Oakmont Viking Expectations
To utilize a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social-behavior outcomes for all students. PBIS is a prevention-oriented way for school personnel to (a) organize evidence-based behavioral practices, (b) improve their implementation of those practices, and (c) maximize academic and social behavior outcomes for students. PBIS will work to support the success of ALL students on campus.
At Oakmont we have established the term Viking Expectations to encompass behavioral and attitudinal expectations conveyed in a positive format:
OHS Viking Expectations are introduced and reviewed at the start of each school year. Reinforcement of individual student behaviors is provided through Viking Expectation reward cards which are entered in the weekly VE lottery drawing. Winning students are then able to choose from tangible rewards ranging from and array of gift cards, vouchers toward Viking wear for the Student Store, priority parking passes, and front of the lunch line priority passes.
The PBIS program is based on a national model, which is being implemented and supported by the U.S Department of Education in schools across the country. Research has consistently shown that zero tolerance and punitive-only behavior approaches are ineffective and may actually increase rates of disruptive behavior. Research supports that punishing problem behaviors without a school-wide positive support system results in increased aggression, vandalism, truancy and dropouts (Mayer &Sulzer-Azaroff,1990; Skiba, Peterson & Williams 1997). The federal organization supporting the PBIS model is known as the National Technical Assistance Center on Positive Behavioral Interventions and Supports U.S. Department of Education, Office of Special Education Programs (OSEP) www.pbis.org Grant No. H326S03002.
Research provides evidence that students learn best when their academic emotional, physical, and social needs are met. Educating the whole child, one who is healthy, safe, engaged, supported, and challenged, is a prerequisite to a successful educational system. A comprehensive learning support system, which focuses on overcoming the barriers to learning and teaching, ensures higher academic achievement, closes the achievement gap, and prepares students to be effective citizens in the global market. As the country has faced recent economic challenges, students and families are faced with increased stressors that contribute to negative behaviors and barriers to learning. National recognition has been given to the need for addressing improvement of both student academic performance and social behavior.
The PBIS program emphasizes the establishment of organizational supports and systems that give school personnel the capacity to use effective interventions consistently and successfully at the school. These supports include (a) team-based leadership, (b) data-based decision-making, (c) continuous monitoring of student behavior, (d) regular universal screening, and (e) effective on-going professional development. Effective classroom management and preventive school discipline are essential for supporting teaching and learning. The PBIS program goes further by emphasizing that classroom management and preventive school discipline must be integrated with effective academic instruction in a positive and safe school climate to maximize success for all students.