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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


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

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%


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

23

Continuum of Environmental Supports for ALL

Few

Some

All


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

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.


Top ten things i wish i knew about sw pbs 20 years ago
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 Business Managers, Principal Reassignment Policies, Teacher Transfers…..

  • 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 Business Managers, Principal Reassignment Policies, Teacher Transfers…..

  • 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” Business Managers, Principal Reassignment Policies, Teacher Transfers…..

  • 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 Business Managers, Principal Reassignment Policies, Teacher Transfers…..

  • 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 Business Managers, Principal Reassignment Policies, Teacher Transfers…..

  • Classroom Management Basics

  • “When I Need It”

    • Who do I go see?

    • What should I expect?

    • How do I monitor?


Essential
Essential Business Managers, Principal Reassignment Policies, Teacher Transfers…..

  • 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 Business Managers, Principal Reassignment Policies, Teacher Transfers…..

  • 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 Business Managers, Principal Reassignment Policies, Teacher Transfers…..

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 Business Managers, Principal Reassignment Policies, Teacher Transfers…..

  • Good Consumers

  • Be prepared for next “hot topic”

  • “Modest” Bragging


Good consumers
Good Consumers Business Managers, Principal Reassignment Policies, Teacher Transfers…..


1 repetition builds fluency
1. Repetition Builds Fluency Business Managers, Principal Reassignment Policies, Teacher Transfers…..

  • Data

    • What do we need to put in place

    • Is it working

  • Practices

    • Research to support

    • “Buy in”

  • Systems

    • Training & Technical Assistance


Final thoughts

Final Thoughts Business Managers, Principal Reassignment Policies, Teacher Transfers…..


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 Business Managers, Principal Reassignment Policies, Teacher Transfers…..

Tim Lewis, Ph.D.

University of Missouri

OSEP Center on Positive

Behavioral Intervention & Supports

www.pbis.org