Positive Behavior in Schools

Positive Behavior in Schools
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Positive Behavior in Schools
Abstract
The learning process in schools is characterized by an intricate environment where knowledge, values, and general skills are taught, encouraged, conveyed and shaped. Teachers play an important role because they offer effective and clear instructions that help learners to maximize the uptake of information, concepts, and skills. Learners are equally required to remain alert, responsive, and cooperative so as to gain from the teachers’ instructions. However, students come from diverse learning backgrounds, have unique weaknesses and strengths and many other differences. Despite these differences, schools have to find ways to improve the ability of the learners to acquire knowledge and skills. For this reason, schools have had to employ the Response to Intervention (RTI) framework in conjunction with the school-wide positive behavior supports (SWPBS). Whereas the RTI under the Education Improvement Act of 2004 initially targeted students with disabilities, it has now evolved to become a more holistic framework for enhancing positive behavior in schools. This paper, therefore, defines the RTI and the SWPBS and how both frameworks can be integrated into a school system.
Introduction
Response to Intervention (RTI) refers to a multi-tier system of early documentation and assisting learners with behavior and learning challenges. The system has evolved, and unlike in the past, the RTI is being incorporated in early education, precision teaching, diagnostic prescriptive teaching, early intervention, behavior analysis, curriculum-based measurement, team-based problem solving and much more.

In the past, students had to qualify first as needy before an intervention measure was employed, but currently, all students are subjected to RTI. The RTI approach generally entails three key phases of implementation. First is tier 1 which comprises of universal strategies. It also involves high-quality curriculum and broad screening to pinpoint learners who need assistance. Second is tier 2 which involves targeted interventions. Learners who do not cope with the teaching strategies in tier 1 are given progressively intensive directions in line with their needs. Third is tier 3 which is about intensive interventions. Learners who still have problems acquiring knowledge under tier 2 move to this final stage where they get personal attention from the teachers. Learners who fail to achieve the anticipated improvement are analyzed whether they are eligible to be trained under special education program (Greenwood, et al., 2011).
The implementation of RTI is backed by two Acts. The “Child Left Behind Act,” (NCLB, 2001) and the “Individuals with Disabilities Education Improvement Act,” (IDEA, 2004). These two Acts compel schools to enhance the learners’ results by means of early and continuous utilization of evidence-based policies, which RTI is all about. The RTI approach can be implemented alongside the school-wide positive behavior support (SWPBS). According to Horner, Sugai, Todd, & Lewis-Palmer (2005), SWPBS is an approach for executing active school-wide positive behavior and is increasingly gaining popularity across schools in the US. The purpose of this approach is to enhance the school environment and avoid learners’ undesirable behaviors in all schools. The SWPBS seeks to establish a culture within the entire school aimed at creating a basis for both academic and behavior success. It also insists on early detection of and curbing of undesirable behavior. SWPBS equally teaches students directly on social skills coupled with regular adjustment of school climate when necessary to avoid problem behavior. Just like RTI, SWPBS uses a three-tiered framework to enhance positive behavior. Ultimately, SWPBS emphasizes on creating systems, data, and a positive culture.
From the above, it can be seen that both the RTI and the SWPBS have a focus on the collective teaching of all learners, offering of a variety of assistance to learners who are needy and depending on action preparation led by a team member. Both systems also focus on the problem-solving practice coupled with the utilization of data for creation of programs, monitoring, and evaluation, which is all dependent on evidence-based processes. Therefore, both system can be integrated into one system thus improving learner outcome. According to Hank, Steve, & Kent (2015), offering behavior support enhances academic performances, and offering academic support equally enhances social behaviors. Due to this link between academics and social behavior, an integrated approach of RTI and SWPBS may improve student outcome in both reading and behavior. In this regard, behavior assistance should take into account a learner’s academic shortcomings together with the quality of reading assistance. Equally, academic support may be enhanced by backing it with behavior interventions to allow for organized and interesting learning environments. Scholars argue that evidence shows that an integrated system achieves better results than any of the approaches when used as a single model.
Adding social skills to tier 2 of the SWPBS may enhance positive behavior. Problem behaviors may be as a result of lack of social skills. Learners who do not know how to interact with friends or classmates may resort to problem behaviors to get what they want. Some may be involved in undesirable behavior because they cannot express their feelings properly when they have been wronged. Researchers have found that students who have improved social skills are less likely to be engaged in problem behaviors. In this respect, they are less violent, and they complete assigned duties.
Jackson Elementary School-wide Behavioral Expectations (Model)
Students at Jackson elementary school are expected to observe three key rules throughout their stay in the school. The three rules include:
Safe; students should behave in a manner that ensures their personal safety, and that of those around them be it in the cafeteria, hallway, restroom, and other places.
Organized; all students are required to be orderly at all places
Respectful; being mindful of others and being responsible for individual actions.
Duties of teachers and other staff
The teachers and staff members have the responsibility to teach, exercise and model all the behavioral expectations all through the school calendar year. They will also acknowledge learner behaviors that are in line with the school expectations. As a means of attaining positive results, teachers and staff are expected to intermingle with learners and always remain alert when with students. They will also follow guidelines for infractions.
Acknowledgement procedure
Whenever a teacher or staff observes learners being respectful, organized, and safe, he/she should appreciate them by offering encouraging verbal feedback. Exemplary students will be bestowed with the title of “Falcon Feathers.” Those who earn more points or titles will be awarded a monthly raffle.
Handling infractions
Jackson elementary system will employ a three-tier system for dealing with infractions. Tier 1 behavior will include violation of dress code, inappropriate language, not ready for class, cheating, causing disruption, harassment, physical aggression, non-compliance, defiance, disobedience, and disrespect. These Tier 1 behaviors are to be dealt with the teacher who saw the behavior. Such conducts should also be recorded on the weekly behavior sheet. Where the behavior persists, the staff member or teacher should contact the parent to inform them that the student will meet the learner to set up goals. If there are no positive results by the end of the first month, the teacher will fill the learner in need follow-up form and send it to a PBIS coach.
Tier 2. Targeted interventions
The PBIS coach will recommend students who should enter this category after analyzing the learner in need follow-up form. Also, students who continue to be abusive, like fighting, skip classes, damage property and involved in forgery will automatically enter tier 2. RTI will be integrated at this point because as we saw earlier an academic need might be the cause of a problem behavior. For instance, learners who have difficulties in reading may damage property as a scapegoat. Therefore, the abilities of students will be analyzed using both methods at this stage. Tier 2 behaviors will be forwarded to the office after the teacher has completed the PBIS referral form. Such students will be under intense instructions. Tier 2 will also incorporate the stop and think social skills program. Elementary school children will be taught how to be good listeners, follow orders, ask for help and much more.
Tier 3: Individualized interventions
Behaviors that will be considered for this stage include possession of weapons, false alarm, use of tobacco, possession or use of alcohol and extreme violence. Such conducts will be forwarded to the office straight away. The teacher will also fill the PBIS referral form and also immediately sent to the office. Students who are involved is these behaviors will be secluded from the rest for a given time and receive individualized focus. The parents should also be notified through the school administration. Notifying the family will help both the school and the family to address the challenges of the student in a harmonized manner.
References
Greenwood, C. R., Bradfield, T., Kaminski, R., Linas, M., Carta, J. J., & Nylander, D. (2011). The response to intervention (RTI) approach in early childhood. Focus on Exceptional Children, 43(9), 1-22.
Hank, D. B., Steve, D. G., & Kent, M. (2015). Integrating Academic and Behavior Supports: Overview | RTI Action Network. Retrieved from http://www.rtinetwork.org/learn/behavior-supports/integrating-behavior-and-academic-supports-general-overviewHorner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. Individualized supports for students with problem behaviors: Designing positive behavior plans, 359-390.