EDSP 363
SWPBIS P A TLAN SSIGNMENT EMPLATE
Model SWPBIS Plan
1. Theme We plan to establish an inviting atmosphere where everyone, including
students and staff, feels appreciated and looked after. Our focus is on
assisting each person in comprehending the significance of self-respect and
respect for others and being accountable for their behaviors. This
dedication to constructing a nurturing community serves as our guiding
principle in all of our endeavors, guaranteeing that each member can thrive
academically and personally. Social-Emotional learning will be
emphasized, staff will be well versed on Collaborative for Academic, Social,
and Emotional Learning (CASEL), their key principle is the creation of a
supportive and inclusive school environment that prioritizes social and
emotional development. This will help to create a respectful atmosphere
among student and staff, as well as displaying responsible behavior and
decision-making.
2. Description of
Tiers
Tier 1: Universal
Interventions
Tier 2: Targeted
Interventions
Tier 3: Individualized
Interventions
We will hold school-
wide awareness
campaigns along with
training sessions to
teach students and staff
about the importance of
respect and
responsibility within our
community. The
importance of this
responsibility will be set
with clear expectations
that will be consistent,
we will ensure that these
expectations are
communicated
effectively to everyone.
There will be a system
of positive
reinforcement rewards
for people and groups
who consistently show
respect and
responsibility. Lastly,
there will be regular
check-ins to gauge the
overall success and
answer any concerns
immediately.
For individuals that
are at-risk, there will
be intervention teams
available. These teams
will consist of
counselors, teachers,
and any other support
staff. There will be
individualized
behavior support plans
created for at-risk
students, this will
include strategies and
goals to help them
improve their behavior
in regard to respect
and responsibility.
The team will provide
mentoring/counseling
to help the at-risk
student understand
and manage their
behavior. A large
piece of this tier is
parent involvement, we
must seek family input
and collaborate in
creating intervention
plans.
For complex cases,
there will be
specialized services
available, such as
intensive counseling,
behavior therapy, or
referral to other
agencies. The school
staff will work with
any external experts,
this could be behavior
analysts or mental
health professionals to
try and create a
comprehension
intervention plan. To
track ongoing
progress, there must
be progress monitoring
and evaluation of
interventions, making
changes as necessary.
When it is deemed
appropriate, students
will transition back to
tier 2 or tier 1
interventions, focusing
on reintegration into
the classroom
environment.
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4. Positive
Behavioral
Supports &
Interventions
Incorporated
PBIS encourages the use of positive reinforcement, recognizing students for
being successful has shown to be effective in reinforcing those behaviors. To
reinforce respectful behaviors that show responsibility, there will be
“Respect and Responsibility Days”, students will get recognition and
awards for any positive conduct. This conduct can be a compliment to a
peer, or helping a peer with something they are struggling with. There will
be interactive classroom lessons that help to bring the expectations of this
program to life. The American Psychological Association recognizes the
importance of interactive and engaging lessons in teaching students social
and emotional skills. Using data analysis, there will be areas of
improvement identified so we can finetune the program. The U.S.
Department of Education highlights data analysis as a major component of
evidence-based decision-making in education. Along with education,
Functional Behavior Assessments will be created for students experiencing
challenges with the program. If a student is consistently disruptive, for
example, the team will work to find the function. Next a Behavior
Intervention Plan will be created. For example, if a student who struggles
to stay organized might get support through daily checklists. For students
that are experiencing complex issues, more comprehensive assessments will
need to be conducted by school staff, and any external staff on the student’s
team. For instance, a student with severe anger issues could receive
intensive counseling. Crisis intervention protocols would be put into place
to protect the student.
5. Method(s) for
Data Collection
& Progress
Monitoring
Data collection for
individual students
Data collection for
classrooms
School wide data
collection
Incident Reports
– incident report
for each student
for each
individual
instance of
behavior. This
will include date,
time, location,
and type of
behavior.
ABC Analysis –
Complete ABC
analyses for
students to see
patterns or
triggers to
challenging
behavior.
Observation –
direct
observation by
trained staff
members.
Incident
Reports –
Behavior logs
specific to the
classroom.
Daily incidents
and
interventions
included.
CICO –
Students can
self-monitor
their behavior,
letting them
track their
progress.
Observations –
Behavior
specialists or
admins can
observe the
classroom and
identify any
areas that need
more support.
Incident
Reports – track
behavior
incidents on a
school-wide
level to identify
type and
frequency.
Surveys – Give
surveys to staff,
students, and
parents to get
data on the
school’s
environment.
Technology –
Use data
dashboards that
include key
behavioral data,
staff can
monitor trends
or patterns.
Team Meetings
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Checklists/Rating
Scales –
Completed by
teachers, parents,
or students to get
information
about behavior
over time.
Journal –
Student can
show
responsibility
by recording
their own
thoughts on
their behavior
in a behavior
journal.
– review school-
wide data
Incident
Debriefs –
Debriefs can be
held following a
significant
behavior
incident to get
input from staff
who were
involved.
7. Communicatio
n &
Collaboration
Plan
Communication and Collaboration
Among Educators Across School
Settings
Communication and collaboration
with Families
Team Meetings – regular
meetings for educators from
different schools and settings.
This can include special
education teachers, general
education teachers, and any
support staff. Meetings will
discuss student progress,
share strategies, and come up
with interventions.
Share Documentation –
Create a digital platform that
educators can use to get
information on students’
behavioral progress and
support plans. This will help
to be sure that everyone is on
the same page.
Professional Development –
Workshops and training
sessions will bring educations
together to learn about
behavior support strategies.
Workshops will encourage
collaboration.
Case Reviews –
Interdisciplinary teams,
counselors, and behavior
specialists will create plans for
students with intensive
behavioral needs.
Peer-observation –
Educations can do peer
Parent-teacher conferences –
Conferences at the end of
each semester to discuss
behavioral progress,
interventions, and goals.
Parents will have the
opportunity to provide input
on their child’s programs.
Workshops – Family
workshops that provide
information regarding
behavior management and
strategies they can use at
home.
Technology – Apps, emails,
newsletters, or a dedicated
school website section where
students will stay informed
about the schools SWPBIS
initiatives.
IFSPs – These plans will
outline the students’ specific
goals and the roles that both
the school and the family
play in achieving these goals.
Student-led conferences –
when appropriate, students
can take an active role in
talking about their progress,
promoting responsibility.
Feedback – Encourage
feedback from parents
through surveys or even a
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observation and feedback
across the school system.
Shared accountability will be
created.
suggestion box. The
feedback can be used to
make improvements to your
SWPBIS programs.
9. List of APA
Formatted
References
(Minimum of 3)
Center on PBIS | Resource: Effective Use of Positive
Reinforcement. (n.d.). Www.pbis.org.
https://www.pbis.org/resource/effective-use-of-positive-
reinforcement
Collaborative for Academic, Social, and Emotional Learning
(CASEL). (2022). . Casel. Fundamentals of SEL
https://casel.org/fundamentals-of-sel/
Enhancing online learning. (n.d.). . Https://Www.apa.org
https://www.apa.org/monitor/2020/06/covid-online-learning
WWC | Using Student Achievement Data to Support
Instructional Decision Making. (n.d.). Ies.ed.gov.
https://ies.ed.gov/ncee/wwc/PracticeGuide/12
