Policy – Category 5000 (Students)
BP 5007 – Positive Behavioral Interventions
interventions such as Prevent, Teach, Reinforce (PTR) and Linking Individuals and Families with Education (LIFE). PBIS teams will build internal capacity to further their implementation efforts at their school sites. LEAs participating in PBIS learn less reactive, adverse, dangerous, and exclusionary practices; understand how to build more engaging, responsive, preventive, and productive environments; become familiar with better classroom management practices with less discipline issues and more instructional minutes; become familiar with a continuum of services available for student learning and emotional needs; and learn more strategies to maximize academic engagement and achievement for all students.
Information on each tier is discussed below along with the federal requirements for individual behavioral assessment and intervention planning.
2.1
Tier I: All Students
It can be assumed that the majority of students will arrive at school already possessing basic social and academic skills. An effective school-wide discipline and behavioral supports system ensures that these skills are reinforced and embedded in the ongoing workings of the school. Strategies aimed at all students create the foundational culture that supports positive behavior throughout the system. Effective school-wide or universal models incorporate some common basic principles. Models like PBIS include similar core elements. School-wide positive behavior begins with clearly defining expected behaviors for both students and adults. Then, strategies are developed for explicitly teaching the expected behaviors. Finally, methods are designed for reinforcing the expected behaviors when they occur. It has been demonstrated that monitoring and teaching all students, even those who do not have problem behaviors, serves as a preventive measure for potential negative interactions. A school-wide model provides the foundation of universal training, adult modeling, and broad reinforcement of expected social behavior that supports more intensive efforts at Tier II and Tier III.
2.2
Tier II: Some Students
Not all students will respond to school-wide approaches alone. Some students require selected supports and interventions. These students may need supports such as cognitive-behavior therapies from counselors. Some may benefit from small group instruction in social skills or self-management. Other successful programs for selected support include extra academic assistance and extra adult
BP 5007 – Positive Behavioral Interventions
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 09/14)
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