SW-PBS is a proactive approach. Each school designates a Leadership Team and coach that is selected by the administrator and faculty. The primary goals of SW-PBS are to prevent the development of inappropriate behavior, reduce ongoing patterns of problem behavior, and to increase the likelihood of improved academic performance of all students through teaching and learning time gained when the numbers of inappropriate behaviors are reduced.
As staffs learn how to consistently embed the teaching and monitoring of appropriate social and behavior skills into the school day and curriculum, they also learn to anticipate how to structure school environments so the appropriate skills will be utilized more often. It is important that schools actively communicate with families so they understand and support the SW-PBS process. Families can also benefit from learning how to use similar strategies for teaching and supporting their children’s appropriate social and behavior skills.
SW-PBS first establishes strong Tier 1 prevention through employing school-wide systems of actively teaching and recognizing appropriate social skills and behavior, using consistent systems to discourage inappropriate behavior and educating all staff in how to implement and participate in the process. In addition, staff members are taught how to collect and utilize data for effective decision making related to the overall culture and climate of their school and the effectiveness of their Tier 1 systems and practices.
The top two tiers of the triangle involve establishing a second team of school personnel who have background training and specialized expertise in accurately identifying and building more intensive student support systems. Many schools already have teams in place for this purpose. These may be known as Care Teams, Student Assistance Teams, Teacher Support Teams, or other titles with a similar purpose. The SW-PBS process assists schools in streamlining systems to accurately utilize these teams and to assure a continuous flow of information across the three tiers.
When schools employ effective systems, practices and data-based decision-making consistently and with fidelity, desired outcomes are achievable across all three tiers.
- Outcomes — the academic, social and behavior targets that are endorsed and emphasized by students, families and educators
- Systems — the supports that are needed to enable accurate and durable implementation of the practices of PBS by all staff
- Data — the information that is used to identify the current status, the need for change, and the effects of interventions
- Practices — the evidence-based interventions and strategies that are taught and structure the way staff interact with students
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