Harness the proactive power of PBIS to improve student behavior
More punishment won’t improve student behavior. Now, there’s a better way: The Positive Behavior Interventions and Supports (PBIS) Champion Model. Through this breakthrough alternative, schools have reduced disciplinary incidences by 50% or more by implementing proactive, school-wide prevention practices.
This research-based, action-oriented framework written by leading experts in PBIS implementation, will show you how to create a school culture where all students achieve both social and academic success. You’ll find:
- A convincing case for why teaching appropriate behavior, rather than punishing inappropriate behavior, is more effective for creating an environment conducive to learning
- A step-by-step framework for implementing a comprehensive systems approach, with specific actions to develop, monitor, and sustain each level of the system
- Success stories from teachers and administrators who have implemented the PBIS Champion Model
- Self-assessment exercises to ensure PBIS implementation starts on the right track and stays there
Through this approach, you’ll have the tools to create a school environment that accelerates learning and has a positive impact on the emotional, social, academic, and physical well-being of every child.
‘This concisely-crafted book provides schools a systematic and doable framework for a comprehensive approach to building school climate, recognizing positive and appropriate behavior, and reducing detrimental school issues.’
Katy Olweiler, MA, MPA, NCC, Counselor
Lakeside School, Seattle, Washington
‘Finally, we have a book that will impress readers who need to understand PBIS and become a resource on how to implement it successfully.’
Roberto Pamas, Principal
O.W. Holmes Middle School, Alexandria, Virginia
Зміст
Preface
Acknowledgments
About the Authors
1. The What and Why of PBIS
2. The PBIS Champion Model System and What Led to Its Development
3. Getting Started With category A – Tier 1 PBIS Markers
4. Getting Started With category B – Tier 1 School-Wide Characteristics
5. Getting Started With category C – Tier 1 School-Wide Academic/Behavioral Goals and the Work of the PBIS Team
6. Lessons Learned, Case Studies, and Bringing It All Together
Appendix Resources A
Appendix Resources B
Appendix Resources C
References
Index
Про автора
Dr. Linda Hauser has been deeply involved in education for over 35 years. She is a Professor at California State University, Fresno where she teaches both in the Educational Leadership and Administration (principal preparation) program and Doctoral Program in Educational Leadership, as well as serves as department chair, program coordinator and dissertation adviser. Prior to her tenure as a university professor, Dr. Hauser served over 28 years in California public as the Chief Academic Officer for the Fresno Unified School District and as an area superintendent, administrator for professional development, elementary school principal, secondary learning director, resource teacher, and teacher in the Clovis Unified School District. She has taught numerous grade ranges from primary grade students to the graduate level. Dr. Hauser received her BA in Communicative Disorders (deaf education emphasis) and teaching credential from California State University of Fresno, her MA in Administration and Reading Specialist Credential from Fresno Pacific University and completed a doctorate in Organizational Leadership from the University of La Verne. Under Dr. Hauser’s leadership as elementary principal, her school was recognized as a National Blue Ribbon School. She has done and continues to do extensive work in schools and districts in organizational development and facilitation as a new leadership competency; system’s alignment; teaching, learning and instructional leadership for high performance; and developing and implementing tiered systems of interventions and support. Dr. Hauser delivers numerous presentations at national and state conferences, is an author of peer-reviewed articles, and was an award recipient from the National Staff Development Council (NSDC) for a model professional development program: Project BEST (Beginning Educator’s Support in Teaching). Linda lives in Fresno, California with her husband, Rob, of 35 years. They are proud parents and grandparents. Their grown daughter, Kelly, and her husband, Shawn, reside in Carlsbad, California with their two precious grandsons, James and Zachary. Grown son Jeffrey resides in Costa Mesa, California.
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