Are we There Yet? Mapping the PBS Course for the Long Haul  Tim Lewis, Ph.D. University of Missouri OSEP Center on Positiv...
Starting Point…. <ul><li>We can’t “make” students learn or behave </li></ul><ul><li>We can create  environments  to increa...
With any journey, there is the possibility of getting a little lost
SYSTEMS PRACTICES DATA Support Staff Behavior Support Decision Making Support Student Behavior Your PBS Map
Across the Journey <ul><li>Teams -  Administrator </li></ul><ul><li>Social behavior curriculum developed / adapted </li></...
Creating Environments Environments  that increase the likelihood are guided by a core curriculum and implemented with cons...
Creating Environments to Increase the Likelihood: Universals <ul><li>Annually: </li></ul><ul><ul><li>Revisit your set of e...
Teach & Practice……..
Post expectations across school settings…
4:1 Positive Ratio?
Creating Environments to Increase the Likelihood: Classrooms <ul><li>Keep in mind: </li></ul><ul><ul><li>Most problem beha...
Inverse relationship between increased probability of compliance induced by effective teaching on the rate of disruptive b...
Importance of Effective Instruction   (Sanders, 1999) <ul><li>The single biggest factor affecting academic growth of any p...
So one of our own is now blaming everything on the teacher!! If classroom teachers are struggling, it is a systems issue N...
Creating Effective Classroom Environments <ul><li>Insuring  ALL  faculty and staff engaging in effective instruction and c...
On school reform… <ul><li>Kauffman states “…attempts to reform education will make little difference until reformers under...
Not Our Graduates!
Creating Environments <ul><li>Focus on socially important behaviors </li></ul><ul><li>Inviting atmosphere / Friendly & Hel...
Core Curriculum Environments that increase the likelihood are guided by a  core curriculum  and implemented with consisten...
Core Curriculum <ul><li>Based on local issues/problems – “What do you want them to do instead” </li></ul><ul><li>Clear goa...
Meaningful PD Outcomes Staff Development Change in Teacher Practice Change in  Student Outcomes Change in Teacher  Beliefs...
Peer Coaching with  Performance Feedback <ul><li>2 schools – one high SES, one low SES </li></ul><ul><li>4 teacher “cool t...
 
Consistency and Fidelity Environments that increase the likelihood are guided by a core curriculum and implemented with  c...
Consistency & Fidelity <ul><li>On-going, sustained, and purposeful training </li></ul><ul><li>On-going access to technical...
Assess for Fidelity of Implementation
Scaling Up <ul><li>Does not simply equal more schools or every school within a district/region/state </li></ul><ul><li>Out...
Research Findings on Scaling Up (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) <ul><li>Best evidence documents w...
Research Findings on Scaling Up (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) <ul><li>What does work </li></ul>...
Consistency & Fidelity <ul><li>Boosters based on data </li></ul><ul><li>Apply logic of SW-PBS to adult learners </li></ul>...
Aligning Initiatives
Alignment of Missouri State Improvement Plan, CPS District Improvement Plan and SW-PBS
Are We There Yet?
Remember, Building a Complete Continuum is a Marathon not a Sprint
Nationally  <ul><li>Over 9000 schools </li></ul><ul><li>46 State-wide PBS initiatives </li></ul>
472
 
 
 
 
Its Not Just About Numbers of Schools
Even at the High School Level…. <ul><li>West Charlotte High School </li></ul><ul><ul><li>72% Free and reduced lunch / 98% ...
Even at the High School Level…. <ul><li>Mountain View High School </li></ul><ul><ul><li>30% free and reduced lunch </li></...
Field Elementary School <ul><li>High Diversity </li></ul><ul><ul><li>School has 290 students; 50% minority; 20% English La...
Field Elementary School <ul><li>Teachers and Staff committed to the  increasing academic and social success of all student...
Field Elementary School <ul><li>Academic Standing </li></ul><ul><ul><li>Annual Yearly Progress  (AYP) </li></ul></ul><ul><...
Field Elementary School <ul><li>Literacy </li></ul><ul><ul><ul><li>In 2004–05,  44% students  required  intensive  support...
Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Academic Systems Behavioral Systems ...
Impact <ul><li>Literacy </li></ul><ul><ul><ul><li>In 2004–05, 44% students required intensive support for reading and writ...
Impact <ul><li>Improved Academic Standing </li></ul><ul><ul><li>Annual Yearly Progress </li></ul></ul><ul><ul><ul><li>In 2...
Some Final Thoughts On the Road to Success
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!
Teach & Practice, Teach & Practice, Teach & Practice……
Remember <ul><li>We can’t “make” students learn or behave </li></ul><ul><li>We can create  environments  to increase the l...
Are we There Yet? Mapping the PBS Course for the Long Haul  pbis.org pbismissouri.org Signs courtesy of www.safetycenter.n...
Upcoming SlideShare
Loading in...5
×

MO SW-PBS Summer Institute 2009 Keynote by Dr. Tim Lewis

2,333

Published on

Dr Tim Lewis' Keynote "Are We There Yet?", for the Missouri Schoolwide Positive Behavior Support Summer Institute 2009. Discussion of key features in school and districwide SW-PBS implementation as well as information regarding the dissemination of SW-PBS in the state of Missouri.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
2,333
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
36
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • MO SW-PBS Summer Institute 2009 Keynote by Dr. Tim Lewis

    1. 1. Are we There Yet? Mapping the PBS Course for the Long Haul Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports
    2. 2. Starting Point…. <ul><li>We can’t “make” students learn or behave </li></ul><ul><li>We can create environments to increase the likelihood students learn and behave </li></ul><ul><li>Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity </li></ul>
    3. 3. With any journey, there is the possibility of getting a little lost
    4. 4. SYSTEMS PRACTICES DATA Support Staff Behavior Support Decision Making Support Student Behavior Your PBS Map
    5. 5. Across the Journey <ul><li>Teams - Administrator </li></ul><ul><li>Social behavior curriculum developed / adapted </li></ul><ul><li>Data-based decision making </li></ul><ul><li>Problem solving logic </li></ul><ul><li>Access to Technical Assistance </li></ul><ul><li>Working toward district/regional support </li></ul><ul><li>SW-PBS is a Marathon, not a sprint </li></ul><ul><li>Focus across is on what students should be learning versus what they should not be doing </li></ul>
    6. 6. Creating Environments Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity
    7. 7. Creating Environments to Increase the Likelihood: Universals <ul><li>Annually: </li></ul><ul><ul><li>Revisit your set of expectations and teaching activities </li></ul></ul><ul><ul><li>Assess and address “problem spots” across school environments </li></ul></ul><ul><ul><li>Assess effective instruction and management in each classroom </li></ul></ul><ul><li>High Rates of Positive Feedback </li></ul>
    8. 8. Teach & Practice……..
    9. 9. Post expectations across school settings…
    10. 10. 4:1 Positive Ratio?
    11. 11. Creating Environments to Increase the Likelihood: Classrooms <ul><li>Keep in mind: </li></ul><ul><ul><li>Most problem behaviors occur in the classroom </li></ul></ul><ul><ul><li>Effective social and academic instruction is essential for ALL classrooms </li></ul></ul><ul><ul><li>Classrooms are “personal” </li></ul></ul>
    12. 12. Inverse relationship between increased probability of compliance induced by effective teaching on the rate of disruptive behavior (Gunter, Shores, Jack, Denny, & DePaepe, 1994)
    13. 13. Importance of Effective Instruction (Sanders, 1999) <ul><li>The single biggest factor affecting academic growth of any population of youngsters is the effectiveness of the classroom. </li></ul><ul><li>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. </li></ul><ul><li>The classroom's effect on academic growth dwarfs and nearly renders trivial all these other factors that people have historically worried about. </li></ul> 
    14. 14. 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
    15. 15. Creating Effective Classroom Environments <ul><li>Insuring ALL faculty and staff engaging in effective instruction and classroom management </li></ul><ul><li>Align resources to challenges </li></ul><ul><ul><li>Work within existing organization structure </li></ul></ul><ul><ul><li>Raze and rebuild </li></ul></ul><ul><li>Must build an environment that simultaneously supports student and adult behavior </li></ul>
    16. 16. On school reform… <ul><li>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). </li></ul>
    17. 17. Not Our Graduates!
    18. 18. Creating Environments <ul><li>Focus on socially important behaviors </li></ul><ul><li>Inviting atmosphere / Friendly & Helpful </li></ul><ul><li>Connections / relationships between: </li></ul><ul><ul><li>Staff-staff </li></ul></ul><ul><ul><li>Staff-students </li></ul></ul><ul><ul><li>Students- adults </li></ul></ul><ul><li>Is your school a place where you would want your own child to attend? </li></ul>
    19. 19. Core Curriculum Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity
    20. 20. Core Curriculum <ul><li>Based on local issues/problems – “What do you want them to do instead” </li></ul><ul><li>Clear goal/purpose </li></ul><ul><li>Matched to student need </li></ul><ul><li>Research-based </li></ul><ul><li>Accompanying training and support for all staff to implement </li></ul><ul><ul><li>Mini-modules + “tip sheets” </li></ul></ul><ul><ul><li>Performance feedback </li></ul></ul>
    21. 21. 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
    22. 22. Peer Coaching with Performance Feedback <ul><li>2 schools – one high SES, one low SES </li></ul><ul><li>4 teacher “cool tools” on instructional talk, prompts, feedback, and wait time </li></ul><ul><li>Implemented school-wide; provided a tip sheet and mini in-service on each, weekly email reminders from administrators </li></ul><ul><li>Each cool tool 4 weeks long - cumulative </li></ul>
    23. 24. Consistency and Fidelity Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity
    24. 25. Consistency & Fidelity <ul><li>On-going, sustained, and purposeful training </li></ul><ul><li>On-going access to technical assistance </li></ul><ul><li>Periodic checks </li></ul><ul><ul><li>Student outcomes </li></ul></ul><ul><ul><li>Student perceptions </li></ul></ul><ul><ul><li>Adult perceptions </li></ul></ul><ul><li>Working toward a District-Wide PBS initiative that will sustain over time ( Scaling up ) </li></ul>
    25. 26. Assess for Fidelity of Implementation
    26. 27. Scaling Up <ul><li>Does not simply equal more schools or every school within a district/region/state </li></ul><ul><li>Outcome = increasing school’s adoption and sustained use of evidence-based practices with integrity that lead to improved academic and social outcomes for students with accompanying organizational supports to allow replication </li></ul>
    27. 28. Research Findings on Scaling Up (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) <ul><li>Best evidence documents what doesn’t work: </li></ul><ul><ul><li>Information dissemination alone </li></ul></ul><ul><ul><li>Training by itself </li></ul></ul>
    28. 29. Research Findings on Scaling Up (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) <ul><li>What does work </li></ul><ul><ul><li>Long term , multi-level approaches </li></ul></ul><ul><ul><li>Skills-based training </li></ul></ul><ul><ul><li>Practice-based coaching </li></ul></ul><ul><ul><li>Practioner performance-feedback </li></ul></ul><ul><ul><li>Program evaluation </li></ul></ul><ul><ul><li>Facilitative administrative practices </li></ul></ul><ul><ul><li>Methods for systems intervention </li></ul></ul>
    29. 30. Consistency & Fidelity <ul><li>Boosters based on data </li></ul><ul><li>Apply logic of SW-PBS to adult learners </li></ul><ul><ul><li>Tell-show-practice </li></ul></ul><ul><ul><li>Data / Feedback </li></ul></ul><ul><ul><li>Data Decisions </li></ul></ul><ul><li>Align Initiatives to SW-PBS work </li></ul><ul><ul><li>Eliminate competing initiatives that do not produce measurable outcomes </li></ul></ul>
    30. 31. Aligning Initiatives
    31. 32. Alignment of Missouri State Improvement Plan, CPS District Improvement Plan and SW-PBS
    32. 33. Are We There Yet?
    33. 34. Remember, Building a Complete Continuum is a Marathon not a Sprint
    34. 35. Nationally <ul><li>Over 9000 schools </li></ul><ul><li>46 State-wide PBS initiatives </li></ul>
    35. 36. 472
    36. 41. Its Not Just About Numbers of Schools
    37. 42. Even at the High School Level…. <ul><li>West Charlotte High School </li></ul><ul><ul><li>72% Free and reduced lunch / 98% minority </li></ul></ul><ul><ul><li>Reduction in suspensions, increases in achievement </li></ul></ul><ul><li>Triton High School </li></ul><ul><ul><li>48% Free and reduced lunch </li></ul></ul><ul><ul><li>59% reduction in suspension </li></ul></ul><ul><ul><li>Halved the drop out rate </li></ul></ul>
    38. 43. Even at the High School Level…. <ul><li>Mountain View High School </li></ul><ul><ul><li>30% free and reduced lunch </li></ul></ul><ul><ul><li>30% reduction in ODR </li></ul></ul><ul><ul><li>Last to first in achievement in district </li></ul></ul><ul><li>Lebanon High School </li></ul><ul><ul><li>47% Free and reduced lunch </li></ul></ul><ul><ul><li>Improvement in school climate </li></ul></ul><ul><ul><li>25% Reduction in ODR </li></ul></ul>
    39. 44. Field Elementary School <ul><li>High Diversity </li></ul><ul><ul><li>School has 290 students; 50% minority; 20% English Language Learners; 13% special education </li></ul></ul><ul><li>Instructional leader turnover </li></ul><ul><li>Poverty </li></ul><ul><ul><li>79% of students qualify for free and reduced lunches </li></ul></ul><ul><li>Highly transient population </li></ul>
    40. 45. Field Elementary School <ul><li>Teachers and Staff committed to the increasing academic and social success of all students </li></ul><ul><li>A committed Principal who supported faculty in their efforts to change the way the taught to improve children’s lives </li></ul>
    41. 46. Field Elementary School <ul><li>Academic Standing </li></ul><ul><ul><li>Annual Yearly Progress (AYP) </li></ul></ul><ul><ul><ul><li>5% of all students scored proficient in 2005 , according to the Missouri Assessment Program. Breakdown by group: </li></ul></ul></ul><ul><ul><ul><ul><li>0% African American </li></ul></ul></ul></ul><ul><ul><ul><ul><li>18% Caucasian </li></ul></ul></ul></ul><ul><ul><ul><ul><li>0% Students with disabilities </li></ul></ul></ul></ul><ul><ul><ul><ul><li>0% English Language Learners </li></ul></ul></ul></ul><ul><ul><ul><ul><li>7% Free/Reduced Priced Lunch </li></ul></ul></ul></ul>
    42. 47. Field Elementary School <ul><li>Literacy </li></ul><ul><ul><ul><li>In 2004–05, 44% students required intensive support for reading and writing </li></ul></ul></ul><ul><li>Social Behavior </li></ul><ul><ul><ul><li>In 2003-04 Averaging 10.4 discipline referrals per day </li></ul></ul></ul>
    43. 48. Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Academic Systems Behavioral Systems <ul><li>Intensive, Individual Interventions </li></ul><ul><li>Individual Students </li></ul><ul><li>Assessment-based </li></ul><ul><li>High Intensity </li></ul><ul><li>Intensive, Individual Interventions </li></ul><ul><li>Individual Students </li></ul><ul><li>Assessment-based </li></ul><ul><li>Intense, durable procedures </li></ul><ul><li>Targeted Group Interventions </li></ul><ul><li>Some students (at-risk) </li></ul><ul><li>High efficiency </li></ul><ul><li>Rapid response </li></ul><ul><li>Targeted Group Interventions </li></ul><ul><li>Some students (at-risk) </li></ul><ul><li>High efficiency </li></ul><ul><li>Rapid response </li></ul><ul><li>Universal Interventions </li></ul><ul><li>All students </li></ul><ul><li>Preventive, proactive </li></ul><ul><li>Universal Interventions </li></ul><ul><li>All settings, all students </li></ul><ul><li>Preventive, proactive </li></ul>
    44. 49. Impact <ul><li>Literacy </li></ul><ul><ul><ul><li>In 2004–05, 44% students required intensive support for reading and writing. This number shrunk to 31% in 2007–08. </li></ul></ul></ul><ul><ul><ul><li>Shifted to a structured, explicit, research-based core literacy program with three tiers: </li></ul></ul></ul><ul><ul><ul><ul><li>One: Benchmark </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Two: Strategic Intervention </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Three: Intensive Intervention </li></ul></ul></ul></ul><ul><ul><ul><li>Monitor progress in fall, winter and spring </li></ul></ul></ul>
    45. 50. Impact <ul><li>Improved Academic Standing </li></ul><ul><ul><li>Annual Yearly Progress </li></ul></ul><ul><ul><ul><li>In 2007, 27% of Field’s students scored proficient (up from 5% ). </li></ul></ul></ul><ul><ul><ul><li>African American : 0% improved to 16% </li></ul></ul></ul><ul><ul><ul><li>Caucasian: 18% improved to 57% </li></ul></ul></ul><ul><ul><ul><li>Students with disabilities: 0% improved to 25% </li></ul></ul></ul><ul><ul><ul><li>English Language Learners : 0% improved to 27% </li></ul></ul></ul>
    46. 51. Some Final Thoughts On the Road to Success
    47. 52. All of us will have set-backs on the journey
    48. 53. Allow yourself plenty of time to get there
    49. 54. Remember to bring the kids along
    50. 55. No matter how tempting….. Stay Positive!
    51. 56. Teach & Practice, Teach & Practice, Teach & Practice……
    52. 57. Remember <ul><li>We can’t “make” students learn or behave </li></ul><ul><li>We can create environments to increase the likelihood students learn and behave </li></ul><ul><li>Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity </li></ul>
    53. 58. Are we There Yet? Mapping the PBS Course for the Long Haul pbis.org pbismissouri.org Signs courtesy of www.safetycenter.navy.mil
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×