Realizing Excellence for ALL Children in Mississippi (REACH MS) is Mississippi’s State Personnel Development Grant which focuses primarily on supporting school-wide and district-wide implementation of Positive Behavioral Intervention and Support (PBIS) at the elementary, middle, and high school levels. Awarded to The Mississippi Department of Education in 2005, the grant is operated by the University of Southern Mississippi’s Department of Curriculum, Instruction and Special Education.
Provide high quality professional development opportunities meeting the needs of educators, related service providers, families and children of our state.
Increase the engagement of stakeholders within and beyond the Mississippi Department of Education to support a more unified, sustainable structure of professional development processes, products, and opportunities for both pre-service and in-service educators.
Engage and support local education agencies, institutes of higher learning, families, and other stakeholders to increase Mississippi's capacity to meet state goals relevant to PBIS through program improvement.
Positive Behavior Intervention and Support (PBIS)
Improving student academic and behavior outcomes is about ensuring all students have access to the most effective instructional and behavioral practices and interventions possible. PBIS provides an operational framework for achieving these outcomes. This approach can be school-wide, classroom, in a specific setting, or with an individual student. More importantly, PBIS IS NOT a curriculum, intervention, or practice, butIS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. It provides a positive and effective alternative to traditional methods of discipline. (PBIS.org)
The School-Wide Positive Behavior Intervention and Support (SWPBIS) process is a team-based approach that relies on a strong collaboration between families and professionals. At the school level, SWPBIS relies on accurate and reliable discipline referral data to recognize the behaviors occurring across campus. An analysis of the “Big Five” data (time, location, type of behavior, student, and average referrals monthly) allows the school team to:
Identify appropriate school-wide expectations and rules
Develop a system to teach students appropriate behavior
Create a predictable office discipline referral system so that students can be provided with consistent consequences for behavior violations
Generate a reinforcement system that will increase the likelihood that students will exhibit the expected behavior
Communicate findings to staff, students, and families
If a child doesn’t know how to read, we teachthem to read.
If a child doesn’t know how to multiply, we teachthem to multiply. If a child doesn’t know how to spell, we teachthem to spell.
If a child doesn’t know how to behave, we punish them.
“Why can’t we finish the last sentence as automatically as we do the others?” John Herner (NASDE President)
This video is captioned and broken down into two 12 minute segments.
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