SWPBS

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George Sugai recently presented (June 30, July 1) for SPA in WA some 350 School Psychologists, Teachers and Administrators participated in the day.

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What is School-Wide Positive Behavioral Interventions & Supports?
[|Download a PDF file]

Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes. More importantly, SWPBS is NOT a curriculum, intervention, or practice, but IS a __decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.__
 * 1. “What is School-Wide PBIS?”**

In general, SWPBS emphasizes four integrated elements: (a) __data__ for decision making, (b) measurable __outcomes__ supported and evaluated by data, (c) __practices__ with evidence that these outcomes are achievable, and (d) __systems__ that efficiently and effectively support implementation of these practices. These four elements are guided by six important principles:
 * 2. “What Does School-Wide PBIS Emphasize?”**
 * Develop a continuum of scientifically based behavior and academic interventions and supports
 * Use data to make decisions and solve problems
 * Arrange the environment to prevent the development and occurrence of problem behavior
 * Teach and encourage prosocial skills and behaviors
 * Implement evidence-based behavioral practices with fidelity and accountability
 * Screen universally and monitor student performance & progress continuously

Schools that establish systems with the capacity to implement SWPBS with integrity and durability have teaching and learning environments that are SWPBS schools organize their evidence-based behavioral practices and systems into an integrated collection or continuum in which students experience supports based on their behavioral responsiveness to intervention. A three-tiered prevention logic requires that all students receive supports at the universal or primary tier. If the behavior of some students is not responsive, more intensive behavioral supports are provided, in the form of a group contingency (selected or secondary tier) or a highly individualized plan (intensive or tertiary tiers)
 * 3. What Outcomes are Associated with Implementation of PBIS?**
 * Less reactive, aversive, dangerous, and exclusionary, and
 * More engaging, responsive, preventive, and productive
 * Address classroom management and disciplinary issues (e.g., attendance, tardies, antisocial behavior),
 * Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and
 * Most importantly, maximize academic engagement and achievement for all students.
 * 4.** **What is a Continuum of SWPBS?**

Here a few of the key Slides. You can download the handouts and PowerPoint below

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Handouts and Power Points from the 2 days

Handout Thursday 30 June
This is the PPT from Thursday - Breakfast with George Sugai

Getting Started Workbook
This is a comprehensive 'Getting Started' Manual for Schools and Teams interested in implementing SWPBS

Additional Handout
This is a useful handout of SWPBS big ideas with slides and explanations

SWPBS and Bullying