Spencerport Central School District

Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes. More importantly, SWPBS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

In general, SWPBS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes (academic and behavioral) supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effective support implementation of these practices.

These four elements are guided by six important principles:

• Develop a continuum of scientifically based behavior and academic interventions and supports
• Use data to make decisions and solve problems
• Arrange the environment to prevent the development and occurrence of problem behavior
• Teach and encourage prosocial skills and behaviors
• Implement evidence-based behavioral practices with fidelity and accountability
• Screen universally and monitor student performance & progress continuously

Schools that establish systems with the capacity to implement schoolwide PBIS with integrity and durability have teaching and learning environments that are

• Less reactive, aversive, dangerous, and exclusionary, and
• More engaging, responsive, preventive, and productive
• Address classroom management and disciplinary issues (e.g., attendance, tardiness, antisocial behavior),
• Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and
• Most importantly, maximize academic engagement and achievement for all students.

SWPBIS schools organize their evidence-based behavioral practices and systems into an integrated collection or continuum in which students experience supports based on their behavioral responsiveness to intervention. A three-tiered prevention logic requires that all students receive supports at the universal or primary tier. If the behavior of some students is not responsive, more intensive behavioral supports are provided, in the form of a group contingency (selected or secondary tier) or a highly individualized plan (intensive or tertiary tier).

Continuum of School-Wide Positive Behavior Interventions and Support