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PBS Review of Big Ideas. pbis.org swis.org. Big Idea. Educational leaders must strive to lead and support development of sustainable and positive school climates The goal is to establish host environments that support adoption and sustained use of evidence-based practices (Zins & Ponte, 1990).

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pbs review of big ideas

PBS Review of Big Ideas

pbis.org

swis.org

big idea
Big Idea
  • Educational leaders must strive to lead and support development of sustainable and positive school climates
  • The goal is to establish host environments that support adoption and sustained use of evidence-based practices(Zins & Ponte, 1990)
positive school climate
Positive School Climate
  • Academic engagement and achievement are maximized
  • Rates of rule violating behavior are minimized
  • Acts of respectful and responsible behaviors are encouraged
  • School functions are more efficient, effective, and relevant
  • Supports for students with disabilities and those placed at risk of educational failure are improved
positive behavior support
“Positive Behavior Support”

PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students.

“EBS” = “PBS” = “PBIS” etc.

slide5

Social Competence and

Academic Achievement

Positive

Behavior

Support

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior

pbs is
PBS is
  • Not a specific practice or curriculum…it’s a general approach to preventing problem behavior
  • Not limited to any particular group of students…it’s for all students
  • Not new…it’s based on a long history of behavioral practices and effective instructional design and strategies
challenge increasing schools capacity to
Challenge…increasing schools’ capacity to…
  • Respond effectively, efficiently, and relevantly to a range of problem behaviors observed in schools
  • Adopt, fit, integrate, and sustain research-based behavioral practices
  • Give priority to unified agenda of prevention
  • Engage in team-based problem solving
inter related competing national goals
Inter-related, Competing National Goals
  • Improve literacy, math, geography, science, etc.
  • Make schools safe, caring, and focused on teaching and learning
  • Improve student character and citizenship
  • Provide a free and appropriate education for all
  • Prepare a viable workforce
  • Affect incidence and prevalence of high risk, antisocial behavior
  • Leave No Child Behind
  • Etc….
slide9

School-wide Positive

Behavior Support

Systems

Classroom

Setting Systems

Nonclassroom

Setting Systems

Individual Student

Systems

School-wide

Systems

school wide and classroom wide systems
School-wide and Classroom-wide Systems

1. Common purpose and approach to discipline

2. Clear set of positive expectations and behaviors

3. Procedures for teaching expected behavior

4. Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring and evaluation

classroom management systems
Classroom Management Systems
  • Behavior and classroom management
    • Classroom-wide positive expectations taught and encouraged
    • Teaching classroom routines and cues taught and encouraged
    • Ratio of 6-8 positive to 1 negative adult-student interaction
    • Active supervision
    • Redirections for minor, infrequent behavior errors
    • Frequent precorrections for chronic errors
slide12
Instructional management
    • Selection
    • Modification and design
    • Presentation and delivery
  • Environmental management
specific setting systems
Specific Setting Systems
  • Positive expectations and routines taught and encouraged
  • Active supervision by all staff
    • Scan, move, interact
  • Precorrections and reminders
  • Positive reinforcement
individual student systems
Individual Student Systems
  • Behavioral competence at school and district levels
  • Function-based behavior support planning
  • Team- and data-based decision making
  • Comprehensive person-centered planning and wraparound processes
  • Targeted social skills and self-management instruction
  • Individualized instructional and curricular accommodations
emphasis on prevention
Emphasis on Prevention
  • Primary
    • Reduce new cases of problem behavior
  • Secondary
    • Reduce current cases of problem behavior
  • Tertiary
    • Reduce complications, intensity, severity of current cases
slide16

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

~80% of Students

slide17

Academic Systems

Behavioral Systems

  • Tertiary Interventions
  • Individual Students
  • Assessment-based
  • High Intensity
  • Tertiary Interventions
  • Individual Students
  • Assessment-based
  • Intense, durable procedures
  • Secondary Interventions
  • Some students (at-risk)
  • High efficiency
  • Rapid response
  • Secondary Interventions
  • Some students (at-risk)
  • High efficiency
  • Rapid response
  • Primary Interventions
  • All students
  • Preventive, proactive
  • Primary 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%

science of human behavior
Science of Human Behavior
  • Behavior is learned
  • Behavior occurrences are linked to environmental factors
  • Behavior change occurs through manipulation of environmental factors
local context and culture
Local Context and Culture
  • Consider characteristics of local stakeholders
    • Families, businesses, students, staff members, etc.
  • Consider relationship between school and community
  • Maximize use of natural implementers
evidence based practices
Evidence-based Practices
  • Outcome-based
  • Monitoring of effectiveness, efficiency, relevance, and durability
  • Function-based approach
active administrative participation
Active Administrative Participation
  • Active member of leadership team
  • Gives initiative priority
  • Invests in 2-3 year implementation
emphasize data based evaluation
Emphasize data-based evaluation
  • Self-assessment and action planning
  • Continuous self-improvement
  • Strengths and needs
  • Strategic dissemination
implementation challenges
Implementation challenges
  • Multiple, overlapping, and competing initiatives
  • Overemphasis on conceptualization, structure, and process
  • Underemphasis on data-based decision making
  • Failure to build competence for accurate and sustained implementation
  • Reluctance to eliminate practices and systems that are not effective, efficient, and relevant
  • Low rates of regular positive acknowledgements and celebrations
implementation levels
Implementation Levels

State

District

School

Classroom

Student

slide25

PBS Organizational Logic

Visibility

Political Support

Funding

Leadership Team

Active Coordination

Evaluation

Training

Coaching

Local School Teams/Demonstrations