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Congratulations to the 2014-2015
2014-15 model sites

Pennsylvania Schools Implementing SWPBIS

These schools are implementing SWPBIS at various levels of fidelity.
2013-2014 Model Site SBBH Grant Awardees

The PAPBS Network is pleased to announce the 2013-2014 Model Site Recipents

George Bancroft Elementary School News:
George Bancroft Elementary School News:

Statewide Evaluation Tools for Schools: The following tools are used by schools when submitting their school data to the state evaluation team. Contact your SWPBIS facilitator if you need assistance in completng these forms.

School Profile Data Dictionary (revision October 2012)
School Profile Data Spreadsheet

NEW!  January 2013: 4th Annual PA SWPBIS Executive Summary,  Fourth Annual PA School-Wide Positive Behavioral Interventions and Supports Evaluation, by Timothy J. Runge, Mark J. Staszkiewicz, Stephen McFall & Krista Hunter, Indiana University of Pennsylvania.

Previous Evaluation Summaries  



News from Schools Implementing SWPBS:

Pennsylvania PBIS in the News: stories from around the state
Lewisburg School District (Union County): Selection as "National Middle School to Watch"; Story: "If It's Best for Kids We Do It!" (Donald Eichhorn Middle School); PowerPoint presentation:"Gold Cards and Dragon Stars" (Donald Eichhorn Middle School)

Easton Area School District
(Northampton County): Newspaper article: March Elementary School in Easton is model for positive behavior support program being considered for statewide expansion

Pocono Mountain School District (Monroe County): Newpaper article: "Rewarding Good Behavior Pays Off" (Clear Run Elementary School); Video: "SuperPaw at CREC"

School/District Expectations:

School building/district administrative overview and discussion with external coach to review project requirements and   
2. Completion of a school building/district-wide PBS Blueprint, designating improved school climate/behavior as one of the top
     three school improvement plan goals in each building through implementaion of SWPBS
3. Working with an external coach (IU consultant/district behavior specialist) with specific FTE (05-.10) to coordinate school 
     building/district SWPBS activities; i.e., an average of 1-2 days over a month's time
4. Development of a cross-agency school building/district leadership team – including parents/caregivers and students – to
    plan, analyze, review and monitor district SWPBS activities
5. Necessary time and resources for building core team training in SWPBS research-based practices and implementation
    processes. This has included:
            • Training delivered in a timely manner to ensure continuity of understanding and application 
            • 3-5 days for SWPBS training in universal (all students) prevention/intervention for all personnel 
            • 3-5 days of professional development in secondary (some students) prevention/intervention for all personnel 
            • 3-5 days of professional development in tertiary (few students) prevention/intervention for all personnel
6.  Allocation of funds to adequately support SWPBS activities
7. Development of a continuum of opportunities to involve parents/caregivers and students in district and building level SWPBS 
8. Adherence to timelines, protocols and requirements of the Commitment to Fidelity Implementation written agreement
9. Support for SWPBS as described above for a minimum of three years

Supporting documentation may included but is not limited to:

• Documents developed as part of a school's product book
• PowerPoint presentations
• Photographs
• Highlights from district action plans
• Media coverage
• Grant award letters
• Documentation of family/community activities
• Tier evaluation activities conducted by the PAPBS Network
• PBS school-based and/or coaches' meeting minutes
• PBS school-based action plans and implementation plans
• Announcements
• Reports
• School improvement plans
• Dissemination of PAPBS information (how, to whom, when, why, etc.)
• Documentation of fundraising events and outcomes
• Data-based decision-making indicating changes made to implementation (specifically what was altered, when, by whom and
  the outcome based on data)
• Collaboration efforts with school-based personnel, other schools, districts and state