School Wide Positive Behavioral Intervention And Supports

School Wide Positive Behavioral Intervention And Supports Swpbisview

School Wide Positive Behavioral Intervention and Supports (SWPBIS) View the presentation, School-Wide Positive Behavior Support: Getting Started . For this assignment, your school principal has asked for your assistance in creating a School-Wide Positive Behavioral Intervention and Supports (SWPBIS) system. Choose a school level (elementary, middle, or high school) to create a SWPBIS plan. Use the information found in the presentation provided as your foundation. Your plan must include: Rationale and features.

Describe what will be included in the plan. For example: Discipline School safety Attendance Character education School spirit Implementation. Discuss how you will implement this practice. Discuss how will you inform students and keep it enforced. For example: Any teacher can hand out a ticket Tickets can only be given out during certain times of the day Student's name must immediately be written on the ticket Rewards.

State who will be in charge of administering the rewards. Describe the kinds of rewards you will offer the students, and how often will they be administered. For example: Students will collect tickets from any teacher when they are caught doing something good. At the end of the semester, there will be a "price" guide where the tickets can be traded Students will be acknowledged each semester for things like perfect attendance, good citizenship, and service to the school and community Peer nominations for specific awards You will create a presentation using Prezi or PowerPoint. Your SWPBIS plan must be 10 to 15 slides in length, with a title slide, an introduction slide, and a reference slide.

Your plan should also be formatted according to APA guidelines, as outlined in the Ashford Writing Center. Be sure to use at least three scholarly sources in addition to the textbook. Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Paper For Above instruction

Introduction

The implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based framework designed to promote positive behavior, enhance school safety, and cultivate an environment conducive to learning across all grade levels. This comprehensive approach emphasizes preventive strategies, proactive discipline, and acknowledgment of positive behaviors to foster a nurturing school climate. Selecting a middle school setting for this plan, the following outlines the rationale, key features, implementation strategies, and reward systems integral to an effective SWPBIS framework.

Rationale and Features of the SWPBIS Plan

The primary rationale behind establishing an SWPBIS plan at the middle school level centers on reducing disciplinary issues, increasing student engagement, and promoting social-emotional learning. Middle schools face unique challenges such as developmental transitions, peer influence, and increasing independence, which can sometimes lead to behavioral issues (Bradshaw, Koth, & Leaf, 2009). By proactively establishing clear expectations and consistent consequences, SWPBIS aims to minimize disruptions and foster positive interactions.

Key features of the plan include:

  • Clear Expectations and Rules: Establishing explicit behavioral expectations aligned with school values, communicated consistently across classrooms and common areas.
  • Tiered Interventions: Providing universal, targeted, and individualized supports to address varying behavioral needs.
  • School Safety Measures: Enhancing supervision and implementing safety protocols to create a secure environment.
  • Attendance Initiatives: Promoting regular attendance through incentives and parental engagement.
  • Character Education and School Spirit: Integrating social-emotional learning activities and school-wide events to foster community and citizenship.

Implementation Strategies

Effective implementation begins with staff training, parental involvement, and student engagement. All staff members will undergo professional development on SWPBIS strategies, emphasizing the importance of consistency and positive reinforcement (Sugai & Simonsen, 2012). The school will establish a SWPBIS team responsible for monitoring progress, analyzing data, and facilitating ongoing training sessions.

To inform students, the school will utilize assemblies, classroom discussions, and visual displays to clearly articulate behavioral expectations. Reinforcement will be maintained through a structured ticket system where students earn points for positive behaviors. Teachers and staff will be empowered to distribute tickets during appropriate intervals, such as during classroom activities, transitions, or lunch periods, ensuring equitable opportunities for recognition.

Enforcement will hinge upon a system where tickets are immediately recorded with student names, promoting transparency and accountability. Teachers will be provided with templates and training to ensure standardized procedures.

Reward System and Administration

The rewards will be managed by the SWPBIS coordinator in collaboration with teachers and staff. Students will collect tickets when they demonstrate expected behaviors, such as showing respect, participating actively, or helping peers. These tickets can be exchanged monthly or at special events based on a pre-established price guide, which outlines various rewards.

Rewards will include:

  • Certificates of citizenship and good character
  • Extra recess or free time
  • Participation in special activities or field trips
  • School merchandise like t-shirts or stationery

Students will also be acknowledged via peer nominations, with recognition during assemblies and through a "Student of the Month" program. The frequency of rewards administration will depend on the particular reward, with immediate recognition for small behaviors and larger rewards for accumulated tickets.

Conclusion

A well-structured SWPBIS system in a middle school can significantly improve student behavior, foster a positive school climate, and promote lifelong social-emotional skills. Success depends on consistent implementation, active stakeholder engagement, and a reward system that motivates students to exhibit positive behaviors. Ongoing data collection and adjustment will ensure the sustainability and effectiveness of the program, ultimately leading to a safer and more inclusive school environment.

References

  1. Bradshaw, C. P., Koth, C. W., & Leaf, P. J. (2009). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled efficacy trial. Journal of Positive Behavior Interventions, 11(3), 133-145.
  2. Sugai, G., & Simonsen, B. (2012). Positive Behavioral Interventions and Supports: History, Defining Features, and Misconceptions. PBIS Implementation Blueprint. Center on Positive Behavioral Interventions and Support.
  3. Burns, M., & Sidman, C. (2010). Implementing school-wide positive behavior support: A guide for schools and districts. Guilford Press.
  4. Horner, R. H., et al. (2014). Applied Behavior Analysis and School Psychology: An Interdisciplinary Approach. Journal of School Psychology, 52, 123–138.
  5. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2015). Evidence-Based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 38(2), 259-273.
  6. Ogden, T., & McLaughlin, T. F. (2010). Schoolwide Positive Behavior Support in the Classroom: Practical Strategies for Enhancing Student Engagement. Pearson.
  7. Carr, E., & Sidman, C. (2012). A Implementation of Positive Behavior Support Programs in Middle Schools. Middle School Journal, 43(4), 14-23.
  8. Bradshaw, C. P., & McKnight, M. (2018). Building a Positive School Climate: The Role of School Discipline Policies. Child & Youth Care Forum, 47(2), 159–175.
  9. Horner, R. H., et al. (2017). Evidence-Based Practices in Positive Behavior Support. Journal of Positive Behavior Interventions, 19(4), 209-223.
  10. Yell, M., Rozalski, M., & Stout, J. (2017). Positive Behavior Support in Schools: An Evidence-Based Approach. Teaching Exceptional Children, 49(3), 148–155.

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