Pace School recognizes how important it is to provide a broad range of systemic and individualized strategies for achieving important social and learning outcomes for students while preventing problem behavior.
Our model of Positive Behavior Intervention and Support incorporates three levels (School-wide, Classroom, Individual) of prevention and intervention designed to meet the social-emotional needs of all students.
Teachers and staff work together to improve academic and behavioral outcomes for all students by creating a positive school culture in which pro-social behaviors are taught and reinforced. Focusing heavily on social-emotional development necessary for school and post-secondary success, Pace’s school-wide system centers on the concepts of Respect, Responsibility and Safety. Students are provided opportunities to learn and demonstrate these traits with daily and weekly reinforcement.
Teachers and staff implement age and developmentally appropriate token economy systems and other necessary supports for students within the classroom. Frequent reinforcement opportunities are provided.
CHAMPS (A Proactive and Positive Approach to Classroom Management) coupled with Effective Instructional Strategies, and PLAID provide high quality, trauma-informed environment, nurturing relationships and intentional social-emotional instruction and learning.
Instructional strategies, supported by evidence and research as effective, include:
Each Pace student possesses individual talents and challenges. Ongoing formative and Functional Behavior Assessment (FBA) focuses on identifying significant, student-specific social, affective, cognitive, and/or environmental factors associated with the occurrence (and non-occurrence) of specific behaviors. This broader perspective offers a better understanding of the function or purpose underlying student behavior. These assessments guide each students’ Individualized Education Program (IEP) Team to develop a Positive Behavior Support Plan outlining the interventions and strategies used for the development of pro-social skills and elimination of behaviors interfering with his/her learning.