Not long ago a "behavior support specialist" in a school would have focused on "fixing the child", using behavior modification strategies designed to change the student's behavior. In the past few years we've come a long way towards recognizing the influence of the whole LEARNING ENVIRONMENT on students' behavior. RITAP and the Rhode Island Department of Education have invested in a Social and Emotional Learning initiative which recognizes this reality, seeking to achieve:

• Increased understanding among school personnel and families of the power of the environment in influencing behavior;
• Transfer of the skills of Functional Behavioral Assessment to school personnel so that they can accurately understand the meaning of students' behavior in the school setting;
• Creation of a repertoire of strategies which address students' needs for "Positive Behavior Support."

Our model is founded on these beliefs:

• Students come to us "as they are." Parents send us the best children they have.
• We have a responsibility to help all of them learn.
• Belonging to a school community is a right, not a privilege.
• Learning involves taking risks, making mistakes, and having the opportunity to try and try again.
• Social and emotional learning has intrinsic value, and lays the foundation for academic learning.
• Most students, with guidance, exhibit caring, respectful,
  responsible behavior.
• Schools and families, working as partners, have a powerful, positive effect on most children.
• There are NON-NEGOTIABLE behaviors in schools, but much of our relationship with others in the school community can be negotiated.

Based on these beliefs, we encourage these structures and practices
through courses, seminars, demonstrations, and consultations:

• Statements of "THE WAY WE WANT OUR SCHOOL TO BE", created by students with adult guidance.
• Cooperative learning strategies
• School-wide behavioral themes
• Self-management skills
• Class meetings
• Service learning
• Peer helping structures such as tutors, mentors, and mediators
• Welcoming and orientation of new and returning students by peers
• Learning support centers as alternatives to suspension
• Acknowledgement and inclusion of students' family culture in teaching and learning decisions
• Regular communication with families regarding positive as well as troublesome behavior
• Team collaboration among adults, both school personnel and families
• Routine use of Functional Behavioral Assessments
• Consultation to school personnel regarding Positive Behavior Supports
• Affirmation and celebration of achievements and successes

These structures and practices, examples of what we do, support the
missions of RITAP and the Rhode Island Department of Education to create "Safe, Healthy, Nurturing Schools" which make students "Fit For Achievement."

Information on personnel development and family support events and
materials are available through:

Bill Eyman
Rhode Island Department of Education, 255
Westminster Street, Providence, RI 02903
401-222-4600, extension 2311
E-mail: weyman@ritap.org

Websites:
Visit the Rhode Island Department of Elementary and Secondary Education at www.ridoe.net

Visit the Rhode Island Teacher's Exchange within the Center for Social and Emotional Education website at www.csee.net