Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a systems approach to establishing the social, emotional, and behavioral supports needed for all students to achieve both social and academic success.  SWPBIS systems are based on research that indicates the importance of proactive strategies designed to promote development of social emotional competencies and also prevent problem behaviors. This multi-tiered systems framework and prevention-based approach to social emotional development defines core elements that can be achieved through a variety of strategies, with all schools selecting those that are the most appropriate for their local context. Evidence-based practices used in the student conduct procedures are based on the following guiding principles:

1. Support the ongoing development of adult social emotional skills so that they can provide consistent and positive modeling for students
2. Engage parents/guardians early in the social, emotional, and behavioral development and disciplinary processes.
3. Balance the needs of the student, the needs of those directly affected by a student’s behavior, and the overall school community.
4. Eliminate disparities in applying discipline by implementing, monitoring, and revising equitable interventions and consequences across all racial and ethnic groups, by gender, among those with disabilities, and other protected classes.

Implementation of SWPBIS is supported by the following elements evidence-based approaches:           

1. Explicit skill instruction across all five Social Emotional Academic Development competencies (self-awareness, self-management, responsible decision-making, relationship skills, and social awareness).
2. Supportive school and classroom culture at all schools, including positive and predictable routines, positive student-teacher relationships, and ongoing learning opportunities across the school year.
3. Integration of social emotional learning across all academic content area classes.
4. Organizational strategies for strategic implementation and measurement.

A positive school climate and supportive learning environment is everyone’s responsibility. Every student, parent, teacher, administrator, school and district support staff, central office staff, visitor, and community member contributes to a safe and supportive learning environment. It is only with the understanding, collaboration and cooperation of everyone who has a stake in the education of our youth that we can succeed in creating environments that are conducive to optimum academic achievement for all students. Specifically, stakeholder participation includes:

• Students: While recognizing that student social, emotional, and behavioral skills vary widely across our district, students are expected to engage in learning opportunities to improve their skills, while complying with the standards of conduct as outlined in the Highline Public Schools Code of Conduct. They shall conduct themselves in an orderly manner at school during the school day and during school-sponsored events, in relation to other students, staff members, or school-based relationships including communication via technology.
• Building Administrators: School leaders have the overall responsibility to direct the staff and to guide and counsel individuals and groups within each school. In order to assist the principal in carrying out this responsibility, the principal and building staff shall confer and review data at least 4 times per year in order to improve, develop, and sustain systems and practices focused on prevention, early intervention, efficient supports, and effective consequences, involving students, parents, and community partners in this process.
• School Staff: All are encouraged to involve parents in the development of culturally responsive school-wide expectations, classroom-based supports, and functionally appropriate individual level interventions, and to communicate with parents in multiple ways about these expectations and supports. All adults are expected to continue to develop their own social emotional skills so they can provide consistent and positive modeling to students and each other.
• Centralized Leadership: District leaders are expected to create an environment for student success using principles of positive behavior support/effective discipline practices and cultural competency in managing student conduct. District staff shall also provide programmatic oversight and support stakeholders in SWPBIS training, implementation, monitoring, and revision based on effectiveness.
• Parents/guardians and Community Members: are invited to partner with schools and districts to develop culturally responsive SWPBIS and assessments, and to work with schools to address our students’ needs.

Highline School District 401
Adopted by the Superintendent: 01.14
Revised by the Superintendent: 11.18