You will find three commitments linked below that were used for the 07-08 school year with new and returning SW-PBS schools. These documents will assist you in understanding the components of successful commitment to the SW-PBS process. Later in the 07-08 school year the RPDC centers will invite schools in their region to attend an informational meeting to learn more about participating in SW-PBS for the 08-09 school year. If you would like information about the application process at any time, please contact your RPDC's SW-PBS consultant.
Dear Perspective SW-PBS Implementer,
Thank you for your interest in Missouri Schoolwide Positive Behavior Supports Network. The following information and application will help answer your questions about SW-PBS implementation in your school or district.
SW-PBS is a set of research-based strategies used to increase quality of life and decrease problem behavior by teaching new skills and making changes in a person's environment. Student discipline is a leading factor in disrupting the teaching and learning processes in the classroom, often resulting in the exclusion of students during the class period or throughout the school day. Positive Behavior Supports (PBS) provides a model for a school wide approach for implementing a system of discipline or positive behavioral interventions and supports.
Attending a SW-PBS overview held by a Regional Professional Development Center is your first step. There, you are introduced to the elements, principles, and guidelines of SW-PBS for creating and maintaining safe and effective learning environments through prevention and intervention. This is followed by contacting your regional consultant who will review with you readiness, commitment, training, and the application process.
Commitment and support begins at the district level and district leaders need to be informed and dedicated to the implementation of SW-PBS. Building administrators are expected to be actively involved in implementation and a majority of school staff needs to support implementation of SW-PBS.
The following materials are used by you and your regional consultant to prepare your school for training and implementation. Commitment, readiness, and planning are part of the application process to support the successful implementation of SW-PBS.
Contact your Regional Professional Development Center and ask for the SW-PBS Regional Consultant.
Thank you for your interest and best of luck as you pursue creating safe and effective learning environments for students in your school.
No Child Left Behind (NCLB) Compliance:
Individuals with Disabilities Education Improvement Act (IDEA) 2004 Compliance:
MSIP (Missouri School Improvement Plan) Alignment:
Missouri State Performance Plan (SPP) Indicators Alignment:
Missouri Comprehensive Guidance Curriculum Alignment:
Response to Intervention (RTI) Alignment:
Academic Achievement and SW-PBS:
Training to Assist High School Students to Successfully Transition to Post-Secondary Environments:
Improved Teacher Satisfaction and Retention:
Charles, C. M. (1999). Building classroom discipline (6th ed.). New York, NY: Addison Wesley Longman, Inc.
Cook, B. G., Semmel, M. I., & Gerber, M. M. (1999). Attitudes of principals and special education teachers toward the inclusion of students with mild disabilities. Remedial and Special Education, 20, 199-207.
DiPaola, M. F., & Walter-Thomas, C. (2003). Principals and special education: The critical role of school leaders (ED/OSERS Report No. COPSSE-IB-7). National Clearinghouse for Professions in Special Education, Arlington, VA: Florida University, Gainesville. Center on Personnel Studies in Special Education.
Gersten, R., Keating, T., Yovanoff, P., & Harniss, M. K. (2001). Working in special education: Factors that enhance special educators' intent to stay. Exceptional Children, 67, 549-567.
Mayer, G. R. (1995). Preventing antisocial behavior in schools. Journal of Applied Behavior Analysis, 28, 467-478.
O'Neill, R. E., Johnson, J. W., O'Donnell, R. K., & McDonnell, J. J. (2001). Preparing teachers and consultants for the challenge of severe problem behavior. Journal of Positive Behavior Interventions, 3, 101-108, 119.
OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports: www.pbis.org
The National Longitudinal Transition Study 2 (NLTS2) Fact Sheets. (2001-2007). Retrieved October 16, 2007 from http://www.nlts2.org/fact_sheets/index.html.
Porch, S., & Protheroe, N. (2002). Essentials for principals: Creating physical and emotional security in schools. Arlington, VA: Educational Research Service.
Praisner, C. (2003). Attitudes of elementary school principals toward the inclusion of students with disabilities. Exceptional Children, 69, 135-145.
Richards, J. (2003). Principal behaviors that encourage teachers to stay in the profession: Perceptions of K-8 teachers in their second to fifth year of teaching. American Educational Research Association, Chicago, IL, April 21-22, 2003. (ERIC Document Reproduction Service No. ED477523).
Smith, C. R., & Katsiyannis, A. (2004). Behavior, discipline, and students with emotional or behavioral disorders: Promises to keep…miles to go. Behavioral Disorders, 30, 7-18.
Social Security Administration. (2005). The Social Security Administration's Efforts to Promote Employment for People with Disabilities: New Solutions for Old Problems http://www.ncd.gov/newsroom/publications/2005/ssa-promoteemployment.htm