The Positive Behavorial Intervention Systems Model serves as a vehicle for communicating the school's philosophy, expectancies 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.
Purpose The purpose of this Plan then is to ensure consistent application of services and consequences regarding discipline, yet respecting the unique styles and philosophies of each faculty member. By respecting varied approaches a faculty can be consistent without having to modify individual philosophies regarding education, or instruction, and discipline strategies as long as they are effective.
Key Components Philosophy - This section provides a statement regarding basic beliefs about education, children, and the environment necessary to promote quality educational services. It serves as the foundation for all decisions regarding curriculum, service delivery, administration, and school environment. It is used as a benchmark for resolving conflict re: interventions, etc. It is not an ivory tower "goopy" set of statements. It identifies common ground and is the foundation for all aspects of the plan.
Member Expectancies - This section describes the expectancy of each member of the school. These expectancies are described as they relate to the "Implementation of the Philosophy" (i.e. what is expected of every person to achieve the intent of our philosophy). When roles and responsibilities are clearly defined a faculty can better assess areas of concern and ensure a more consistent application of their plan.
Expectancies in School Settings - This section describes expectancies in terms of location. It allows each member 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.
Key Implementation Components This part of the plan communicates to all school members what happens when member roles and responsibilities are not carried out. This allows for a consistent application of consequences and services yet respects the unique styles of each member (faculty and students).
- Rules - Universal Framework - Foundation for determining level of individual flexibility.
- Targeting Behavior - Foundation for developing effective interventions, consistent communication, and consistency.
- In-Class Interventions - Establishes expectancies for competencies to be mastered and implemented by teachers.
- In-School Support Services - Establishes expectancies of in-school services and interventions based on need of student and request from teacher.
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Copyright ©, 2000. Lee R. Clark. All Rights Reserved.
Not for dissemination without permission of Project Director.
Last modified 2001-03-21.