Jennifer Armenia

EDUL 6024

Assignment 4

At MBES all teachers use Positive Discipline, which teaches students how to make good choices as well as appropriate dialogue to use when students and teachers talk about behavior problems in the classroom.   Since teachers use positive discipline to teach student appropriate behaviors and how to solve a problem appropriately, a “culture of competence” is taught through this method.  Our school also uses the Peaceful School bus program to teach students appropriate behaviors on the school bus as well as effective problem solving on the school bus.  Our school wide rules are sent home in the beginning of the school year in our school handbook.  All the parents and students sign saying they have read and understand all school rules.  If students have been caught doing something above and beyond what is expected, they are announced on the morning announcements.   Currently the only school-wide system in place to identify and respond to at-risk students is the Student Support Team (SST).  When teachers identify students with behavior problems the teacher places the child on SST.  The SST committee the meets to develop a plan to help the student learn appropriate behaviors as well as allow the child be successful in school. Since the SST has different levels of intervention, different interventions are put into place depending on the need of the child.  If a child needs assistance outside the regular school, social workers and our school counselor makes at home visits and families are referred to support agencies that may help them.  When a child misbehaves and is sent to the office, the discipline referral is logged into a computer program.  If a situation arises data from the program is reviewed with parents. 

1. The school needs to realize the need for a behavior support plan. 
2. The school forms a committee of parents, administrators, students and teachers to develop a statement of purpose.
3. The list of behavior expectations should be created and approved by all staff in the building.
4. Choose a behavior program that allows for both prevention and response to behavior problems as well as a program that is based on research.
5. Develop an action plan to implement the program.
6. Create a list of clearly defined consequences to be used if a student violates behavior expectations.
7. Provide training sessions on the program for all faculty members.
8. Continually monitor the behavior plan and make changes/improvements as necessary.
9. Create a support plan for students who constantly violate behavior expectations.
10. Provide training for teachers/faculty members new to the school who are unaware of the behavior program.