Classroom Positive Behavior Support (PBIS) Plan: Part IV

Classroom Positive Behavior Support (PBIS) Plan: Part IV Consequence and monitoring:
Name of student:
Name of institution:

Discouraging Behavioral Violations & Corrective Consequences
Every school and classroom has its expectations. Each student is expected to respect and abide by the rules and regulations, which includes maintaining positive behavior. It is the role of the educator to discourage behavior violations by students through instructing them through corrective consequences as set by the school laws. This reinforcement system instills an intrinsic motivation to the students and helps them improve their behavior (Skiba et al., 2011). Mostly, students violate behavior due to two reason. One, they lack the knowledge, skills, and motivation towards engaging in the correct behavior responses in the classroom. At the school, students are expected to maintain silence in their classes. Inappropriate discussions must be avoided as they are not authorized by the educator (Skiba, & Losen, 2016). They are not allowed to write anything on the floor, desks, or shelves. The students should respect all property and seek help from the instructor whenever possible.
Students must also not be late for arrival at school. However, there are two typical classroom expectations that students violate including maintaining equality in the classroom and respecting the school’s property (Maag, 2001). The school has four classes, which are all open. Students have to shift between classrooms alternatively.

Maintaining silence during these sessions is somewhat tricky since students tend to bully the minority groups as they move around. Additionally, other students disrespect the school’s property and use marks to write on the desks, chairs, carpet, and walls of the classroom. It is my role as an educator to discourage these behavioral violations through utilizing the most appropriate corrective consequences to solve the problem. Investigations on race disputes among children have failed consistently. In this case, I will use evidence-based practices to solve the problem (Skiba et al., 2011).
Four practical corrective consequences can be used to manage the problem behavior in the classroom. Firstly, educators use the Positive Behavior Interventions and Supports (PBIS) Program to restore unity and togetherness among other restorative practices at the school. Secondly, students should be taught on respecting other people’s culture especially in multi-cultural settings such as the school and the classroom (Maag, 2001). Thirdly, students who violate this expectation will undergo increased disciplinary contact. Relate hypothesis include when the Hispanics or Black Community students experience a variety of stressors through adverse treatment from the whites due to their poor background (Skiba et al., 2011). If the student persists, he/she will risk suspension and expulsion from the school. Studies suggest that students receive different levels of punishment based on their dangerous behavior.
The non-interference principle is also considered useful when taught to the students by the educator (Skiba, & Losen, 2016). Students gain the ability to welcome others from diverse races in the right manner without influencing them. If the blacks are poor, they should be respected. Of one is in pain or confused, the other student should understand and listen to his/her needs. When one is in anger, students must recognize and honor their anger so that they do not indulge in their psychological maneuvers (Maag, 2001). Corrective Consequences are essential in building the school and classroom environment so that the students from diverse races can feel safe and express themselves. The school expects all children to maintain racial equality especially by respecting the minority communities. In an attempt to eliminate biases in my classroom, I will promote racial equality and be a great role model to the students (Skiba et al., 2011).
Monitoring Plan
As an educator, it is important to use data to monitor the progress of the practices to improve the students’ emotional, social, and behavioral needs (Contractor & Staats, 2014). The students from minority races need to build their strengths to overcome instances of behavior violation. As an educator, I need to build upon monitoring methods that will guarantee that students leave and study in peace with each other. This method will also help promote racial equality among the students in the school (Skiba, & Losen, 2016). Monitoring the progress through the collection of related data helps the teacher make critical decisions on instructions against racial discrimination in the classroom. Data on the reported cases of childhood bullying and racial discrimination will be gathered to determine the change needed in the classroom and school environment.
Data collection provides educators with immediate feedback of the environment so that we can respond and make progress needed and communicate with administrators and parents about this progress (Contractor & Staats, 2014). Through monitoring the students, an educator identifies the students’ behaviors, categorize them, and distinguish diverse behavioral support strategies to avoid the re-occurrence of the problem. Learners must be informed of their behavior and advised that paraprofessionals should never lay their hands on them until they are taught on accepting and promoting cultural diversity in the classroom sessions. It is my role as an educator to ensure that the African Americans also get disciplined to avoid racial disputes in the classroom (Maag, 2001). I will involve resilience-and-trauma informed practices, restorative justice practices, and positive behavioral support to ensure that their overall discipline improves. This program will target the different races in school to help reduce their discipline disparities among the multi-cultural students.
The monitoring plan will include the collection of data to track equity, fidelity, and effectiveness across all practices. The program will collect data on the violation of classroom expectations cases, use a reinforcement plan to encourage the students (data tracking), and plan on promoting positive classroom environment through supportive and improved relationship among the students and their families (Skiba, & Losen, 2016). This will include developing the decisive mental set, holding conferences and meetings that promote interaction of parents, among other practices. Educators are also required to introduce self-monitoring programs that help limit similar cases in the school. Students must master and learn the procedures of the program to intrinsically reinforce and adhere to the guidelines by the instructor (Maag, 2001). The teacher also sets guidelines for the minority students to ensure that they do not draw negative attention from the rest of the school.
Improved monitoring practices and expectations must be put in place requiring the African Americans with negative behavior to be suspended in the case where they show high numbers of cases reported to the disciplinary committee. In my classroom, it is astonishing that the record of African American students is more top compared to that of the whites. The percentage of white students in the school reported of racial injustice is 17%, the rate of African Americans is 41%, Hispanic consist of 11%, and Asian 7% (Skiba, & Losen, 2016).
Race % data reports
Whites 27
Blacks 41
Hispanics 20
Asians 12

References
Contractor, D., & Staats, C. (2014). Interventions to address racialized discipline disparities and school “push out”(Kirwan Institute Policy Brief). Columbus, OH: Kirwan Institute for the Study of Race and
Maag, J. W. (2001). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. Exceptional children, 67(2), 173-186.
Skiba, R. J., & Losen, D. J. (2016). From Reaction to Prevention: Turning the Page on School Discipline. American Educator, 39(4), 4.
Skiba, R. J., Horner, R. H., Chung, C. G., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85.