Positive Behavior Support

  • Success Ahead
    The Positive Behavioral Interventions and Support (PBIS) System
    Traditional discipline techniques focus on punitive responses to inappropriate student behavior. A more proactive approach in managing student behavior involves positive reinforcement and support for those students who behave appropriately. Students who misbehave will observe this positive response and through direct intervention redirect their efforts towards behaving appropriately. Research has shown that students respond to positive reinforcement and thus have an easier time demonstrating good behavior when given the opportunities to redirect themselves.

    BCA is proud to be Positive Behavioral Interventions and Support (PBIS) School.  This program is being used state-wide and is endorsed by the Louisiana Department of Education.  
    This is a school-wide program designed to alter negative behaviors by rewarding appropriate behaviors. Families are a very important link to the success of this process. The presence of parents in schools not only provides academic support, but also creates community and cultural connections.

    There are four components for successful implementation: (1) a leadership team to actively coordinate implementation efforts; (2) broad visibility and consistent systemic support that extends beyond the individual school; (3) an on-going evaluation, data collection system, and plan reassessment; and (4) adequate and sustained funding support. 

    Students will be taught a small set of basic conduct rules and rewarded for complying with the rules. For BCA, the rules are as follows:

    E = Everyone come prepared.

    A = Act responsibly.

    G = Give respect to everyone.

    L = Listen to directions the first time given.

    E = Expect excellence from yourself.

    S = Stay safe.

    The PBIS system is designed to provide an effective environment for teaching and learning, as well as to improve lifelong skills for the family and the community. Family support is the key factor for success of a Positive Behavior Interventions& Support plan.

    Eagle Bucks

    These are given out on a daily basis to students caught demonstration “EAGLE behavior”. Any faculty member can give them out at any time. They will be used as currency at the Eagle Store and as a donation to our monthly charity.  Eagle Bucks and Positive Dojo points cannot be taken away from a student as a means of punishment.

    The Reward System

    Each Eagle Ticket may be spent at the Eagle store for toys (grades K-4) and/or snacks (grades5-8).   Each four and one-half weeks all students that comply with the 'EAGLES’ rules will participate in a grade level reward ceremony. They will be presented with a colored lanyard (Grades 2-8) and a colored wrist band (Grades K &1st) The Lanyards or Bands will be worn daily as a “badge of success” for good behavior. They will receive one FREE dress down Friday with their new Lanyard/Band.

    Top 10 Online Resources for PBIS

    As your organization implements Positive Behavioral Interventions and Supports (PBIS), you may want to look the Internet for more information. The web contains a wealth of free resources dedicated to the practice of PBIS. We have compiled a list of 10 of our favorite online resources for you to explore.

    OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports —A collaboration between the US Department of Education and 11 technical assistance units across the United States, the center provides technical assistance to encourage large-scale implementation of PBIS.

    Association for Positive Behavior Support—Promotes research-based strategies that combine applied behavior analysis and biomedical science with person-centered values and systems change to increase quality of life and decrease problem behaviors.

    National Center on Response to Intervention—Provides technical assistance to states and districts and builds the capacity of states to assist districts in implementing proven models for response to intervention (RTI) and Early Intervening Services (EIS).

    School-wide Information System (SWIS)—A web-based information system designed by research faculty and staff at the University of Oregon. SWIS was developed in response to school team and administrator requests for efficient and effective data entry and report generation of on-site office discipline referral information.

    What Works Clearinghouse—An initiative of the US Department of Education's Institute of Education Sciences, the WWC is a central and trusted source of scientific evidence for what works in education.

    Florida's Positive Behavior Support Initiative—The purpose of this initiative is to increase the capacity of Florida's school districts to address problem behaviors using Positive Behavior Support.

    The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) is a five-year grant made possible by the U.S. Department of Education, Office of Special Education Programs. TACSEI takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates free products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day.

    More resources and information about Positive Behavior Support.