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PBIS (Positive Behavior and Intervention Support) School Wide PracticePBIS is a pro-active approach to increasing positive student behavior through direct instruction. In every school, staff teach behavior expectations to students that are consistent with pro-social traits such as responsibility and respect. The behavior expectations are taught to students throughout the school year in different areas of the school. Students receive positive recognition for following behavior expectations. Students who have difficulty with learning behavior expectations are provided additional instruction in small groups or on an individual basis. Parents play a key role in supporting PBIS by positively acknowledging their students when they follow the behavior expectations at their school.
PR (Positive Relationships)Having a supportive relationship with an adult is one of the most commonly reported protective factors in the literature on resilience (Pianta & Walsh, 1998; Werner, 1999). The quality of children’s relationships with teachers has been found to be a major component of adaptation in school (Pianta et al., 1995). Teachers can act as role models (Henderson & Milstein, 1996), reward and reinforce children’s competencies (Werner, 1995), and provide high levels of social support (Miller et al., 1998) (Lynch, Geller, & Schmidt, 2004, p. 338).
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SEL (Social Emotional Learning) the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful.
PCM Strategies (Proactive Club Management Strategies)Refers to an approach to club that simultaneously promotes high levels of academic engagement while also preventing off-task and disruptive behavior. It is designed to be preventative, integrates instruction and management which provides explicit instruction, guided practice, and performance feedback in club rules and routines to enhance students’ chances for academic and social success, and the focus is on group aspects of club management rather than individual student behavior (Rathvon, 2008).
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