PBIS/SW-PBS
What is PBIS? Is it different from SW-PBS?
PBIS stands for Positive Behavior Interventions and Supports. SW-PBS stands for School-Wide
Positive Behavior Supports. The two terms are interchangeable, but different states use
different acronyms. The state of Missouri uses SW-PBS.
So, what is SW-PBS?
SW-PBS is a process for creating safer and more effective schools by structuring the learning
environment to support the academic and social success of all students. The process supports
the adoption and long-term implementation of efficient and effective discipline throughout the
school environment. SW-PBS methods are research-based, proven to significantly reduce the
occurrence of problem behaviors in schools and supported by a three-tiered model.
How does it work?
A key strategy of the PBIS process is prevention. The majority of students follow the school’s
expectations, but are never acknowledged for their positive behavior. Through instruction,
comprehension and regular practice, all teachers and staff members will use a consistent set of
behavior expectations and rules. When some students do not respond to teaching of the
behavioral rules, we will view it as an opportunity for re-teaching, not just punishment.
Does it make a difference?
The PBIS model is a research-based strategy that is supported by the state of Missouri and the
federal Department of Education. The 3-tiered approach reduces problem behavior as a barrier
to student achievement. We only have 180 days each year to advance academic progress, so
instructional time is very valuable. Research shows that schools following the PBIS model
recover thousands of hours of instructional time and, on average, four days of student
instruction per year.
What about students who are disruptive?
Our PBIS school teams have developed a documented discipline system that is integrated with
the district’s Code of Conduct. When problem behavior occurs, students are provided a full
continuum of supports to address the behavior. If students do not respond, the intensity of the
support increases. Most problem student behaviors either have an academic or social base.
Properly addressing the root cause of behavior can prevent student failure later in life.
What about parents?
Parents are an important part of PBIS implementation. We encourage parents to use the same
expectations and rules that the school teaches. This common language creates consistency and
a unified support for expected student behavior. Parents are asked to discuss the common
rules and expectations. Children thrive when they have consistent, predictable expectations
and consequences.
What does SW-PBS look like at SLLIS?
SW-PBS is being implemented district-wide, across all SLLIS schools. The Spanish and French
Schools are in their fourth year of SW-PBS implementation; the Chinese School is in their third
year; and the International School is just beginning to explore SW-PBS and how it can integrate
into their school design. SLLIS also has a District Team that oversees SW-PBS implementation
across all schools.
SW-PBS School Rules
The Spanish School
Our school theme, “Somos Abejas Exitosas”, identifies our school’s expectations and
values: Yo soy Respetuoso, Yo soy Responsible, Yo soy Exitoso, Yo estoy Seguro en La
Escuela de Español!
Yo soy Respetuoso- I am Respectful
Yo soy Responsable- I am Responsible
Yo soy Exitoso - I am a Successful
Yo estoy Seguro en la Escuela de Español!- I am Safe in The Spanish School
The French School
Le Code des Explorateurs
À l’Ecole Française, nous sommes:
 altruistes
 audacieux
 communicateurs
 intègres
The Chinese School
我很… I am…
 尊重 Respectful
 负责 Responsible
 安全 Safe
The Explorer Code
At The French School, we are:
 caring
 courageous
 communicators
 principle