NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1072957
Record Type: Journal
Publication Date: 2015-Oct
Pages: 9
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1098-3007
Addressing Individual Perspectives in the Development of Schoolwide Rules
Valenti, Michael W.; Kerr, Mary Margaret
Journal of Positive Behavior Interventions, v17 n4 p245-253 Oct 2015
Consensus among the majority of staff is essential for the development and consistent implementation of the Schoolwide Positive Behavior Interventions and Supports (SWPBIS) framework. At the universal level, a shared vision reflects consensus regarding operational definitions of behaviors (rules) and consequences. Yet, decades of research indicate that educators possess idiosyncratic standards for student behaviors. Lengthy and often unproductive discussions can arise when discussing school rules with a large group of adults. To address situations where consensus is difficult to achieve, this article outlines a process that assesses and summarizes the views of all school-based staff and then facilitates discussions based on the aggregated data. To illustrate this approach, we include two case studies involving faculty members struggling to find consensus about their schoolwide rules and describe how agreement was achieved. Recommendations for SWPBIS coaches conclude the article.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A