that expected behaviors need to be systematically taught. An instructional approach to discipline introduces and fortifies essential skills that every student must have in order to be a successful learner and sets the stage for successful classroom management.
During the first days of school, all students are taught the expected behaviors for school. Behaviors taught range from the way to behave when the teacher is teaching, to lunchroom and playground behavior. Students are even taught how to walk down halls, get drinks and how to line-up.
There are three critical elements for dealing with students’ noncompliance.
REFOCUS is when the student is directed to another classroom or at the back of the classroom. During REFOCUS the student must answer four questions, either in writing or orally, depending on the grade level.
There are some behaviors which require immediate intervention. These behaviors are referred to as “absolutes”, and we never use REFOCUS when an absolute has been violated. More severe consequences are used to deal with absolutes. The administrator or administrative designee may suspend or recommend expulsion of a student who violates one or more of the following standards of conduct while on school grounds, during a school sponsored activity, or during a school related activity.
If a student breaks an absolute the parent or guardian will be called and the student will be removed from school for the remainder of that day. Further consequences may result depending on the severity of the incident and may vary from a partial day of in-school suspension up to 10 days of out of school suspension as per school board policy. At the discretion of administration or the administrative designee, law enforcement or other outside agencies may be contacted. Serious or repeated violations of Laura Irwin Elementary “absolutes” may result in recommendation to the board of trustees for expulsion. Parents will be notified in all instances.
At Laura Irwin Elementary we:
On the swings we:
On the slide we:
On the Jungle Gym we:
In the Winter we:
During Indoor Recess we:
Multi-tiered system of Support (MTSS)/Response to Intervention Team (RTI)
MTSS is an integrated multi-tiered system of Instruction, assessment and intervention designed to meet the achievement and behavioral needs of all students.
Multi-Tiered System of Supports, MTSS, creates a structure for the delivery of high-quality instruction for all students and, when needed, additional supports and interventions varying in intensity. It ensures all students, including both struggling and advanced learners, are achieving to high academic and behavior standards.
A component of the MTSS model, is the RTI (Response to Intervention) framework. Based on student assessment data, the RTI team collaborates to place students who are identified as “at-risk” in appropriate interventions that are tiered to meet the student’s needs.
MTSS & RTI are widely used, research based, systems that facilitate prevention, early intervention, and tiered support.