PBIS

 

PBIS is described as methods used to identify and support desired behaviors in the school setting.  PBIS seeks to reduce or eliminate undesired behavior school-wide through the encouragement and teaching of positive behaviors.  Lakeway annually forms a committee to address our school-wide (Tier 1) positive behavior interventions and supports. This committee will address ways to reinforce the positive behaviors (Leopard Competencies) observed throughout the day.  

 

 

Littleton School District and Lakeway is moving forward with implementing a  trauma-sensitive approach to education and increasing our trauma-informed practices.  According to the National Association of School Psychologists, childhood adversity, toxic stress, and trauma can negatively impact a student’s ability to thrive in school, at home, and throughout life. Given the widespread scope and prevalence of childhood adversity and trauma, promoting trauma-sensitive school approaches has the greatest potential to positively impact all students, regardless of trauma history. Trauma-sensitive schools promote (a) feelings of physical, social, and emotional safety in students; (b) a shared understanding among staff about the impact of trauma and adversity on students; (c) positive and culturally responsive discipline policies and practices; (d) access to comprehensive school mental and behavioral health services; and (e) effective community collaboration. Importantly, trauma-sensitive school approaches fit well with our tiered levels of support.

 

 

A part of the Lakeway’s behavioral intervention system may include involvement in the Student Support Center (SSC). The SSC’s purpose is to provide a safe, structured, and proactive place for a student when the student is behaving in a way that does not comply with classroom/school guidelines for behavior. The Behavior Coach uses various strategies that allow the student a quiet place to process what happened and how the situation could have been handled more appropriately so that the student will be able to handle a similar situation more appropriately.

 

A student may need the support of a Behavior Intervention Plan to address specific behavioral concerns. The plan is developed by a team, that may consist of, but not be limited to, parent/guardian(s), teachers, Behavior Coach, school counselor, and the administration.  The intention of the plan is to help students learn decision-making skills necessary for their optimum participation in both the educational environment of the school and in the greater community at large.

 

 

Student behavior that impacts the flow of instruction, impedes student learning, or causes harm is reported to the office.  The behavior coach, school administration, or other staff as needed will respond to the incident by either reporting to the location or processing with the student in another location.  Behavior incidents requiring support are recorded and reviewed on a regular basis to determine the need for student intervention. Consequences for behavior incidents are determined based on the infraction.  Office responses may include: restorative practices, time in SSC or office to regulate emotions, student processing, phone calls or letters home, in-school suspensions, out-of school suspensions, or other practices.