M rs. Perinka, an assistant principal, was frustrated with the lunchroom behavior of her middle schoolers at Buccaneer Middle School. As a result, it was difficult to find teachers outside of the lunch monitors to supervise the three lunch periods. She and the other administrators were spending a significant amount of time addressing office referrals generated from this noninstructional time, and teachers were reporting lost instructional time because of student behavior following lunch. Since adopting schoolwide positive behavioral interventions and supports (PBIS) the previous year, the school climate was more positive and, with the exception of those generated during lunch, office discipline referrals had decreased by almost 50%. Mrs. Perinka decided to meet with her PBIS team to brainstorm ways to address this problem using a secondary-tier intervention. Students with emotional and behavioral disorders (E/BD) have academic, behavioral, and social characteristics that present unique needs within schools. Recent investigations have demonstrated that these characteristics are stable over time (Hayling, Cook, Gresham, State, & Kern, 2008) without intervention. Educators across the country are responding to the academic, behavioral, and social needs of all students, including students with E/BD, by implementing a continuum of supports across a three-tiered model of positive behavioral interventions and supports (
Providing students who are involved in the juvenile justice system with an appropriate education has the potential to improve their academic, behavior, and post-school outcomes. Giving these students access to quality teachers is an important and necessary component of the educational process. The purposes of this study were to identify the initial reasons juvenile justice teachers entered their profession, examine the relationship between those reasons and their job satisfaction, and explore how teacher demographics influenced their profession selection. In total, 486 ( n = 486) juvenile justice teachers across three states participated in the study. Results suggest that a majority of the teachers entered the field for both personal reasons and better employment opportunities, with the latter being more important to them. In addition, where teachers work influences how satisfied they are with their job. Teachers in short-term facilities were more satisfied as compared with those in long-term facilities. Findings are discussed in relationship to recruiting and retaining juvenile justice teachers.
M r. Smith teaches an eighthgrade collaborative classroom of 25 students, 5 of whom receive services for math learning disabilities (LD) and 4 of whom receive services for emotional and behavior disorders (EBD). These students
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