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SW-PBS: School-Wide Positive Behavior Support. School-Wide Positive Behavior Support.

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SW-PBS:

School-Wide Positive Behavior Support


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School-Wide Positive Behavior Support

School-wide Positive Behavior Support is a set of strategies and systems to increase the capacity of schools to (a) reduce school disruption, and (b) educate all students including those with problem behaviors.


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“Pupil achievement & behavior can be influenced (for better or worse) by the overall characteristics of the school environment.”

Rutter & Maughan, 2002


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Social Competence, better or worse) by the

Academic Achievement, and Safety

Positive

Behavior

Support

OUTCOMES

Supporting

Decision

Making

Information

Supporting

Staff Behavior

SYSTEMS

PRACTICES

Supporting

Student Behavior


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Academic Systems better or worse) by the

  • 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

Behavioral Systems

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%


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Iowa PBS Alliance better or worse) by the

  • Iowa Department of Education

  • Drake Resource Center for Issues in Special Education

  • University of Iowa

  • Iowa State University

    • Research Institute for Studies in Education (RISE)

    • Extension 4-H Youth Development

  • Mental Health Initiative

  • Iowa Federation of Families for Children’s Mental Health


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Implementing SW-PBS: better or worse) by the Build a Culture of Competence

  • Develop building level support

  • Define behavioral expectations

  • Teach behavioral expectations

  • Monitor and reward appropriate behavior

  • Provide corrective consequences for behavioral errors

  • Information-based problem solving


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Panther PRIDE better or worse) by the

  • P – Preparation

  • R – Respect

  • I – Integrity

  • D – Dedication

  • E - Excellence


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Teaching Behavioral Expectations better or worse) by the

Step 1: Define the expectation

Step 2: Provide a rationale

Step 3: Teach the acceptable behavior

Step 4: Model and practice expectations


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Teaching in the Actual Setting better or worse) by the


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________________was caught following the better or worse) by the

P.A.W.S. guidelines.

P = Please listen

A = Always be prepared

W = Work/act responsibly

S =Show respect

Caught by: ________________

2 tickets:

candy treat

first in line for lunch

10 tickets:

15 min. computer time

lunch with an adult

video for the weekend

earn back Wolverine letter

50 tickets (whole class):

popcorn party

extra 30 minute recess

30 minute video

P.A.W.S. Rewards Program


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ODR Per Day Per Month better or worse) by the


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ODR By Student better or worse) by the


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An Iowa Middle School better or worse) by the


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An Iowa High School better or worse) by the


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Impact of SW-PBS on Academic Performance – Shep Kellam better or worse) by the

  • Baltimore

  • Reading (literacy) + Behavior Support needed for effective gains in academic standards.

  • Logic (How does behavior support help?)

    • Behavior support improves minutes in instruction

    • Behavior support makes instructional minutes more effective

      • Behavior support creates a climate that is more calm and conducive to learning.



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