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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 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 • 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
Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior
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%
23 Continuum of Environmental Supports for ALL Few Some All
Continuum of Support for “Rachel” Math Science Spanish Reading Soc skills Soc Studies Music
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 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. 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 • Outcomes = buy in • Continue to highlight • Track at-risk students within
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” • 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 • Build plans for connections early and revisit often • Connection Levels across tiers of support • Awareness • Involvement • Support
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 • 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 • 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 Systems • Exploration • Installation • Initial Implementation • Full Implementation • Innovation • Sustainability Individual Learning • Acquisition • Fluency • Maintenance & Generalization
2. Mimicry Sincerest Form of Flattery • Good Consumers • Be prepared for next “hot topic” • “Modest” Bragging
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