What does it look like at the school site?

Each school site is unique and strives to meet the needs of the student's it serves. The Discipline Foundation Policy provides for consistency while at the same time allows for the individual needs at each school site. The policy requires that all school sites adhere to the "Guiding Principles". 

Developing and Implementing a system of School-Wide Positive Behavior Support (SWPBS) allows a school to set the stage for success. Their are eight major components of SWPBS.

  1. Administrative Leadership and Support - School leaders actively support the adoption, implementation adn maintenance of SWPBS.
  2. Team-based implementation - The SWPBS team is composed of members from all stakeholder groups (administrators, general educator, special educator, classified staff, support staff, parents, and students).
  3. Behavioral Expectations Defined - A small number (3 - 6) of positively stated expectations are in place for all students and staff. These expectations are concrete and positive so that every student, staff, and family can remember and follow them.  
  4. Behavioral Expectations Taught - Behavioral expectations are taught to all students through explanation, modeling, practicing, and processing on a regular and ongoing basis.
  5. Acknowledge and Reinforce Appropriate Behavior - Appropriate behaviors are modeled by all students, staff, and families and are acknowledged and reinforced on a regular and ongoing basis.
  6. Monitor and correct behavioral errors - Consequences are consistent and are developed for a continuum of behavioral errors.
  7. Data based decision making - Data is analyzed and used to guide decisions.
  8. Family and community collaboration - Partnerships are built between the school, home, and community.