School-wide Positive Behavior Support (SwPBS)

SwPBS is a broad range of systemic and individualized strategies for achieving

important social and learning outcomes while preventing problem behavior
OSEP Center on PBIS

Seven Essential Components of SwPBS:

 

  1. Administrator Support, participation, and leadership
    • Assist in decision making and problem solving
    • Serve as a model;  Communicate!
    • Monitor implementation and provide feedback to staff
  2. Common Purpose and Approach to Discipline, The TEAM Process
    • Establish SwPBS Team
      • Include cross-section of staff members
      • Set agendas
      • Meet regularly
      • Communicate with Staff
      • Share minutes
  3. Define Positive Expectations (for all students & staff)
    • Select Universal Guidelines for Success (3-5)
    • Create Matrix of Behavior Expectations
  4. Procedures for Teaching Expected Behaviors
    • Create Lesson Plans
    • Review and teach expectations
    • Provide feedback, revise/adjust as needed
  5. Continuum of procedures for Encouraging Expectations
    • Tie School-wide Reward and Recognition Systems to Universal Guidelines
    • Distribute free and frequently
    • Provide long and short term rewards
    • Recognize Staff for positive behavior
  6. Continuum of procedures for Discouraging Inappropriate Behavior
    • Focus on instructional approach
    • Be consistent
    • Use menu of responses
    • Distinguish between Major and Minor Misbehaviors
    • Monitor lost instructional time
  7. Procedures for ongoing Monitoring and Evaluating effectiveness of the SwPBS system
    • Action Plan
      • Update regularly
    • Self-Assessment Survey (SAS)
      • Take annually (fall) by instructional staff
    • PBS Implementation Checklist (PIC)
      • Complete by team bi-annually (end of semesters)
    • Benchmarks of Quality (BoQ)
      • Complete by SwPBS Team and SSC-B Coach at end of year
    • Other assessments (e.g., Common Area Assessments, Ratio of Interactions)

Principles That Guide SwPBS

    • Focus of discipline is on academic & behavior success
    • Is for all students, all staff, and all settings
    • Emphasizes prevention
    • Uses research-validated practices
    • Coordinated by an SwPBS team
    • Emphasizes an instructional approach
    • Uses data to guide decisions

THE KEY:  Behavior is functionally related to the teaching environment.

SwPBS is a systems change approach.  By incorporating systems, data, and practices schools will change their discipline system in an effort to achieve their desired outcomes of social competence & academic achievement.  SwPBS includes data to support decision making and practices to support students.  The most important component is to change your systems to support yourstaff.   For more information about School-wide Positive Behavior Support (SwPBS) in the School District of Palm Beach County, see contact information below: 

Department of Safe Schools, Multi-Tiered System of Supports

Contact Information:

June Z. Eassa, Ed.S.

Director, Department of Safe Schools 561-434-1591 (PX81591) june.eassa@palmbeachschools.org

Frances Basich,  Specialist, MTSS/SwPBS 561-982-0929 (PX50929) frances.basich@palmbeachschools.org

Andrea Hanford,  SSC-B Lead Coach and Trainer 561-982-0933 (PX50933)  andrea.hanford@palmbeachschools.org

Vicki Gaddy,  SSC-B Coach 561-653-5227 (PX85227) vicki.gaddy@palmbeachschools.org

Helen Gimenez,  SSC-B Coach 561-540-9113 (PX29113) helen.gimenez@palmbeachschools.org

Marlene Neiman,  Resource Coordinator & SSC-B Coach 561-982-0902 (PX50902) marlene.neiman@palmbeachschools.org

Tamara Armaly,  SSC-B Resource Assistant 561-494-1448 (PX81448) or 561-982-0900 (PX50900)

tamara.armaly@palmbeachschools.org

Three-Tiered Model of School Supports

Intensive Individual Intervention & Supports: Tier 3

The most intensive (increased time, narrowed focus, reduce group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.

Targeted, Supplemental Intervention & Supports: Tier 2

More targeted instruction/intervention and supplemental support in addition to and aligned with core academic and behavior curriculum.

Core, Universal Instruction & Supports: Tier 1

General academic behavior instruction and support provided to all students in all settings.

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