Behavior:The Forgotten Curriculum

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Chris Weber. Behavior:The Forgotten Curriculum

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As an author, consultant, and educator, there is no better partner than Solution Tree. Guided by Jeff Jones, Solution Tree is the preeminent educational publishing and professional development company in the world. There is no finer man or publisher than Solution Tree Press president and publisher, Douglas Rife, and I thank him for a decade of support. Thanks to Alissa Voss for her outstanding support in editing this book; no one supports an author in creating a book better than Solution Tree. I must thank the professional development and events departments at Solution Tree, led by Shannon Ritz and Renee Marshall, for supporting me and others as we share our passion and ideas with colleagues around the world. I hope this book moves Solution Tree one step closer to achieving their vision of transforming education worldwide. The systematic behavior supports described in this book are grounded squarely in the research of positive behavior interventions and supports (PBIS). George Sugai and Rob Horner, guiding lights in PBIS, have made such a significant and positive impact on schools. While I did not collaborate directly with these researchers on this book, I thank them for their collective contributions to our profession. Thanks to my friends, coauthors, and colleagues Mike Mattos, Austin Buffum, Janet Malone, and Laurie Robinson Sammons for guiding me so patiently and wisely in my professional journey. Finally, I believe that Rick DuFour was the most innovative, transformational, and significant educator in the United States since Benjamin Bloom; I miss him and honor his work. There is no response to intervention (RTI), multi-tiered system of support (MTSS), or positive behavior interventions and supports (PBIS) without the foundations of Professional Learning Communities at Work™. Along with Bob Eaker, Becky DuFour, and PLC at Work™ associates, I look forward to a day when PLCs are not something we do, but simply who we are.

Solution Tree Press would like to thank the following reviewers:

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5. Perseverance: Students maintain effort and adapt to setbacks; they exercise self-discipline and self-control; they delay gratification; and they advocate for one’s needs. Educators observe that students stick with tasks, typically because they are drawing on positive mindsets, social skills, and learning strategies.

6. Academic behaviors: Students are physically, emotionally, and cognitively present and attentive within learning and learning environments. Educators note that students consistently complete tasks of high quality; that they actively participate in learning; and that they appear motivated to learn, succeed, and grow. Again, educators’ observations of academic behaviors typically draw on and depend on positive mindsets, social skills, learning strategies, and perseverance, the companion behavioral skills in figure I.2 (page 7).

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