[Congressional Record Volume 153, Number 145 (Thursday, September 27, 2007)]
[Senate]
[Page S12291]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. OBAMA (for himself, Mr. Durbin, and Mr. Sanders):
  S. 2111. A bill to amend the Elementary and Secondary Education Act 
of 1965 to allow State educational agencies, local educational 
agencies, and schools to increase implementation of early intervention 
services, particularly school-wide positive behavior supports; to the 
Committee on Health, Education, Labor, and Pensions.
  Mr. OBAMA. Mr. President, today I am introducing legislation to 
provide teachers an extra tool for the important work they do. This 
legislation will expand an approach that is successfully improving 
student behavior and the climate for learning in thousands of schools 
across the country: Positive Behavior Supports. I am pleased to be 
joined by Senators Durbin and Sanders in introducing the Positive 
Behavior for Effective Schools Act, and I urge other colleagues to join 
us.
  Good school climate supports good teaching. Positive Behavior 
Supports are already being used in my home State of Illinois, where 
there is a network to provide assistance for schools that adopt this 
approach. In these schools, students are taught about positive 
behavior, teachers and administrators are supported in learning 
motivational techniques, and adults set the same high standards for 
student conduct as they do for student achievement. Students are helped 
to see the importance of behaving in a way so that they and their 
classmates can learn. The components necessary to do this on a school-
wide basis include an agreement by the entire staff to define and 
support appropriate student behavior. Although this seems simple, it is 
often more effective than surveillance cameras, zero tolerance or other 
get-tough approaches to school discipline.
  Positive Behavior Supports programs deal with discipline problems 
based on one simple premise: stop problem behavior before it starts. 
The specifics of the program are research-based, backed by both 
experiment and experience. With Positive Behavior Supports, learning 
time increases, and students do better. It makes sense that with fewer 
disruptions, with less time in the principal's office, or out of 
school, students can focus more, and so learn more.
  Positive Behavior Supports are already established in many places. 
Universities and resource centers work with over 6,700 schools in 38 
States. To help teachers teach our children, today I propose that we 
expand this innovative program. The Positive Behavior for Effective 
Schools Act amends ESEA to allow Title I funds to be used for Positive 
Behavior Supports, and creates an office in the Department of Education 
to assist in these efforts. The act provides flexibility for schools 
and districts to use Title I funds, so that schools and teachers can 
choose to receive assistance to improve school climate and thereby 
support teaching and opportunities for students to learn.
  My good friend from Illinois, Congressman Phil Hare, has introduced 
companion legislation in the House, and I urge my colleagues to join 
our effort in the Senate. Let us give our teachers an additional tool 
to support their teaching. Let us give our children the benefit of high 
expectations and supports for good behavior. Let us give our schools 
the opportunity to adopt this approach. Let us help our kids by 
supporting Positive Behavior Supports.
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