The Arizona Behavioral Initiative: Learner Centered Education Targeted at Achieving Disciplined School Environments

The ABI is a statewide collaborative effort to introduce schools to an ongoing strategic planning process that leads to the development of effective discipline practices. The purpose of this paper is to present an overview of the program, examine the multiple technology resources being used to achieve project goals, and discuss the outcomes of various strategies and procedures implemented at participatory schools. Operation Rationale Behavior problems incur serious concerns for teachers not only within the classroom, but school-wide. Adverse behaviors offset the social, academic, and vocational success of all the students within a classroom. Fewer resources limit the ability to improve literacy, integrate current technologies, and facilitate state-mandated standards. The increasing number of students with limited English proficiency, multiple disabilities, and families struggling with poverty issues contribute to the rising incidence of behavioral problems within an educational institution (Nelson, 1999). Although students with severe behavioral concerns constitute a mere 5% of a school population, approximately 50% of behavioral incidents reported in schools are representative of this targeted group (Sugai, Sprague, Horner, & Walker, 2000). As schools struggle to meet the needs of an overwhelming population of students with severe behavior concerns, they also strain to properly educate the faculty and staff about effective behavioral interventions that address specific school-related issues. In addressing school-wide concerns, valuable information can be gained from students in evaluating not only academic, but social validity of objectives, procedures, and outcomes of intervention implementation efforts (Lane, 1999). Ineffective professional development practices lead to inconsistencies in promoting optimal learning environments for students (Nelson, 1996). School-wide Positive Behavior Intervention and Support (SWPBIS) programs have proven effective in advancing the overall competence of students as a result of systemic change at the district, school, and student level. A Safe Schools Evaluation Rubric is implemented to assist educators in the development and implementation of a SWPBIS program (SSER: Nelson & Ohlund, 1999). The goal to develop a safe school environment by identification and change agents directed toward school and classroom organization efforts that promote inappropriate behaviors. Site-specific resolutions, which target the unique needs of the school and its community, result from a committed effort on behalf of the entire school.