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Top Ten Things I Wish I Knew About SW-PBS 20 Years Ago. Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports www.pbis.org. Starting Point…. Educators cannot “make” students learn or behave

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top ten things i wish i knew about sw pbs 20 years ago

Top Ten Things I Wish I Knew About SW-PBS 20 Years Ago

Tim Lewis, Ph.D.

University of Missouri

OSEP Center on Positive

Behavioral Intervention & Supports

www.pbis.org

starting point
Starting Point….
  • Educators cannot “make” students learn or behave
  • Educators can create environments to increase the likelihood students learn and behave
  • Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity
slide3

Social Competence &

Academic Achievement

Positive

Behavior

Support

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior

designing school wide systems for student success

Academic Systems

Behavioral Systems

  • Intensive, Individual Interventions
  • Individual Students
  • Assessment-based
  • High Intensity
  • Intensive, Individual Interventions
  • Individual Students
  • Assessment-based
  • Intense, durable procedures
  • Targeted Group Interventions
  • Some students (at-risk)
  • High efficiency
  • Rapid response
  • Targeted Group Interventions
  • Some students (at-risk)
  • High efficiency
  • Rapid response
  • Universal Interventions
  • All students
  • Preventive, proactive
  • Universal Interventions
  • All settings, all students
  • Preventive, proactive
Designing School-Wide Systems for Student Success

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%

slide5

23

Continuum of Environmental Supports for ALL

Few

Some

All

slide6

Continuum of Support for

“Rachel”

Math

Science

Spanish

Reading

Soc skills

Soc Studies

Music

high school outcomes
High School Outcomes….
  • Triton High School
    • 48% Free and reduced lunch
    • 59% reduction in suspension
    • Halved the drop out rate
  • Mountain View High School
    • 30% free and reduced lunch
    • 30% reduction in ODR
    • Last to first in achievement in district
rct group design sw pbs studies
RCT & Group Design SW-PBS Studies

Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

slide13
10. Assistant Superintendents, Curriculum Coordinators, Business Managers, Principal Reassignment Policies, Teacher Transfers…..
  • “7 years of college down the drain”
  • Function vs. Job Title
  • Stake Holders
9 non classroom momentum
9. Non-Classroom & Momentum
  • Outcomes = buy in
  • Continue to highlight
  • Track at-risk students within
8 the ship has got to sail
8. The Ship has Got to Sail
  • Focus on the 80%
  • Apply problem solving / function based logic to those still on the dock
7 data is not a four letter word
7. Data is not a “four letter word”
  • Does it answer your questions
  • Consistency
  • Agreement
  • And yes, it really is important that you send data to your state/district/region contacts on time
6 all in the family
6. All in the Family
  • Build plans for connections early and revisit often
  • Connection Levels across tiers of support
    • Awareness
    • Involvement
    • Support
5 its still all about the classroom
5. Its still all about the classroom
  • Classroom Management Basics
  • “When I Need It”
    • Who do I go see?
    • What should I expect?
    • How do I monitor?
essential
Essential
  • Classroom expectations & rules defined and taught (all use school-wide, create classroom examples)
  • Procedures & routines defined and taught
  • Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1)
  • Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure
  • Students are actively supervised (pre-corrects and positive feedback)
  • Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement
  • Activity sequence promotes optimal instruction time and student engaged time
  • Instruction is differentiated based on student need
4 free to a good home tier ii
4. Free to a Good Home: Tier II
  • Ownership “case manager(s)”
  • What students should be in the club
    • Screening
    • Data Decision Rules
  • Connect points to Universals / Tier III / other specialized support
  • Classroom problem solving teams
  • Systems, Systems, Systems
3 stages phases
3. Stages & Phases

Systems

  • Exploration
  • Installation
  • Initial Implementation
  • Full Implementation
  • Innovation
  • Sustainability

Individual Learning

  • Acquisition
  • Fluency
  • Maintenance & Generalization
2 mimicry sincerest form of flattery
2. Mimicry Sincerest Form of Flattery
  • Good Consumers
  • Be prepared for next “hot topic”
  • “Modest” Bragging
1 repetition builds fluency
1. Repetition Builds Fluency
  • Data
    • What do we need to put in place
    • Is it working
  • Practices
    • Research to support
    • “Buy in”
  • Systems
    • Training & Technical Assistance
top ten things i wish i knew about sw pbs 20 years ago1

Top Ten Things I Wish I Knew About SW-PBS 20 Years Ago

Tim Lewis, Ph.D.

University of Missouri

OSEP Center on Positive

Behavioral Intervention & Supports

www.pbis.org

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