S E A R C H   
 
Positive Behavioral Interventions and Supports Tutorial
 

PBIS in Maryland:


Overview

Overview
This session reviews the history and current status of PBIS in Maryland schools. You will learn the components of the state leadership team and the structure at the local school system level to sustain on-going PBIS implementation

Objectives
Upon completion of this module, you will be able to:

1. Identify the critical elements of the Maryland model of PBIS.

2. Review a brief history of PBIS in Maryland.

 
 

History

10 minutes

Maryland Model

15 minutes

Evaluation

5 minutes

Calendar of Events

10 minutes

 
     

Schools are important environments in which children, families, educators, and community members have opportunities to learn, teach, and grow. For nearly 180 days each year and six hours each day, educators strive to provide students, learning environments that are stable, positive, and predictable. These environments have the potential to provide positive adult and peer role models, multiple and regular opportunities to experience academic and social success, and social exchanges that foster enduring peer and adult relationships.

Despite these positive attributes, teachers, students, families, and community members face significant contemporary challenges. Every year schools are being asked to do more with fewer resources. New initiatives to improve literacy, enhance character, accommodate rapidly advancing technologies, and facilitate school-to-work transitions are added to the educator’s workday. Schools are continually being asked to do more, yet seldom are allowed to cease work on the growing list of initiatives.

 


 

 

 

 


Website designed and hosted by CTE, Copyright 2004

 

 

 
PBIS in Maryland
Phase I: Getting Ready
Phase II: Implementing
Phase III: Sustaining
High Need Students
What is PBIS?
Acknowledgements