A Systems Approach

 SW-PBS is a systems change framework to address school climate and culture. When you embark upon implementing SW-PBS at the district and school levels, you are undertaking a change in your system of addressing culture, climate, discipline, and behavior. It becomes a change in the way your district or school does business.

Implementation is a process, not an event. Implementation will not happen all at once nor always proceed smoothly. SW-PBS provides the opportunity to take time to plan and prepare before implementation. While clear progress is essential to sustain interest in the initiative, schools that work steadily and thoroughly through preparation activities prior to implementation experience the greatest success.

This professional learning module focuses on the four interconnected elements of School-wide Positive Behavior Supports: systems, practices, data, and outcomes and helps participants understand how prevention and function-based thinking work together to produce a change in how school systems think about and address student behavior.

Learning Objectives

  • Identify the four elements that guide the systematic implementation of School-Wide Positive Behavior Supports (SW-PBS).
  • Understand the impact of behavior problems on students and educators.
  • Understand how prevention logic and function-based thinking work together to produce change in how school systems think about and address student behavior.
  • Identify the key features within a Multi-Tiered System of Support.
  • Understand the similarities and differences between academic Response to Intervention (RTI) and Schoolwide Positive Behavior and Supports (SW-PBS).
  • Understand the tiered supports for professional learning for staff.
  • Become familiar with the Four Interconnected Elements of SW-PBS.
  • Understand how outcomes serve to build a durable discipline system and promote social competence and academic achievement.
  • Understand the component of effective professional learning and differentiated supports for staff.
  • Understand how data (and data-based decision making) serve to build a durable discipline system and promote social competence and academic achievement.
  • Understand how the 8 Effective Teaching and Learning Practices serve to build a durable discipline system and promote social competence and academic achievement.

Participant and Presenter Materials

 Recommended Prerequisites

Missouri SW-PBS (2019). Missouri SW-PBS handbook.

Participant Materials

Participant Handouts

Listed below are handouts that are valuable to the Common Philosophy and Purpose professional learning module.

Word document icon HO 1 MO SW-PBS A Systems Approach Guided Notes

Word document icon HO 2 MO SW-PBS Blank Action Plan

Word document icon HO 3 MO SW-PBS Tier 1 Artifacts Rubric

HO 4 Features of Effective Organizations

Word document icon HO 5 Thinking About Your Vision

HO 6 Leadership Teams Across Tiers

Word document icon HO 7 Thinking About Data

HO 8 Student Behavioral Outcome Data

HO 9 Implementation Fidelity Data

HO 10 Descriptive Data

Pre/Post Educator-Learner Assessments:

Pre and post-assessments are a component of high-quality professional development. It is recommended that all consultants and other trainers/facilitators use them as they tailor their professional development for their audience. The pre/post assessment and the answer key are posted below for downloading and administering.

Pre-Post Assessment with Answer Key

Presenter/Consultant Materials

Presenter PowerPoints with Notes: A PowerPoint file with detailed presenter notes is available for the module.

ppt icon PLM-A-Systems-Approach

Implementation Supports

Coaching Companion for MO SW-PBS Handbook  

Additional Resources

Tier 1 Implementation Guide 2019-20-SW-PBSTier1-IG-3.26.20.pdf (pbismissouri.org)

References

Pre-Post Assessment
  1. Sugai, G., & Horner, R. H. (2009). Defining and describing schoolwide positive behavior support. In Sailor, W., Dunlap, G., Sugai, G., & Horner, R. (Eds.), Handbook of positive behavior support (pp. 307–326). Boston: Springer.
  2. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management — considerations for research to practice. Education & Treatment Of Children, 31(3), 351–380.
Lesson 1
  1. National Education Goals Panel. (1995). 1995 National education goals report. Washington, D.C.; author.
  2. U.S. Department of Education (2014). Guiding principles: A resource guide for improving school climate and discipline. Retrieved from http://www2.ed.gov/policy/gen/guid/school-discipline/index.html.
  3. Cotton, K. (1990). Schoolwide and classroom discipline. Portland, OR: Northwest Regional Educational Laboratory.
  4. Sugai, G., & Horner, R. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In G.S.J. Marr, & G. Tindel (Eds)., The Oregon Conference Monograph (Vol. 6, pp. 102–120). Eugene, OR: University of Oregon.
  5. Gresham, F. M. (1984). Assessment of children’s social skills. Journal of School Psychology, 19(2), 120–33.
  6. Hedges, W.D. (1991). How do you waste time? Principal, 71, 37.
  7. Trump, J. M. (1987). Instructional leadership—what do principals say prevents their effectiveness in this role? NASSP Bulletin, 71, 89–92.
  8. Martinez, S. (2001). Obstacles to improved student learning. Unpublished manuscript. Kansas State Department of Education.
  9. Colvin,G. & Sugai, G. (1988). Proactive strategies for managing social behavior problems: An instructional approach. Education and Treatment of Children, 11(4), 341–348.
  10. Gilbert, T.F. (1978). Human competence: Engineering worthy performance. New York : McGraw-Hill.
  11. OSEP Center on Positive Behavior Interventions and Support, U.S. Department of Education, Office of Special Education Programs (2015). Implementation blueprint and self-assessment: positive behavioral interventions and support.
  12. O’Neill, R. E., Allbin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior. Stamford, CT: Cengage Learning.
Lesson 2
  1. ESSA (2015). Every Student Succeeds Act of 2015, Pub. L. No. 114-95.
  2. McIntosh, K., & Goodman, S. (2016). Integrated multi-tiered systems of support: Blending RTI and PBIS. New York: The Guilford Press.
  3. Sugai, G., & Horner, R. H. (2009). Defining and describing schoolwide positive behavior support. In Sailor, W., Dunlap, G., Sugai, G., & Horner, R. (Eds.), Handbook of positive behavior support (pp. 307–326). Boston: Springer.
  4. Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194–209.
Lesson 3
  1. Sugai, G. & Horner, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1/2), 23–50.
  2. Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J & Swain-Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and schoolwide positive behavior support. Journal of Positive Behavior Interventions, 13(4), 219–229.
  3. National School Boards Association. (2016). Beliefs and policies of the national school boards association.
  4. Harrison, G. (Performer). (2003). Any road. On Brainwashed [CD]. Heemstede, Netherlands: EMI Music International, EMI Music France, & EMI Records Ltd.
  5. The Association for Supervision and Curriculum Development (2005). School improvement — Aligned! Educational Leadership, 62 (online only), http://www.ascd.org/publications/educational-leadership/summer05/vol62/num09/School-Improvement%E2%80%94Aligned!.aspx.
Lesson 4
  1. Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J & Swain-Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and school-wide positive behavior support. Journal of Positive Behavior Interventions, 13(4), 219–229.
  2. Greenwood, C.R., Delquadri, J., & Bulgren, J. (1993). Current challenges to behavioral technology in the reform of schooling: Large-scale, high-quality implementation and sustained use of effective educational practices. Education and Treatment of Children, 16(4), 401–404.
  3. OSEP Center on Positive Behavior Interventions and Support, U.S. Department of Education, Office of Special Education Programs (2011). School-Wide Tier II Interventions: Check-In Check-Out Getting Started Workbook. Retrieved from https://www.pbis.org/.
  4. MO DESE (2013). Professional Learning Guidelines for Student Success. https://dese.mo.gov/media/pdf/oeq-ed-teacherstandards.
  5. McIntosh, K., Barnes, A., Eliason, B., & Morris, K. (2014). Using discipline data within SWPBIS to identify and address disproportionality: A guide for school teams. OSEP Center on Positive Behavioral Interventions and Supports. https://www.pbis.org/.
  6. Strickland-Cohen, M. K., McIntosh, K., & Horner, R. H. (2014). Effective practices in the face of principal turnover. Teaching Exceptional Children, 46(3) 19–25.
  7. Colvin, G., & Sprick, R. (1999). Providing administrative leadership for effective behavior support: Ten strategies for principals. Effective School Practices, 1, 65–71.
  8. Colvin, G. (2007). 7 steps for developing a proactive school discipline plan: A guide for principals and leadership teams. Thousand Oaks, CA: Corwin.
  9. Nobori, M. (2011). How principals can grow teacher excellence. Edutopia. Retrieved March 7, 2012, from http://www.edutopia.org/stw-school-turn-around-principal-teacher-developments-tips.
  10. Ismat, A. (1996). Making time for teacher professional development. ERIC Clearinghouse on Teaching and Teacher Education. Retrieved April 13, 2012, from http://www.ericdigests.org/1997-2/time.htm.
  11. Joyce, B., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
  12. Simonsen, B., MacSuga-Gage, A.S., Briere lll, D.E.,Freeman, J., Myers, D., Scott, T.M., & Sugai, G.S. (2014) Multi-tiered support framework for teachers’ classroom-management practices. Overview and case study of building the trainable for teachers. Journal of Positive Behavior Interventions, 16, 179-190.
Lesson 5
  1. Gregory, A., Bell, J., and Pollock, M. (March 2014). How Educators Can Eradicate Disparities in School Discipline: A Briefing Paper on School-Based Interventions. Discipline Disparities: A Research to Practice Collaborative.
  2. Skiba, R., Arredondo, M., & Williams, N. (2014). More than a metaphor: The contribution of exclusionary discipline to a school-to-prison pipeline. Equity & Excellence in Education, 47(4),  546–564.
  3. Davis, J. E., & Jordan, W. J. (1994). The effects of school context, structure, and experiences on African American males in middle and high schools. Journal of Negro Education, 63, 570–587.
  4. Raush, M.K., & Skiba, R. J. (2005, April). The academic cost of discipline: The contribution of school discipline to achievement. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.
  5. Arcia, E. (2006). Achievement and enrollment status of suspended students. Education and Urban Society, 38, 359–369.
  6. Raffaele Mendez, L. M., Knoff, H. M., & Ferron, J. M. (2002). School demographic variables and out-of-school suspension rates: A quantitative and qualitative analysis of a large, ethnically diverse school district. Psychology in the Schools, 39(3), 259–277.
  7. Rocque, M. (2010). Office discipline and student behaviors: Does race matter? American Journal of Education, 116(4), 557–581.
  8. Balfanz, R., Byrnes, V., and Fox, J. (2014). Sent home and put 0ff-track: The antecedents, disproportionalities, and consequences of being suspended in the ninth grade. Journal of Applied Research on Children, 5(2).
  9. Suh, S., & Suh, J. (2007). Risk factors and levels of risk for high school dropouts. Professional School Counseling, 10(3), 297–306.
  10. Gage, N. A., Grasley-Boy, N., Peshak George, H., Childs, K., & Kincaid, D. (2019). A quasi-experimental design analysis of the effects of School-Wide Positive Behavior Interventions and Supports on discipline in Florida. Journal of Positive Behavior Interventions, 21(1), 50.
  11. Gage, N. A., Whitford, D. K., & Katsiyannis, A. (2018). A review of Schoolwide Positive Behavior Interventions and Supports as a framework for reducing disciplinary exclusions. Journal of Special Education, 52(3), 142.
  12. Horner, R. H., Sugai, G., & Todd, A.W. (2001). “Data” need not be a four-letter word: Using data to improve schoolwide discipline. Beyond Behavior, 11(1), 20–22.
  13. McIntosh, K., & Goodman, S. (2016). Integrated multi-tiered systems of support: Blending RTI and PBIS. New York: The Guilford Press.
  14. Gilbert, T.F. (1978). Human competence: Engineering worthy performance. New York: McGraw Hill.
  15. Sugai, G., Horner, R.H., & Todd, A.W. (2003). Effective behavior support self-assessment survey (Version 2.0). Eugene, OR: University of Oregon, Educational and Community Supports.
  16. Algozzine, B., Barrett, S., Eber, L., George, H., Horner, R., Lewis, T., Putnam, B., Swain-Bradway, J., McIntosh, K., & Sugai, G. (2014). School-wide PBIS tiered fidelity inventory. OSEP Center on Positive Behavioral Interventions and Supports.
  17. Lewis, T. (2018). Keynote. Missouri Schoolwide Positive Behavior Support Summer 2018 Institute.
  18. Reaves, D.A. (2006). The learning leader: How to focus school improvement for better results. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Lesson 6
  1. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management — considerations for research to practice. Education & Treatment Of Children, 31(3), 351–380.
  2. Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J & Swain-Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and school-wide positive behavior support. Journal of Positive Behavior Interventions, 13(4), 219–229.
  3. Reinke, W., Herman, K., & Stormont, M. (2012). Classroom level positive behavior supports in schools implementing PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50.
  4. Walberg, H. (1988). Synthesis of research on time and learning. Educational Leadership 45(6), 76–85.
  5. Karweit, N. (1988). Time-on-task: The second time around. NASSP Bulletin, 72(505), 31–39.
  6. Fisher, C.W., & Berliner, D.C. (1986). Perspectives on instructional time. Instructional Science, 15(2), 169–173.
  7. Denham, C., & Lieberman, P. (1980). Time to learn. Washington, DC: National Institute of Education.
  8. Brophy, J.H., & Good, T. (1986). Teacher behavior and student achievement. In Handbook of research on teaching (3rd ed.). New York: Macmillan.
  9. Lewis, T. J., Newcomer, L.L., Trussell, R., & Richter, M. (2006). Schoolwide positive behavior support: Building systems to develop and maintain appropriate social behavior. In C. S. Everston & C. M. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues. New York: Lawrence Earlbaum Associates.
  10. Brophy, J.H. (1998). Motivating students to learn. Boston: McGraw Hill.
  11. Evertson, C., & Emmer, E. (2008). Classroom management for elementary teachers (8th ed.). Boston, MA: Allyn and Bacon.
  12. Kounin, J. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart and Winston.
  13. Scott, T. M. (2017). Teaching behavior: Managing classrooms through effective instruction. Sage: Thousand Oaks, CA.