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The use of School-wide Positive Behavior Supports (SWPBS) has become popular and is an alternative to traditional methods of discipline. The SWPBS process emphasis is more on teaching socially acceptable behaviors rather than just reducing maladaptive behaviors (Lewis, Powers, Kelp, & Newcomer, 2002). Lewis et al. (2002) outline previously conducted studies that have implemented SWPBS and have shown successful results. These studies reflect the use of defining school-wide behaviors and subsequently teaching expected behavior to students. Studies have shown outcomes have positive results in the reduction of problem behaviors exhibited school-wide. This method is becoming prominent mostly in elementary and middle schools.

There are 2900 schools across 34 states that are now implementing or in the process of adopting SWPBS, according to Translating Research into Effective Practice: The Effects of a Universal Staff and Student Intervention on Indicators of Discipline and School Safety by Sprague, Walker, Golly et al. (2001). The methods in this study can be described as a universal intervention program aimed at improving the behaviors of elementary and middle schools students. Its goals are to assist schools in providing effective educational services, behavioral supports, and social-behavioral skills teaching to all students in the school (Sprague, Walker, Golly et al., 2001). According to Safran (2006), it is becoming more important to develop assessment strategies to pinpoint intervention priorities as the use of SWPBS spreads across the nation. Within School-wide Positive Behavior Support (SWPBS), the RTI framework is represented (Sugai et al., 2000).

An important feature of SWPBS and RTI is an emphasis on prevention (see Figure 2), and occurs at three levels:

Primary tier prevention: All students are exposed to a core social behavior curriculum to prevent the development of problem behavior and to identify students whose behaviors are not responsive to that core.

Secondary tier prevention: Supplemental social behavior support is added to reduce the current number and intensity of problem behavior.

Tertiary tier prevention: Individualized and intensive behavior support is developed to reduce complications, intensity, and/or severity of existing problem behavior.

This three-tiered prevention has its roots in public health and disease control direct. It's applicable to both academic and social behavior supports (Kame'enui, 2007; Lane et al., 2007; O'Shaughnessy, Lane, Gresham, & Beebe-Frankenberger, 2003; Sadler & Sugai, in press).

One way to evaluate the effectiveness of SWPBS has been to look at the number of office discipline referrals generated pre and post implementation. SWPBS constitutes a system of a continuum of supports for students, staff, and faculty that can help ease the feeling of powerlessness and isolation for teachers as well as students in schools (Wheeler & Anderson, 2002). Schools that are able to implement the elements of effective SWPBS become what are often referred to as learning organizations.

Senge (2000) proposed three questions to evaluate whether or not a school has 'learned to learn':Does the organization have a clear and honest understanding of its currently reality? Is the unders