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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 & Supportswww.pbis.org

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 fidelitySYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingDecisionMakingSupportingStudent BehaviorPositiveBehaviorSupportOUTCOMESSocial Competence &Academic Achievement3Academic SystemsBehavioral Systems1-5%1-5%5-10%5-10%80-90%80-90%Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh IntensityIntensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable proceduresTargeted Group InterventionsSome students (at-risk)High efficiencyRapid response

Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

Universal InterventionsAll studentsPreventive, proactiveUniversal InterventionsAll settings, all studentsPreventive, proactive

Designing School-Wide Systems for Student Success4AllSomeFewContinuum of Environmental Supports for ALL23NOTICE GREEN GOES IS FOR ALL5Continuum of Support for RachelScienceSoc StudiesReadingMathSoc skillsMusicSpanishNOTICE GREEN GOES IS FOR ALL6Why Are we Here?

8High School Outcomes.Triton High School48% Free and reduced lunch59% reduction in suspensionHalved the drop out rateMountain View High School30% free and reduced lunch30% reduction in ODRLast to first in achievement in district

10Bradshaw, 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), 100-115Bradshaw,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.

RCT & Group Design SW-PBS Studies

10. Assistant Superintendents, Curriculum Coordinators, Business Managers, Principal Reassignment Policies, Teacher Transfers.. 7 years of college down the drainFunction vs. Job TitleStake Holders

9. Non-Classroom & MomentumOutcomes = buy inContinue to highlightTrack at-risk students within

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

7. Data is not a four letter wordDoes it answer your questionsConsistencyAgreementAnd yes, it really is important that you send data to your state/district/region contacts on time

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6. All in the FamilyBuild plans for connections early and revisit oftenConnection Levels across tiers of supportAwarenessInvolvementSupport

5. Its still all about the classroom

Classroom Management BasicsWhen I Need ItWho do I go see?What should I expect?How do I monitor?EssentialClassroom expectations & rules defined and taught (all use school-wide, create classroom examples)Procedures & routines defined and taughtContinuum 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 procedureStudents are actively supervised (pre-corrects and positive feedback)Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagementActivity sequence promotes optimal instruction time and student engaged timeInstruction is differentiated based on student need

4. Free to a Good Home: Tier IIOwnership case manager(s)What students should be in the club ScreeningData Decision RulesConnect points to Universals / Tier III / other specialized supportClassroom problem solving teamsSystems, Systems, Systems

3. Stages & PhasesSystemsExplorationInstallationInitial ImplementationFull ImplementationInnovationSustainability

Individual LearningAcquisitionFluencyMaintenance & Generalization

2. Mimicry Sincerest Form of FlatteryGood ConsumersBe prepared for next hot topicModest BraggingGood Consumers

1. Repetition Builds FluencyDataWhat do we need to put in placeIs it workingPracticesResearch to supportBuy inSystemsTraining & Technical Assistance

Final Thoughts

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 & Supportswww.pbis.org

Chart176032.54053130258.218547.4

&APage &POffice ReferralsProficient or Advanced on MAPYEARNUMBER OF REFERRALSMAP PERCENTILEBALLWIN ACHIEVEMENT PBS

Sheet1Office ReferralsProficient or Advanced on MAP200076032.5200140531200230258.2200318547.4