Schoolwide Positive Behavior Support (SW-PBS) is a proactive approach to put strategies in place for all children while building in support for those at risk for and/or those who receive special education services for behavior.
Coaches' Corner
The Coaches Corner will focus on the 7 Components of Schoolwide Positive Behavior Support
Administrator support, participation and leadership:
Feature Purpose: Administrators publicly support the SW-PBS process in their school/district and in the community. They are active members of the school/district team and provide on-going leadership, as well as support the leadership of other team members.
Feature Outcomes: Administrators provide the resources to implement and sustain SW-PBS, and indicate their commitment to the SW-PBS process through a variety of communication channels, including assuring that SW-PBS is one of the top 3 goals/missions. They regularly attend team meetings and lend expertise as appropriate. They provide regularly scheduled opportunities for dissemination of SW-PBS related topics to all staff.
Common purpose and approach to discipline:
Feature Purpose: Administration and at least 80% of staff agree to implement SW-PBS as a way to support students and staff. Commitment provides the buy-in necessary for implementation with fidelity.
Feature Outcomes: This means that the Components of SW-PBS are implemented by all staff with all students with sufficient intensity, integrity and consistency such that 80% or more of the students respond by consistently displaying expected behaviors.
Clear set of positive expectations and behaviors:
Feature Purpose: Through a collaborative process, a list of expected behaviors for students and staff are developed from commonly occurring problem behaviors across school settings.
Feature Outcomes: This means that building first identifies 3-5 broad expectations for all staff and students and then identifies replacement behaviors for typically occurring inappropriate or problem behaviors. These expectations are stated in clear, specific, positive language, that are setting specific. These expectations and replacement behaviors become the focus for all preventive as well as corrective interactions between adults and students.
Procedures for teaching expected behavior:
Feature Purpose: Development of an efficient process for identifying skills that need to be taught, and a system to develop materials needed for school-wide teaching of the target skill.
Feature Outcomes: Lessons tied to matrix behaviors, that include the components of TELL-SHOW-PRACTICE-FEEDBACK are developed, available for dissemination to all staff when the schedule or data indicates the lessons need to be taught. Any additional resources (e.g., scripts for pre-correcting, announcement scripts, social stories, signage, etc.) are developed and easily available for use as needed in conjunction with the direct lesson materials, such that ALL staff teach social skills commensurate with their job responsibilities.
Continuum of procedures for encouraging expected behaviors:
Feature Purpose: Provide students and staff frequent, positive, genuine feedback for displaying desired behaviors (both social and academic).
Feature Outcomes: Establish a positive school climate in which compliance receives more attention than non-compliance. Additionally, because the feedback will be contingent upon appropriate behaviors and provide specific feedback, it will serve as ongoing formative assessment information to guide future planning and learning.
Continuum of procedures for discouraging inappropriate behaviors:
Feature Purpose: Providing ALL students who display problem behaviors with clear, consistent, and educative responses from ALL adults across ALL settings, ALL day, every day.
Feature Outcomes: Increasing consistency in corrective response increases predictability for ALL students. Predictability increases student initial compliance, student compliance with re-direction, and decreases the likelihood that student behaviors will escalate when they are approached by an adult for correction.
Procedures for ongoing monitoring:
Feature Purpose: Collect and analyze pertinent data consistently and in a timely manner. Examples of data might include: student disciplinary referrals (AKA Time Out of Academic Instruction), Stakeholder perceptions, counts of tangibles, attendance, tardies, etc.
Feature Outcomes: Support SW-PBS Team and building data-based decision making and intervention planning by providing “just in time just as needed” information.
