W GU D036 TASK 1 B EHAVIOR MANAGEMENT
AND SUPPORT
Valerie Swanger
WGU D036 Task 1
Oct. 2, 2024
, A. Reflect on your school’s system of behavior management and support (e.g., the
student discipline referral process, multitiered system of supports, response to
intervention, Positive Behavioral Interventions and Supports, or other related systems
of behavior management and support) by doing the following:
1. The school behavior management system is Positive Behavioral Interventions
and Supports (PBIS). At my school we proactively manage student behavior by
setting up and practicing expectations the first day of school. The first day of
school the students go to each location where an adult is standing and waiting
to explain the PBIS expectations of that location. Our PBIS expectations are
posted all around the school for what is expected in the different areas such as
hallway expectations, gym and cafeteria expectations, bathroom expectations,
etc. The school also has a PBIS room for students to go to when they are
dysregulated.
2. The school’s current approach to behavior management and support is both a
PBIS system and Multi-Tiered System of Support (MTSS). PBIS is the main
behavior approach. We have the expectations posted around the school in an
acronym that matches our mascot, “PAWS”. “PAWS” stands for “Prepared, Act
Responsibly, Work and Play Safely, Show Respect”. On the posters around the
school, it states what each of those words looks like in that area. We have a PBIS
room where students who are dysregulated can go to work with the teacher in
there to work through different think sheets and get back to class. MTSS is used
as a flow chart of behavior to identify when the principal should step in. It
identifies PBIS strategies in each of the tiers.
The PBIS and MTSS behavior management is equitable for this school.
Students are all given what they need at the time instead of the same thing as
everyone else. There is a first grader who needs frequent breaks due to ADHD
and he goes to the PBIS room to receive breaks. Another student with ADHD just
needs breaks in the classroom. Miguel Cardena states that “[a] proactive focus on
student needs and strengths may increase the likelihood of fair and equitable
outcomes in the administration of school discipline” (Cardena, 2023). This
AND SUPPORT
Valerie Swanger
WGU D036 Task 1
Oct. 2, 2024
, A. Reflect on your school’s system of behavior management and support (e.g., the
student discipline referral process, multitiered system of supports, response to
intervention, Positive Behavioral Interventions and Supports, or other related systems
of behavior management and support) by doing the following:
1. The school behavior management system is Positive Behavioral Interventions
and Supports (PBIS). At my school we proactively manage student behavior by
setting up and practicing expectations the first day of school. The first day of
school the students go to each location where an adult is standing and waiting
to explain the PBIS expectations of that location. Our PBIS expectations are
posted all around the school for what is expected in the different areas such as
hallway expectations, gym and cafeteria expectations, bathroom expectations,
etc. The school also has a PBIS room for students to go to when they are
dysregulated.
2. The school’s current approach to behavior management and support is both a
PBIS system and Multi-Tiered System of Support (MTSS). PBIS is the main
behavior approach. We have the expectations posted around the school in an
acronym that matches our mascot, “PAWS”. “PAWS” stands for “Prepared, Act
Responsibly, Work and Play Safely, Show Respect”. On the posters around the
school, it states what each of those words looks like in that area. We have a PBIS
room where students who are dysregulated can go to work with the teacher in
there to work through different think sheets and get back to class. MTSS is used
as a flow chart of behavior to identify when the principal should step in. It
identifies PBIS strategies in each of the tiers.
The PBIS and MTSS behavior management is equitable for this school.
Students are all given what they need at the time instead of the same thing as
everyone else. There is a first grader who needs frequent breaks due to ADHD
and he goes to the PBIS room to receive breaks. Another student with ADHD just
needs breaks in the classroom. Miguel Cardena states that “[a] proactive focus on
student needs and strengths may increase the likelihood of fair and equitable
outcomes in the administration of school discipline” (Cardena, 2023). This
