Table of Contents
- Introduction
- Purpose
- Discipine Approaches Used
- Philosophy
- Expectancies of Each Member
- Expectancies in School Settings
- Guide for In-Class Interventions
- Guide for Classroom Rules
- Attachments
School: _____________________________________ District: _____________________________________ Contact: _____________________________________ Phone: _____________________________________
Intoduction
The Positive Behavorial Support System for _________________ School serves as a vehicle for communicating the School's philosophy and approaches to discipline to the entire faculty, students, parents, administrators, as well as community members. It also ensures consistency in approaches and the administration of consequences. This Plan includes the following elements: Philosophy, Roles and Responsibilities, Expectancies in School Settings, Code of Conduct, Consequences, and an Action Plan for implementation for 1995-96. The purpose for each of the components in this plan is explained in the following section.
Philosophy - This section provides a statement of our basic beliefs about education, children, and the environment necessary to promote quality educational services. It serves as the foundation for all of our decisions regarding curriculum, service delivery, administration, and school environment.
Member Expectancies - This section describes the expectancy of each member of the _________________ School community. These expectancies are described as they relate to the Implementation of the Philosophy. When roles and responsibilities are clearly defined we can better assess areas of concern and ensure a more consistent application of our Philosophy.
Expectancies in School settings - This section defines expectancies in terms of location. It allows each member of the _________________ School community to understand their role and responsibility in each unique setting.
Support Services - This section describes our resources, which allow each member to assume his/her role and responsibility and ensure the functional application of our philosophy.
Guide for Implementation of Plan - This section communicates to the _______________ School community what happens when member roles and responsibilities are not carried out. This Guide allows for a consistent application of consequences and services yet respects the unique styles of each member (faculty and students).
[ Back to Top ]
Purpose
The purpose of this Plan is to ensure consistent application of services and consequences regarding discipline yet respecting the unique styles and philosophies of each faculty member. Consequently this plan reflects three approaches to Discipline: 1) Traditional (structured intervention), 2) Interactive, and 3) Facilitative. No approach is preferred over the other. The only criterion is effectiveness. By respecting varied approaches we at _______________________ School can be consistent without having to modify our personal philosophies regarding education, instruction, and discipline strategies.
[ Back to Top ]
Discipline Approaches Used at: ______________________
- Interventionist - Teacher is the adult and is responsible for providing structure and content. The teacher's function is to control the environment and use directive techniques to develop constructive behavior.
- Interactive - Teacher is the consultant. Learning occurs best when there is an interaction between the student, teacher, and their environment. The teacher's function is to constantly interact with the student.
- Facilitative - Teacher is a resource provider. Teacher provides a facilitating learning environment for the child. This environment allows the students to express themselves freely and to learn from reactions to their expressions.
The faculty at _______________________ School believe that all three approaches are effective methods for educating and providing a safe and supportive learning environment. The specific approach used will be determined by the teacher's philosophy, the circumstance, and the subsequent effectiveness of the approach.
[ Back to Top ]
[ Appendix 8 ] [ Table of Contents ]
Copyright ©, 2000. Lee R. Clark. All Rights Reserved.
Not for dissemination without permission of Project Director.
Last modified 2001-03-21.