Positive Behavior Intervention & Supports, Part 1
Imagine
driving down a road and
you see this sign:
What did you do?
If you stopped, looked, and drove on...
ask yourself
why?
Did you read
~ even if you didn't see the words ~
something like this?
As adults, whether realized or not, we live in a world of positive behavior intervention and supports (PBIS). In many areas of life we have been taught, and are reinforced, to follow rules and expectations in order to live and work within our communities.
The basic "stop sign" driving example is an attempt to illustrate this point.
We may not recall the progression of learning, increased responsibility, corrective actions, and specialized instruction that occurred as we gained the knowledge and ability to drive...but it was there.
While we all were subject to the same requirements and regulations, many of our learning experiences were unique. Some of us required direct instruction in driver training, some may have needed multiple attempts to pass "the test", some required corrective lenses or adaptive equipment, others needed a few reminders of the rules of the road (read: tickets). A few of us were "naturals".
Our learning, and continuous exercise of our ability, to drive - within a framework that promotes responsibility and corrects with progressively targeted interventions - allows us the freedom to live productive lives within our communities.
Systems of support that include proactive strategies for defining, teaching, and reinforcing appropriate behaviors are essential in our lives. They are even more important in the lives of our children.
In Ohio, schools are required to "implement a positive behavior intervention and supports framework on a system-wide basis". According to the Ohio Department of Education (ODE):
PBIS suggests a shift in thinking about behavior and discipline...Schools implementing PBIS actively teach behavioral expectations across all environments, promote positive behavior through encouragement and reinforcement, and provide correction of inappropriate behavior through prompting, reteaching and opportunities to correct behavior.
If your child is experiencing learning challenges with a social, emotional, or behavioral component - an examination of their school's PBIS framework is essential to determining appropriate next steps for intervention. According to pbis.org, you should see the following elements of the most basic Tier I level provided to ALL students:
1.) School-wide positive expectations and behaviors are taught
2.) Established classroom expectations aligned with school-wide expectations
3.) A continuum of procedures for encouraging expected behavior
4.) A continuum of procedures for discouraging problem behavior
5.) Procedures for encouraging school-family partnership
These should be consistently implemented in a team-oriented, data-driven, and solutions-focused environment; and, they are some of the universal supports that promote whole child development. Without them, it is often difficult to determine the root cause of social, emotional, and behavioral challenges. It is vitally important (and legally required) that your child's school implements PBIS frameworks.
Analysis of school environments is one of the necessary first steps to advocating for your child's needs.
I am uniquely qualified to help.
I have extensive experience as an educator and was responsible for successfully implementing PBIS frameworks within rural, suburban, and urban districts.
As principal at Northtowne Elementary in Columbus City Schools, we were awarded statewide recognition by the Ohio Department of Education as a Bronze level PBIS award winner in the 2019 and 2020 school years - one of only 322 schools statewide across all categories.
I have performed hundreds of informal and formal teacher evaluations that recognized teachers' instructional strengths and identified areas of needed improvement and steps to support their growth.
As a "driver" on the road of life I have encountered my fair share of "corrections". This provides me the perspective to approach you and your child in a non-judgmental and supportive manner so that we may clearly advocate for your child's needs.