Myths, Misunderstandings, and Milestones in Implementing School-wide Positive Behavior Support

Embed Size (px)


Myths, Misunderstandings, and Milestones in Implementing School-wide Positive Behavior Support. Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions & Supports. School-wide Positive Behavior Support: Implementers ’ Blueprint and Self-Assessment - PowerPoint PPT Presentation

Text of Myths, Misunderstandings, and Milestones in Implementing School-wide Positive Behavior Support

  • Myths, Misunderstandings, and Milestones in Implementing School-wide Positive Behavior SupportTim Lewis, Ph.D.University of Missouri

    OSEP Center on Positive Behavioral Interventions & Supports

  • pbis.orgSchool-wide Positive Behavior Support: Implementers Blueprint and Self-AssessmentEvaluation Blueprint forSchool-Wide Positive Behavior SupportBlueprint for School-wide Positive Behavior Support Training and Professional Development

  • Starting Point.Educators cannot make students learn or behaveEducators can create environments to increase the likelihood students learn and behaveEnvironments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

  • SW- PBS isA problem solving frameworkCulturally contextualizedCreation of a continuum of environmental evidence-based supports based on student needs

  • SW-PBS is not...Not a specific practice, package or curriculumNot limited to any particular group of students

  • Essential Features at the School LevelTeams of educators within the school (administrator)Data-based decision makingInstructional FocusTeach & PracticeAcknowledge student mastery of social skillsPositive Feedback

  • SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingDecisionMakingSupportingStudent BehaviorPositiveBehaviorSupportOUTCOMESSocial Competence &Academic Achievement

  • 1-5%1-5%5-10%5-10%80-90%80-90%Designing School-Wide Systems for Student Success

  • Continuum of SupportsReadingScienceMathSoc skillsHorsesSpanish

  • Universal School-Wide Features

    Clearly define expected behaviors (Rules)All SettingsClassroomsProcedures for teaching & practicing expected behaviorsProcedures for encouraging expected behaviorsProcedures for discouraging problem behaviorsProcedures for data-based decision makingFamily Awareness and Involvement

  • Benton

    I am.All SettingsClassroomHallwaysCafeteriaBathroomsPlaygroundAssembliesSafeKeep bodies calm in lineReport any problemsAsk permission to leave any settingMaintain personal spaceWalkStay to the right on stairsBanisters are for handsWalkPush in chairsPlace trash in trash canWash hands with soap and waterKeep water in the sinkOne person per stallUse equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to selfWalkEnter and exit gym in an orderly mannerRespect-fulTreat others the way you want to be treatedBe an active listenerFollow adult direction(s)Use polite languageHelp keep the school orderlyBe honestTake care of yourselfWalk quietly so others can continue learningEat only your foodUse a peaceful voiceAllow for privacy of othersClean up after selfLine up at first signal Invite others who want to join inEnter and exit building peacefullyShare materialsUse polite languageBe an active listenerApplaud appropriately to show appreciationA LearnerBe an active participantGive full effortBe a team playerDo your jobBe a risk takerBe preparedMake good choicesReturn to class promptlyUse proper mannersLeave when adult excusesFollow bathroom proceduresReturn to class promptlyBe a problem solverLearn new games and activitiesRaise your hand to shareKeep comments and questions on topic

  • Tier II (small group)Efficient and effective way to identify at-risk studentsScreenData decision rulesTeacher referralInformal assessment process to match intervention to student needSmall group Social Skill InstructionSelf-managementAcademic SupportPart of a continuum must link to universal school-wide PBS system

  • Tier III (individualized support)When small group not sufficientWhen problem intense and chronicDriven by Functional Behavioral AssessmentConnections to Mental Health and Community AgenciesPart of a continuum must link to universal school-wide PBS system

  • Myth or Fact?

  • Myth or Fact?We are always positive and no longer correct student misbehavior.

    OK to say stop - the challenge is to a) continue to teach appropriate behavior and b) put environmental supports in place to prevent the problem from occurring againLearning Errors

  • Appropriate Responses to Problem BehaviorIf student removed from learning environment, create opportunities to teach/practice replacement behaviorsNatural consequences (is it punishment from the students perspective)Changes within and across environments to promote appropriate behavior

  • Myth or Fact?Universals mean we implement SW-PBS exactly like all other schools.

    Essential features Reflect unique challengesCulturally responsive to reflect local communityIntensity of implementation should match the intensity of challenges

  • Myth or Fact?By the third quarter, it is typically okay to stop teaching social expectations.

    Data Decision RulesStages of learningAcquisitionFluency Maintenance and GeneralizationStudents are ALWAYS learning

  • Myth or Fact?Once we hit 80% or better on the SET for a couple of years, adding Tier II/III systems will be a piece of cake!

    Universals matched to intensity of needs?Phases of ImplementationExploration & TrialAdoption

  • 6+ Referrals2-5 Referrals0-1 Referral57 students with 9+ Referrals 1712 referrals Baseline Behavior Data Spring 2008

  • Current Behavior Data2010-2011516 Referrals16 Students with 9+ Referrals6+ Referrals2-5 Referrals0-1 Referrals

  • Myth or Fact?When looking at data, see, it doesnt work is sometimes the obvious response

    Why didnt it work???

  • Myth or Fact?We have always done it that way, surely there is a good reason to keep it going!


  • Myth or Fact?SW-PBS simply will not work if you dont use powerful rewards.

    Key is sincere, positive instructional feedback to promote mastery and fluency

  • Myth or Fact?If you want success, you need to implement SW-PBS exactly like the Gold Award winning schools.

    Essential features & outcomes You create your unique path based on your DATA, your RESOURCES, and OUTCOMES that are important to you

  • Maintaining, Sustaining, & Growing

  • Maintaining, Sustaining, & GrowingDATA, DATA, DATA

    Importance of reporting hard data as well as your story to funders and decision makers

  • Maintaining, Sustaining, & GrowingMap SW-PBS data, practices, and systems to School & District Improvement Plans

    Build a continuum of academic and social behavior supports, apply the SW-PBS problem solving logic, you are prepared for the next big thing in education!

  • Maintaining, Sustaining, & GrowingSW-PBS problem solving strategy applied to all challenges

  • SW-PBS Problem Solving LogicEstablish Ground RulesNothing sacred but everything is importantNot about philosophy or theoryStart with DataBe prepared for the examination & explanationBe prepared with an action planMatch Practices to DataStrategies, curricula, and resources independent of what is currently in placeAlign Resources to Implement PracticesNew roles = need for training and TA

  • Maintaining, Sustaining, & GrowingBe good consumers when it comes to social and academic behavior support strategies

    Evidence-Based Practices

  • Maintaining, Sustaining, & GrowingPlan your annual school calendar of SW-PBS meetings, benchmark periods, and other key events TODAY

    Seriously, get on it today!!!

  • Pg. 8

  • Maintaining, Sustaining, & GrowingIts still all about the classroom!

    Essential FeaturesOn-going professional development & access to technical assistancePerformance Feedback

  • A Peek Into High School Core Classrooms74% of teacher time was coded as non-teachingTeacher Feedback:Positive 0.16 per hourCorrection 0.16 per hourNegative 0.44 per hourOpportunities to RespondGroup 2.5 per hourIndividual 0.4 per hourStudent Engagement:Active 18%Passive 12%Off Task 14%Down Time 57%

  • New Directions & Next Steps

  • Blurring the General /Special Education LineChallengesWait Fail evaluation processDifficult task of keeping students on-track with peers while attempting to catch up due to disabilityAt times an inefficient parallel system, curriculum, service delivery to general education

  • ConclusionSchools are important & good!Regular, predictable, positive learning & teaching environmentsPositive adult & peer modelsPredictable and positive feedbackAcademic & social behavior development & success

  • Myths, Misunderstandings, and Milestones in Implementing School-wide Positive Behavior SupportTim Lewis,

    ****NOTICE GREEN GOES IS FOR ALL*****Carrie*Carrie

    Last year, 945 referrals*Carrie**