Transcript 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 &

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
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Math
Intensive
Science
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Music
Why Are we Here?
FRM S Total Office Discipline Referrals
3000
2500
Total ODRs
2000
1500
1000
500
0
94-95
95-96
96-97
97-98
98-99
99-00
00-01
01-02
02-03
03-04
04-05
05-06
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
BALLWIN ACHIEVEMENT PBS
800
70
760
700
60
58.2
50
47.4
500
40
405
400
32.5
31
30
302
300
185
200
20
10
100
0
0
2000
2001
2002
YEAR
Office Referrals
Proficient or Advanced on MAP
2003
MAP PE RC E NTI LE
N UMBE R OF RE FE RR ALS
600
RCT & Group Design SW-PBS Studies
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through schoolwide 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.
Lessons Learned
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 province/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?
Classrooms
• Keep in mind:
– Most problem behaviors occur in the
classroom
– Effective social and academic instruction is
essential for ALL classrooms
– Classrooms are “personal”
Importance of Effective Instruction
(Sanders, 1999)
• The single biggest factor affecting academic growth
of any population of youngsters is the effectiveness of
the classroom.
• The answer to why children learn well or not isn't
race, it isn't poverty, it isn't even per-pupil
expenditure at the elementary level.
• The classroom's effect on academic growth dwarfs
and nearly renders trivial all these other factors that
people have historically worried about.
So one of our own is now
blaming everything on the
teacher!!
If classroom teachers are
struggling, it is a systems issue NOT
an individual teacher issues
Creating Effective Classroom
Environments
• Insuring ALL faculty and staff engaging in
effective instruction and classroom
management
• Align resources to challenges
– Work within existing organization structure
– Raze and rebuild
• Must build an environment that
simultaneously supports student and adult
behavior
On school reform…
Kauffman states “…attempts to reform
education will make little difference until
reformers understand that schools must exist
as much for teachers as for students. Put
another way, schools will be successful in
nurturing the intellectual, social, and moral
development of children only to the extent
that they also nurture such development of
teachers.” (1993, p. 7).
Essential
1. Classroom expectations & rules defined and taught (all use
school-wide, create classroom examples)
2. Procedures & routines defined and taught
3. Continuum of strategies to acknowledge appropriate
behavior in place and used with high frequency (4:1)
4. Continuum of strategies to respond to inappropriate behavior
in place and used per established school-wide procedure
5. Students are actively supervised (pre-corrects and positive
feedback)
6. Students are given multiple opportunities to respond (OTR)
to promote high rates of academic engagement
7. Activity sequence promotes optimal instruction time and
student engaged time
8. 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
Meaningful PD Outcomes
Staff
Development
Change in
Teacher
Practice
Change in
Student
Outcomes
Change in
Teacher
Beliefs
A Model of the Process of Teacher Change
Guskey, 1986
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
Final Thoughts
All of us will have set-backs on the
journey
Allow yourself plenty of time to get there
Remember to bring the kids along
No matter how tempting….. Stay Positive!
Remember
• We can’t “make” students learn or behave
• We 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