CIP: Outline

SW-PBIS in Negotiations

John Frias

EDUC746 Conflict Resolution

SW-PBIS in Negotiations

Introduction

Schoolwide Positive Behavior Intervention Support (SW-PBIS) is a framework that allows for schools to promote a positive social, emotional, and behavioral language to address the behavior. The premise of the SW-PBIS is to shift the school culture to address behavior through a multi-tiered continuum. SW-PBIS has been shown to reduce bullying, foster a positive climate, and a greater connectedness in the school by staff and students (Bosworth & Judkins, 2014).

I. Overview

A. Potential Benefits

1. Research indicated that the utilization of this tiered approach reduced inappropriate behaviors and student referrals reduced (Albercht, Mathur, Jones, & Alazemi, 2015).

2. There is a positive correlation between the implementation of SW-PBIS with academic achievement, as well as the rate of change in academic achievement (Madigan, Cross, Smolkowski, & Strycker, 2016).

3. SW-PBIS showed a statistically significant effect on the percentage of students at or above grade level (Gage, Leite, Childs, & Kincaid, 2017).

B. Function of SW-PBIS

1. SW-PBIS systems teach problem-solving skills while keeping students in the school community (Nese & McIntosh, 2016).

2. A systematic approach to positive, proactive approaches to behavior to potentially reduce negative behavior (Gelbar, Jaffery, Stein, & Cymbala, 2015).

II. Key Issues Surrounding the Topic

A. Fidelity and Support

1. Teachers reported an inconsistent implementation, limited resources, ineffective leadership, and limited involvement of students and parents (Feuerborn, Tyre, & Beaudoin, 2018).

2. Schools that utilize SW-PBIS need to incorporate tier 1 PBIS features and assess their fidelity regularly (Noltemeyer, Palmer, James & Petrasek, 2019).

3. A concern of SW-PBIS was the level of commitment and participation from stakeholders, and there was a misunderstanding of SW-PBIS (Tyre & Feuerborn, 2017).

4. One study found that high school teachers view SW-PBIS as less socially valid than middle school teachers; improving the perceptions of SW-PBBIS could improve integrity and student outcomes (Vancel, Missall, & Bruhn, 2016).

B. Disparity

1. The research does show a significant impact on suspensions by utilizing an SW-PBIS, however, this limited research on the impact of SW-PBIS on disciplinary exclusions (Gage, Whitford, & Katysiyannis, 2018).

2. PBIS systems are not culturally responsive, lack reciprocal and sustained student, family, and community involvement with those who are historically not included (Bal, 2018).

3. Exclusionary practices contribute to racial disparity, academic failure, school dropouts, and contributes to the school-to-prison pipeline (Nese & McIntosh, 2016).

4. There exists an overrepresentation of male students, students of color, and students from high poverty backgrounds in Tier-II behavioral interventions (Reno, Friend, Caruthers, & Smith, 2017).

C. Communication

1. Teachers reported a need for better communication and support from teachers and administrators (Feuerborn, Tyre, & Beaudoin, 2018).

2. The research indicated that knowledge and skills associated with SW-PBIS were necessary. However, communication was an essential needed component (George, Cox, Minch, & Sandomierski, 2018).

III. Strategic Plan

1. The utilization of a coaching framework will be useful for building the necessary leadership skills to implement a culturally responsive SW-PBIS effectively. (George, Cox, Minch, and Sandomierski, 2018).

2. There will be a shift towards a culturally responsive SW-PBIS that utilize feedback and stakeholder involvement, which includes those who are historically not included (Bal, 2018).

3. The strategic plan will include the five interceptive actions (Bal, 2018): (a) forming a learning lab; (b) determining desired outcomes; (c) empirically and culturally validating research-based practices; (d) using data for continuous improvement and innovation; (e) systemic change.

4. Multiple data points will be collected in order to assess at-risk students (Cavanaugh, 2016) accurately.

5. Utilizing the various schoolwide data points and stakeholder input, there will be a formulation of the systematic rollout of a culturally responsive SW-PBIS.

IV. Conclusion

The school community involvement, commitment, and investment are essential in the effective implementation of an SW-PBIS that is culturally responsive. There are various benefits of using an SW-PBIS. However, some challenges create roadblocks and ultimately create inefficiency. The development of a system that fully supports each student includes the voices of the various stakeholders, and infuses within the school community is a long term plan that will involve creating a culture around these fundamentals and shifts mindsets towards supporting this work.

References

Albrecht, S.F., Mathur, S.R., Jones, R.E., & Alazemi, S.(2015). A Schoolwide three-tiered program of social skills intervention: Results of a three-year cohort study. Education & Treatment of Children, 38(4), 565-586.

Bal, A. (2018). Culturally responsive positive behavioral interventions and supports: A process-oriented framework for systemic transformation. Review of Education, Pedagogy & Cultural Studies 40(2), 144-174.

Bosworth, K., & Judkins, M. (2014). Tapping into the power of school climate to prevent bullying: One application of schoolwide positive behavior interventions and supports. Theory into Practice, 53(4), 300-307.

Cavanaugh, B. (2016). A preliminary investigation examining the use of minor discipline referral data to identify students at risk for behavioral difficulties: observations within systems of schoolwide positive behavior interventions and supports. Journal of Applied School Psychology, 32(4), 354-366.

Feuerborn, L.L., Tyre, A.D., & Beaudoin, K. (2018). Classified staff perceptions of behavior and discipline: Implications for Schoolwide Positive Behavior Supports. Journal of Positive Behavior Interventions, 20(2), 101-112.

Gage, N.A., Leite, W., Childs, K., & Kincaid, D. (2017). Average treatment of schoolwide positive behavioral interventions and supports on school-level academic achievement in Florida. Journal of Positive Behavior Interventions, 19(3), 158-167.

Gage, N.A., Whitford, D.K., & Kaysiyannis, A. (2018). A review of Schoolwide Positive Behavior Interventions and Supports as a framework for reducing disciplinary exclusions. Journal of Special Education, 52(4), 142-151.

Gelbar, N.W., Jaffery, R., Stein, R., & Cymbala, H. (2015). Case study on the implementation of School-Wide Positive Behavioral Interventions and Supports in an alternative educational setting. Journal of Educational & Psychological Consultation, 25(4), 287-313. Doi: 10.1080/10474412.2014.929958

George, H.P., Cox, K.E., Minch, D., & Sandomierski, T. (2018). District practices associated with successful SWPBIS implementation. Behavioral Disorders, 43(3), 393-406.

Madigan, K., Cross, R.W., Smolkowski, K., & Strycker, L.A. (2016) Association between schoolwide positive behavioural interventions and supports and academic achievement: A 9-year evaluation. Educational Research and Evaluation, 22(7), 402-421.

Nese, R.N.T., & McIntosh, K. (2016). Do School-Wide Positive Behavioral Interventions and Supports, NOT exclusionary discipline practices. Grantee Submission

Noltemeyer, A., Palmer, K., James, A.G., & Petrasek, M. (2019). Disciplinary and achievement outcomes associated with School-wide Positive Behavioral Interventions and Supports implementation level. School Psychology Review, 48(1), 81-87.

Reno, G. D., Friend, J., Caruthers, L., & Smith, D. (2017). Who is getting targeted for behavioral interventions? Exploring the connections between school culture, positive culture, positive behavior support, and elementary student achievement. Journal of Negro Education, 86(4), 423-438. doi: 10.7709/jnegroeducation.86.4.0423

Tyre, A.D., & Feuerborn, L.L. (2017). The minority report: The concerns of staff opposed to schoolwide positive behavior interventions and supports in their schools. Journal of Educational & Psychological Consultation, 27(2), 145-172. Doi: 10.1080/10474412.2016.1235977

Vancel, S.M., Missall, K.N., & Bruhn, A.L. (2016). Teacher ratings of the social validity of Schoolwide Positive Behavior Interventions and Supports: A comparison of school groups. Preventing school failure, 60(4), 320-328. Doi: 10.1080/1045988X.2016.1157784