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ERIC Number: ED502984
Record Type: Non-Journal
Publication Date: 2008
Pages: 180
Abstractor: ERIC
Reference Count: 52
ISBN: ISBN-978-0-7785-6421-8
ISSN: N/A
Supporting Positive Behaviour in Alberta Schools: A School-Wide Approach
Mackenzie, Nancy
Alberta Education
Drawing on current research and best practices, this three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information, strategies, stories from schools and sample tools for systematically teaching, supporting and reinforcing positive behaviour. This integrated system of school-wide, classroom management, and individual student support is designed to provide school staff with effective strategies to improve behavioural outcomes in their school. The goal of this approach is to facilitate academic achievement and healthy social development of students in a safe, supportive learning environment. Ten key elements of support for students with behaviour disabilities are discussed: (1) Positive relationships, valuing each individual's contribution to the school community, promoting a sense of belonging for all students and staff, and promoting positive relationships among home and school and community; (2) Modification of the school environment: ensuring that the physical environment and school routines are organized proactively to support positive behaviour and reduce problem behaviour; (3) Differentiated instruction, responding to student diversity and creating opportunities for all students to learn in a way that responds to their varying abilities, strengths, learning preferences, interests and needs; (4) School-wide behavioural expectations, clearly articulating expectations and having all staff consistently reinforce expectations in all areas of the school throughout the school day; (5) Social skills instruction that demonstrates and supports the school-wide behavioural expectations; (6) Positive reinforcement of individual students and groups who consistently demonstrate positive behaviour; (7) Fair and predictable consequences for negative behaviour that adversely affects others and the school community; (8) Collaborative leadership: committing to building and maintaining a positive school culture, and providing the resources necessary for developing positive behaviour supports for all students; (9) Data-driven decision making, clearly identifying the strengths and needs of the school community, identifying areas where improvement is needed and measuring behaviour change over time; and (10) Action plan for school change: developing, implementing and monitoring a school-wide approach to positive behaviour supports. These elements are interrelated and overlapping, and may have differing degrees of importance, depending on the needs, strengths and priorities of a particular school community. (Contains 13 footnotes, form templates and an index.) [Contributing writers include Dana Antaya-Moore, Karen Bain, Colleen McClure, Brenda Sautner, and Dwaine Souveny. For other reports in series, see ED502982 and ED502983]
Alberta Education. 11th Floor Capital Boulevard, 10044 - 108 Street, Edmonton, Alberta T5J 5E6, Canada. Tel: 780-427-6297; Fax: 780-427-5927; e-mail: Library.Learning@gov.ab.ca; Web site: http://education.alberta.ca
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Alberta Education, Learning and Teaching Resources Branch
Identifiers - Location: Canada