School-Wide Positive Behavior Interventions and Support

Getting Your School Ready

Thank you for your interest in implementing SWPBIS in your district. Please review the information provided on this page that will walk you through the process to begin getting ready for implementation




Steps To Follow

1. Contact your Regional Coordinator. He/She will be able to answer your questions and schedule a district level overview. This session is free and should be scheduled for 2-3 hours of time. A district planning team, consisting of the superintendent or designee, director of special education, building principals and other key administrators, should attend. The session content will include an overview of SWPBIS process including the practices, data, and systems at the district and school building level. Participants will review the district commitments for implementing SWPBIS and begin to develop an action plan.

2. Once the district overview is held, your PAPBS Network Facilitator will work with your established district leadership team. When you have signed the district commitment, your team will begin action planning for the implementation of SWPBIS. This commitment is a 3-5 year process of training, implementation, completion of outcome tools, and adherence to fidelity measures.

Any other questions you have can be directed to your Regional Facilitator (names and contact information below). Best of luck as you seek to create a positive school climate!

For more information about getting started with SWPBIS , contact:

PaTTAN Pittsburgh: Kathryn Poggi, 1-800-446-5607, ext. 6857 or

PaTTAN Harrisburg: Kelly Swartwood, 1-800-360-7282 or        

PaTTAN King of Prussia: Tina Lawson, 1-800-441-3215, ext. 7254 or

School/District Expectations

  1. School building/district administrative overview and discussion with external coach to review project requirements and expectations
  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 SWPBIS
  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 SWPBIS activities
  5. Necessary time and resources for building core team training in SWPBIS 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 SWPBIS activities
  7. Development of a continuum of opportunities to involve parents/caregivers and students in district and building level SWPBIS activities
  8. Adherence to timelines, protocols and requirements of the Commitment to Fidelity Implementation written agreement
  9. Support for SWPBIS as described above for a minimum of three years

Supporting Documentation

  • 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