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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


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    1. 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

    2. 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

    3. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

    4. 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%

    5. 23 Continuum of Environmental Supports for ALL Few Some All

    6. Continuum of Support for “Rachel” Math Science Spanish Reading Soc skills Soc Studies Music

    7. Why Are we Here?

    8. 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

    9. 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.

    10. 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

    11. 9. Non-Classroom & Momentum • Outcomes = buy in • Continue to highlight • Track at-risk students within

    12. 8. The Ship has Got to Sail • Focus on the 80% • Apply problem solving / function based logic to those still on the dock

    13. 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

    14. 6. All in the Family • Build plans for connections early and revisit often • Connection Levels across tiers of support • Awareness • Involvement • Support

    15. 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?

    16. 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

    17. 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

    18. 3. Stages & Phases Systems • Exploration • Installation • Initial Implementation • Full Implementation • Innovation • Sustainability Individual Learning • Acquisition • Fluency • Maintenance & Generalization

    19. 2. Mimicry Sincerest Form of Flattery • Good Consumers • Be prepared for next “hot topic” • “Modest” Bragging

    20. Good Consumers

    21. 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