School Wide Behavior Expectations Research Paper

December 9, 2016

School Wide Behavior Expectations (Module 5)

Part 1

Clearly stated learning goals and useful feedback to the classroom behavior guidelines increase student achievement, learning and behavior (Jones & Jones, 2016). The strengths of the behavioral matrix template are distinctly outlined rules and expectations. Student engagement that is rigorous, relevant, and relatable to everyday life results in improved academic performance. Having the basics covered in a rubric form allows students to understand what staff members expect of them in all areas of the school. “Nearly 14,000 schools across the United States currently implement School-Wide Positive Behavioral Interventions and Supports” (Reinke, Herman & Stormont, 2013, p.39).

The code of conduct in the student handbook is based on creating a safe and respectful learning environment in which every student is able to reach his full potential and have the same opportunities regardless of race, color, creed, religion, ethnic origin, sex or disability. Disrespectful behavior will not be tolerated. Students in violation of the code are subject to discipline, including suspension. The school has twenty-three rules in place ranging from disrupting school to criminal behavior. Under many rules, there are subheadings and paragraphs describing the various

“Schools are faced with the challenge of providing safe and effective learning environments where all children can achieve both academically and behaviorally” (Carter, Carter, Johnson, & Pool, 2013, p. 223). All students are getting tier one instruction in the regular classroom. Tier one meets the needs of about eighty percent of students (Cramer & Bennett, 2015). To meet the requirements for tier two, my school implemented a thirty minute time period after lunch to help struggling and at-risk students. Each individual teacher tells students if they need to report or not, depending on their student achievement and behavior. Since I teach high school, each class reports on a certain day of the week to a specific teacher. If students do not need intervention, then they have an extended lunch period. This extra time after lunch with the classroom teacher provides small group interventions to meet specific needs. I think this time helps students, but some of they are resentful since they never get the extra time to socialize like the “smart” kids do. Tier two works for approximately fifteen percent of students (Cramer & Bennett, 2015). If students have not made significant progress in tier two, if they are more than one and a half grade levels behind or fall below the ten percentile mark, then they are monitored weekly by RtI