This is in response to discussion questions that answer; What a PBSS is, the development of a PBSS, and the possible implementation of a PBSS.

1. Module 1 Discussion
Positive Behavioral Support
J’Nai L. Whitehead
American College of Education
CI5033- Creating Safe and Supportive Classrooms
Susan Spero
Due July 17th, 2022

2. Positive Behavioral Support System
A PBSS should include strategic interventions and intensive services, crisis prevention,
intervention and response, community and family outreach, and involvement and participation.
The PBSS should be explicitly integrated into a school’s strategic planning and school
improvement process. The goals that should be included are; creating and sustaining a positive
classroom setting, facilitating social, emotional, and behavioral development needs of all
students, increasing student’s interpersonal, social problem-solving, and conflict resolution skills,
and helping to maximize student’s engagement while also supporting their learning.
Developing a PBSS
Prior to the implementation of a PBSS, Dr. Howard Knoff (2021) expresses that schools
should first conduct a needs assessment or SWOT analysis. Climate scales should also be
completed by staff, students, and parents. A committee should analyze the following; a three year
longitudinal office discipline referral data, school suspension and expulsion, and special
education and placement data. The school committee should observe the time of day and the
location that behavior incidents take place. This is to include “special situations, how things are
in common areas of the school, relative to students” (Knoff, 2021, slide 2). This would include
teasing, taunting, and bullying. It would be wise for teachers and staff to complete a survey about
their knowledge of crisis preparation, training and practice. Doing so, will provide an adequate
understanding of who is qualified or underqualified to deal with crises that arise within the
school year. It would also be beneficial to have a reward system in place for students. Rewards
are good for students at any level (elementary to high school).
PBSS Implementation
In order to implement a Schoolwide Positive Behavioral Support (SWPBS) at a
secondary level, more effort will need to be made than at an elementary school level. It can also
be a slower process in getting the initial components in place due to the number of students, size
of the school, socio-economic, demographics of students, and motivation of teachers and staff.
Prior to implementation “…consider the impact of high school contextual variables such as
organization, developmental age of students, and school culture” (Flannery, B., et al., 2013, p.
272 ). At a high school level, “...initiatives are often implemented at a department- or
grade-level rather than on a system-wide (schoolwide) basis “ (Flannery, B., et al., 2013, p. 278).
As outlined in Figure 1 of the Conceptual Framework for Implementation of a SWPBS, the
conceptual framework would need to be established to determine contextual influences (size,
culture, organization, and developmental level of students). Next, the foundational system
involving the leadership team, would determine the outcomes from longitudinal data, practices
(currently used), and systems within the school. Then, the universal practices are considered. The
universal practices in this framework are the expectations, the consequences, how teachers
acknowledge positive behaviors, and how the data is used for decision making. Finally, the

3. outcome of the school’s success and engagement is achieved (Flannery, et al., 2013, Figure 1, p.
270). The study and research into implementation at a secondary level shows that providing an
additional year was beneficial.

4. References:
Flannery, B. K., Frank, J. L., Kato, M. M., Doren, B., & Fenning, P. (2013).
Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight
High Schools. High School Journal, 96(4), 267-282. https://doi.org/10.1353/hsj.2013.0015
(Links to an external site.)
H. Knoff, P.H.D., American College of Education. (2021). CI5033 Creating safe and
supportive classrooms: Module 1 [Part 3 Presentation]. Canvas.
https://ace.instructure.com/courses/1897434/modules/items/32235351