Fix School Discipline Toolkit for Educators | Page 16

Why is SWPBIS a proven better approach
than quick removals?
In general, schools that adopt a proactive approach
to improving school climate through the creation of
positive behavior incentives, classroom management
and conflict resolution training for teachers and staff,
and encouragement of greater parental involvement
demonstrate low rates of suspension and reductions
in office discipline referrals of up to 50% per year.32
A 2008 study of 28 K-12 schools and early childhood
programs found that implementation of SWPBIS
resulted in a significant reduction of office discipline
referrals and suspensions, with middle and high
schools experiencing the most benefit. These
reductions helped recover 864 days of teaching,
1,701 days of learning, and 571 days of leadership.
Implementation was associated with academic
gains in math for the vast majority of schools who
implemented with fidelity.33 Secondary benefits of
SWPBIS include improved academic achievement,
reduced dropout rates, higher teacher retention and a
more positive school culture.34

Are there other districts and schools
in California effectively implementing
SWPBIS? Yes!

714 in 2012-13. As of 2012-13 school year, the school’s
graduation rate had increased from 76% to 88%.35
To help you get started, we have uploaded a
number of the training materials, policies and
procedures, handbooks, and tools used by
these and other school districts and schools to
FixSchoolDiscipline.org.

Where can I go for additional information,
resources and research?
California Services for Technical Assistance
and Training– www.CalSTAT.org
Office of Special Education Programs Technical
Assistance Center on Positive Behavioral
Interventions and Supports –
www.PBIS.org
California Technical Assistance Center on
Positive Behavioral Interventions and Supports
– www.pbiscaltac.org
Safe and Civil Schools http://www.safeandcivilschools.com/

Pioneer High School in Woodland Joint Unified
School District, where implementation of the
system of SWPBIS has resulted in a 62% reduction
in suspensions and significant increases in school
attendance and achievement. See the next page for
more information on how Pioneer High School did it!
Similarly at Garfield High School, SWPBIS resulted in
a reduction from 510 suspensions during the 2007-08
school year to 1 suspension during the 2012-13 school
year. Additionally, the school experienced significant
improvement in API points: 597 points in 2007-08 to

32 Raffaele Mendez, L.M., Knoff, H.M., &Ferron, J.M. (2002).School
demographic variables and out-of-school suspension rates: A quantitative and qualitative analysis of a large, ethnically diverse school
district,Psychology in the Schools, 39 (3), 259-277
33 Losen, D. J. (2011), Discipline Policies, Successful Schools, and Racial
Justice, The Civil Rights Project at UCLA and National Education Policy
Center, citing Muscott, H.S. et al. (2008), Positive behavioral interventions
and supports in New Hampshire: effects of large-scale implementation of
schoolwide positive behavior support on student discipline and academic
achievement, Journal of Positive Behavior Interventions, 10, 190-205.
34 Id.

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How we can fix school discipline

35 CDE Dataquest