I think we can all agree that how administrators and teachers have gone about disciplining children in the school setting has changed a lot over the last 50 years. The baby boomer generation recalls paddling at the hands of principals as a regular method! My, how the times have changed. Still, the need for behavior management and reinforcing expectations for excellence is still a real need. The latest method in the last decade gaining notoriety is PBIS in schools. What is that, you ask?
PBIS is an acronym for Positive Behavioral Intervention and Supports. It sounds complicated, but what it really does is provide administrators and teachers with a workable framework for ingraining evidence-based behavioral intervention in a way that increases academic achievement and social behavior outcomes as it applies to the entire student body, not just some. Where other methods have been either purely strategic or punitive, think of PBIS in schools as cultural practice.
Why PBIS In Schools Makes A Difference Where Other Methods Haven’t
What makes PBIS in schools markedly different from any form of school discipline or behavior management strategy in previous decades is that it is focused on prevention instead of solely intervention or correction. It is not a clever curriculum or set of script manuals to follow. It’s much more than that. The idea is to create a culture that needs less administrative discipline because the student body has adopted the practices of PBIS into its culture in such a way that it doesn’t need discipline as its first line of defense.
Imagine a methodology that is adopted on every level of the school organization. Every person in the school has a structure, a format, a way of life of how to do life at school. It is happening. By creating a system in which PBIS in schools is measured and reported back to school administration is one of the ways that this evidence-based practice works so well. Schools know it makes a real impact because they are actively seeking out data as evidence that it does. When a piece of PBIS practice is not working well, it can be adjusted and maximized. This kind of approach puts teachers back in control of their classrooms in the way it was intended; to foster the best learning experience for every student.
Measuring PBIS In Schools In A Way That Makes Sense
Data collection can be done in a variety of formats. You can write it down, create spreadsheets and report forms; most of it can be done on a computer. What would make the most sense though is collecting data on PBIS effectiveness in a way that everyone involved can see in real-time, not just polished reports looking at data in the rearview. One of the biggest populations of people still left out of the loop in this endeavor is the parent and service provider outside the classroom.
If PBIS in schools is to really work in a community environment then wouldn’t it make sense for those who support the student outside the walls of the school to be included in how this is done to continue with the framework at home and included in additional services? Shouldn’t everyone involved be working toward the same goals?
How does a service provider outside of the school environment even know how this works or if it is working for the individual student they are supporting? Can this be done?
eCare Vault is the first education collaboration solution that allows every one of the student’s care and educational support teams to be included in real-time with the education providers in the student’s school setting. Everyone on the same page, collaborating, sharing information on what is effective and what needs tweaking. If correct prevention guards against the need for intervention, then holistic collaboration with everyone involved in the student’s education journey is the only choice for successful PBIS in schools.