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Acknowledgments

The content of this book comes from a variety of sources, including research, our personal experience working in schools, our work as trainers of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS), and an array of organizations that train on SWPBIS and offer examples of schools using SWPBIS on their respective websites. We want to explicitly thank the following organizations, as their examples and work are referenced throughout this book.

▴ Florida PBIS (now FLPBIS: MTSS)

▴ Colorado Department of Education, RTI/PBIS Unit (now MTSS)

▴ Midwest PBIS

▴ MIBLSI

▴ Washoe County School District

▴ Springfield Public Schools

▴ Maryland PBIS

▴ Nevada PBIS

▴ PBIS Technical Assistance Center

▴ RTI Innovations Conferences

On a personal note, I have to thank my classmates, professors, and colleagues within the field, beginning with my time in Davis School District in Farmington, Utah. I was a new intern in school psychology, and it was there that my close friend and colleague Heidi shared her use of the Principal’s 200 Club at one of her schools. That was my first introduction to the idea of SWPBIS, although we didn’t call it that at that time. That idea was one of the reasons I enrolled at the University of Oregon as a doctoral student. It was at Oregon that my passion for improving schools grew, and it was there that I had the honor of being an advisee of Dr. Kenneth W. Merrell. Although he left us many years ago, I carry his influence with me to this day. He taught me to always focus on the student and the school, and along with my other professors, I learned the value of changing the system in order to impact behavior. It is my hope that this book answers a need of practitioners for not just the conceptual knowledge of SWPBIS, but also its practical application. As ecological behaviorists, my classmates, colleagues, and I are always asking “What does it look like?” and I hope this book can answer that in respect to SWPBIS.

—Jason Harlacher

For me, the journey into positive behavior support and schools began with an amazing child, Corey, who taught me how to think about the world differently. After learning on my feet the value of stating expectations positively rather than saying what not to do, I was lucky enough to establish mentors, peers, and colleagues who have helped me grow in my understanding of behavior and the systems that can positively influence outcomes for all. My journey has included both purposeful and serendipitous turns, and I am thankful for those who saw potential in me, for those who challenged me to think differently about how the world works, and for those who gave me the chance to try out my work in the real world. Through these experiences, I have gained an understanding of what SWPBIS can look like. I hope this book will be a resource for those who, like me, are passionate about making changes that can have a large, positive impact on outcomes for students.

—Billie Jo Rodriguez

Marzano Resources would like to thank the following reviewers:

Melani Amaris

Manager, Student Services

San Jose Unified School District

San Jose, California

Susan Bruhl

Director of Student Support Services

Addison Northeast Supervisory Union

Bristol, Vermont

Kelly McNabb

District PBIS Coach

Cobb County School District

Marietta, Georgia

Laura Mooiman

Program Specialist for PBIS

Napa Valley Unified School District

Napa, California