Pbis Case Studies

In September, the Questar III Board of Education adopted a policy to begin a program assessment and evaluation process for the BOCES. It is important to consistently and continually review our programs and services to ensure we are providing the best possible service to our students and districts, but also to ensure that we offer those services and products at the lowest cost. Our staff is fulfilling needs that we, nor our districts, could have anticipated years ago. After all, changing conditions have created changing needs. Because of this, we cannot assume that current delivery models are sustainable or even appropriate.

SCS teachers, parents and community leaders worked diligently to develop a high-leverage priority to focus on efforts and resources for the next 10 years. Goals set before the collaborative team were clear, reviewed and updated. Although 2025 is in the future, the work is happening to produce engaged and prepared students (SCS, 2015). The productive systems are accountable, created and connected to the goals. Members of the collaborative group understands and talk about their goal-centered accountability.

The district wide data system allows teachers to compile data by classroom and content areas to identify patterns in performance. The district’s purpose in gathering data is to identify trends and gaps and to determine student and staff learning needs in light of our district’s annual student achievement goals. The data is utilized by the district’s Curriculum and Instruction team to identify where need and support is needed and to review curriculum. My school’s building leadership team, including my principal, instructional coach, and Instructional Leadership Team (ILT), analyzes our own building’s data in light of the district’s student improvement goals to look for areas that need improvement and to create annual student improvement goals for our building. This data is then presented to our building staff.

In another case, there are schools who observe a students academic success in report cards and state testing to determine if the student will participate in activities and/or events regardless if they have the PBS tickets to attend. This system also allows the students to not care about the PBS tickets as it does not benefit them through their

There are several methods of delivery for school-based interventions depending on the population that they wish to affect, which can result in varying levels of effectiveness. They can be delivered universally or can be targeted towards students identified as at-risk for particular disorders or problem behaviors (Franklin et al. 2012). In universal interventions, all students participate in the intervention, regardless of their level of risk. For example, Bierman et al. (2010) performed a study on a universal SEL program called Fast Track PATHS (Promoting Alternative Thinking Strategies), which was delivered to all students in the first through the third grade.

Recent legislation requires schools to implement a Response to Intervention (RTI) model that is based on multi-tiered systems of support (MTSS). The goal of RTI is to identify students early who are struggling academically or behaviorally and provide appropriate interventions to prevent these challenges from becoming more serious and detrimental to their success. Under the traditional system, students may not receive extra services until a problem becomes severe, and they meet criteria for a special education qualification. RTI helps schools identify children earlier using systematic and scientific universal screeners of all children. Therefore, RTI gives students who are at-risk the opportunity to receive less intensive intervention services,

Some strategies will include: all IEPs will be written at least a week prior to the due dates, Teachers will be given feedback on the quality of IEP, I will write IEPS with teachers and model for them; • To ensure IEPs reflect students’ academic and social emotional needs and the plan to meet these needs, The SIT team members and I will review IEPS regularly • General education teachers will be trained in navigating SESIS system and writing SMART Annual Goals for students with disabilities • MVHS SpEd Team will meet on a regular basis to discuss how we can serve our SpEd students best, and research and identify strategies to do

Within the field of education there are many concerns one can have about the students in their class, at the same time as parents there are just as many worries about their children. A major concern for parents as well as teachers is how to help children who experience difficulty in school. All parents want to see their child excel, and it can be very frustrating when a child falls behind in either learning to read, achieving as expected in math and other subjects, or getting along socially with peers and teachers (Buffum, Mattos, Weber, 2010). Response to Intervention (RTI) is a multistage approach to providing services and interventions to struggling learners at increasing levels of intensity (Buffum, Mattos, Weber, 2010). RTI allows for

By-weekly staff meetings were held to analyze data and address strengths and weaknesses. Parents were surveyed at parent teachers conferences. A presentation was made to our Parent Teacher Organization, about schoolwide Title I, requesting feedback ideas while gaining support. An informational presentation was made to the board of education about schoolwide Title I with a question and answer session that followed.

The article notes that some schools have faced challenges in implementing these measures, including resistance from some parents and teachers. The

After completing all of the necessary calculations and averages for every single item listed on the survey, I was able to determine the top three successes and the bottom four weaknesses from all of the factors listed on the survey. After this, I was to choose one of the identified weaknesses as the area I would focus further on and develop an intervention for. I chose the parental and community involvement factor because not only was it the very lowest scored factor, but it was also one I felt could have tremendous impact on improving student success, one that would not be impossible to accomplish, and one that I have personally been passionate about for a few years now. The second phase of this assignment required me to develop an intervention for improving parental and community involvement.

Introduction As indicated by Leach and Helf (2016), a Multi-Tiered System of Support (MTSS) describes a cohesive, tiered system of education that utilizes results-focused, problem-solving procedures that integrate standards-based instruction, behavioural teaching, intervention, acceleration, and extension. This system of integrated instruction and intervention is delivered to students at three levels of intensities, based on each student’s needs. with tiers two and three individualized to specific identified student deficits. The three-tier intervention model comprises of Tier 1 which delivers high quality instruction to all students, Tier 2 which contains interventions for identified struggling students and Tier 3 individualized interventions for students who have failed to gain process in the lower tiers.

Manage behaviour effectively to ensure a good and safe learning environment” – (Department for Education, 2012). When a behaviour policy works alongside an effective learning environment, the 7th standard of the QTS Teaching Standards will have been achieved. When achieving this the teacher is closer to accomplishing the rest of the Teaching Standards. In order for children to have an education which enables them to fulfil their potential as well as learning in a positive environment a well written behaviour policy must be set in place. Ensuring supporting a child’s behaviour within the classroom and around school will enable teachers to teach without any

As I walk down the halls of Barton Chapel Elementary, I am very impressed. The school has adapted a PBIS program, and the school is all on board a STARS Goal implementation program as well. “PBIS is, one of the foremost advances in schoolwide discipline is the emphasis on schoolwide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. 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.” (Positive

When leading team based groups in devising goals and strategies, the process of change is collaborative. During this process, it is necessary, as a leader, to continue to assess in all areas that are covered under the special education law, as well as, ensuring all the educational needs of the students are being met. Handling conflict among teachers takes effort, as well as, planning for professional development opportunities, so teachers remain informed of the current changes, especially in the area of special education. In addition, when terminology is being tossed around such as least restrictive environment, accommodations, and modifications, there is already a support system in place that will aid in follow-through. Green states, “ Although the involvement of parents is an important factor is likely to yield great results in terms of improving instruction in schools, they are not directly delivering instruction to children” (2013, p. 260).