|
What is PARR? Productive Appropriate Respectful Responsible • PARR is an approach to changing school systems that is also known as Positive Behavior Support (PBS). To efficiently improve behaviors, academics, and school climate, we gather information continuously to evaluate what is going well and what needs to be improved. We always use data like attendance information or discipline referral numbers to help us make decisions. • We first target school-wide (universal) issues such as clarifying and teaching expectations for behavior, improving or creating school policies, improving curriculum, and increasing communication between students, staff, and administration. We also find ways to reward students and staff who help us meet goals and improve behaviors. • Once we have these universal improvements in place and running smoothly, we will look at secondary levels of support, for groups of students who are still not meeting behavior, academic, and attendance expectations. We design intervention systems for those students based on what we think might be causing the problems. We are just beginning our secondary supports process through a pilot in our freshman SLC houses. • Students who are not responding to universal and secondary level supports will need extensive tertiary level intervention. Our counseling department, social worker, outside support services, and/or special education team may become involved at this point. Plans for a tertiary level support system are in the works.
Why PARR? PARR was developed from the concerns of staff and students regarding the climate of the building. It is designed to improve: *Safety issues *Respect throughout the building *Behavior *School wide policies *Attendance *School Morale/ Spirit
Resources Bohanon, H., Fenning, P., Carney, K., Minnis, M., Anderson-Harris, S., Moroz, K., Kasper, B., Hicks, K., Culos, C., & Sailor, W. (in press). School-wide application of urban high school positive behavior support: A case study. Journal of Positive Behavior Interventions and Supports. Bohanon-Edmonson, H.& Flannery, B., Sugai, G., & Eber, L. (Eds) (2005). School- wide PBS in High Schools Monograph. Retrieved January 25, 2005, from \ Carr, E., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J., Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive Behavior Support: Evolution of an Applied Science. Journal of Positive Behavior Interventions, 4(1).
Horner, R., Dunlap, G., Koegel, R., Carr, E., Sailor, W., Anderson, J., Albin, R., & O'Neil (1990). Toward a technology of "Nonaversive" behavior support. Journal of the Association of Persons with Severe Handicaps, 15(3). Leedy, A., Bates. (2004). Bridging the Research-to-Practice Gap: Improving Hallway Behavior Using Positive Behavior Supports. Behavioral Disorders, 29(2). Office of Special Education Programs (U.S. Department of Education). (2002). School- wide Positive Behavior Support: Implementers' Blueprint and Self-Assessment.
|
|
