Empowering the Whole Child through Diverse Perspectives in PBIS
Presentation Abstract
In Monroe County, we strive to recognize and respect the diverse backgrounds of our students and their families. This understanding allows our educators to create more inclusive and effective behavior support systems. One simple change our schools made was to ensure our PBIS images were more representative to the students we serve. By considering cultural and socioeconomic factors, we can better interpret and respond to student behaviors, ensuring that our interventions are appropriate and meaningful. At all of our schools, students have a voice in what motivates and reinforces their behaviors. In addition to recognizing and respecting the diverse backgrounds of our students, our schools utilize PBIS and tiered team meetings to drill down to determine the impact of student behavior on our school culture. By examining patterns in disciplinary referrals, attendance, and academic performance across various demographics, we can identify areas where our PBIS strategies may be falling short for certain groups. For example, transitions and bus behavior have been huge concerns in the past. By implementing data based interventions, we have been able to decrease transition times, which resulted in more time on task, and decreased bus referrals. In Monroe, we are passionate about sustaining consistent PBIS practices by providing regular training for staff to ensure best practices and consistency in school wide implementation. At our schools, all new teachers are provided with training, observations, and walk-throughs to ensure consistency amongst teachers.
Conference Program Description
Explore how integrating diverse perspectives in our PBIS approach supports the whole child! With data-driven insights showcasing positive impacts on behavior and engagement, we emphasize sustainable practices that empower staff and families, fostering a vibrant, inclusive community where every learner truly thrives!
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Suiter, Kerri C.; Karr, Georgia; Smallwood, Megan; and Selman, Elizabeth, "Empowering the Whole Child through Diverse Perspectives in PBIS" (2024). Georgia Association for Positive Behavior Support Conference. 38.
https://digitalcommons.georgiasouthern.edu/gapbs/2024/2024/38
Empowering the Whole Child through Diverse Perspectives in PBIS
In Monroe County, we strive to recognize and respect the diverse backgrounds of our students and their families. This understanding allows our educators to create more inclusive and effective behavior support systems. One simple change our schools made was to ensure our PBIS images were more representative to the students we serve. By considering cultural and socioeconomic factors, we can better interpret and respond to student behaviors, ensuring that our interventions are appropriate and meaningful. At all of our schools, students have a voice in what motivates and reinforces their behaviors. In addition to recognizing and respecting the diverse backgrounds of our students, our schools utilize PBIS and tiered team meetings to drill down to determine the impact of student behavior on our school culture. By examining patterns in disciplinary referrals, attendance, and academic performance across various demographics, we can identify areas where our PBIS strategies may be falling short for certain groups. For example, transitions and bus behavior have been huge concerns in the past. By implementing data based interventions, we have been able to decrease transition times, which resulted in more time on task, and decreased bus referrals. In Monroe, we are passionate about sustaining consistent PBIS practices by providing regular training for staff to ensure best practices and consistency in school wide implementation. At our schools, all new teachers are provided with training, observations, and walk-throughs to ensure consistency amongst teachers.
