Assignment

Part 1: Independent Analysis

Complete Part 1 prior, either by typing or writing by hand. Bring your completed Part 1 to Class 4 to use during the in-class activity, and be prepared to briefly summarize and discuss your findings with your group members. You will submit Part 1 to Dr. O'Brien in Class 4 (turn in your hard copy OR submit the electronic copy via Blackboard).

For Part 1, independently compare and contrast your school's plan to components of SW-PBIS by answering the following 4 questions. Your responses should be clear, succinct, and convey sufficient information.

A. What is the current school-wide discipline approach? Briefly summarize school-wide expectations for your setting. Include in your summary a description of the level of consistency among classroom expectations across settings, as is evident from the school plan (for what's not evident, indicate that).

The current school-wide discipline the Responsive class approach, which is support system that entails proactive strategies for supporting, defining, and teaching students the appropriate behaviour meant to create positive environments in school. For my setting, the school wide expectations are based on a PBIS approach whereby aversive consequences being taken in the case discipline is not adhered to. The consistency level among classroom expectations results to loss of privileges or suspension.

B. Given the descriptions of SW-PBIS (refer to S&H Ch. 3), what are the major similarities with a PBIS School? Note: If you have few similarities, this section will be very short.

The major similarities of SW-PBIS and PBIS schools are that both of them use strategies that are positive to help develop the desired behaviour in children. Secondly, both of them establish positive environments to discourage negative behaviour and encourage positive behaviour. Thirdly, both of them use proper teaching skills to teach children how to have good behaviour. Fourthly, both SW-PBIS and PBIS schools reinforce positive behaviour by frequently reinforcing positive behaviour in children. Lastly, both of them respond to inappropriate behaviour by responding immediately and frequently to encourage children to have appropriate behaviors.

C. Given the descriptions of SW-PBIS (refer to S&H Ch. 3), what are the major differences with a PBIS School? Note: Even if you are a PBIS school, you may realize you do have differences from what PBIS should be.

A major difference between the two approaches is that the Responsive classroom approach does not provide strategies for tertiary prevention. Another difference is that the Responsive classroom approach emphasizes mostly on ways to reinforce positive behaviour in children as opposed to the PBIS approach, which does not specify the preferable reinforcing methods.

D. For your school, what are your suggestions for growth? Note: If you are a PBIS school with few differences described above, consider whether things are perfect at your school. If so, what are ways to maintain what exists? Are there improvements needed for what's supposed to be in place? If not, then what are the next steps to "grow" the school's PBIS model?

For my school, I would suggest introductory workshops, trainings, development and assessment tools for teachers so that they can support the implementation of the new approach in school, and the attendance of National conferences on Responsive classroom approach by both teachers and administrators.