1. 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

2. pbis.org School-wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment Evaluation Blueprint for School-Wide Positive Behavior Support Blueprint for School-wide Positive Behavior Support Training and Professional Development

3. 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

4. SW- PBS is… A problem solving framework Culturally contextualized Creation of a continuum of environmental evidence-based supports based on student needs

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

6. Essential Features at the School Level Teams of educators within the school (administrator) Data-based decision making Instructional Focus – Teach & Practice Acknowledge student mastery of social skills – Positive Feedback

7. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

8. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% 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

9. Continuum of Supports Reading Science Math Soc skills Horses Spanish

10. Universal School-Wide Features Clearly define expected behaviors (Rules) – All Settings – Classrooms Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for data-based decision making Family Awareness and Involvement

11. I am….All SettingsClassroomHallwaysCafeteriaBathroomsPlaygroundAssemblies SafeKeep bodies calm in line Report any problems Ask permission to leave any setting  Maintain personal space  Walk  Stay to the right on stairs  Banisters are for hands Walk Push in chairs Place trash in trash can  Wash hands with soap and water  Keep water in the sink  One person per stall  Use equipment for intended purpose  Wood chips are for the ground  Participate in school approved games only  Stay in approved areas  Keep body to self Walk Enter and exit gym in an orderly manner Respect- ful Treat others the way you want to be treated Be an active listener Follow adult direction(s) Use polite language Help keep the school orderly  Be honest  Take care of yourself  Walk quietly so others can continue learning  Eat only your food  Use a peaceful voice  Allow for privacy of others  Clean up after self Line up at first signal Invite others who want to join in Enter and exit building peacefully Share materials Use polite language  Be an active listener  Applaud appropriately to show appreciation A Learner Be an active participant Give full effort Be a team player Do your job Be a risk taker Be prepared Make good choices  Return to class promptly Use proper manners Leave when adult excuses Follow bathroom procedures Return to class promptly Be a problem solver Learn new games and activities Raise your hand to share Keep comments and questions on topic Benton

12. Tier II (small group) Efficient and effective way to identify at-risk students – Screen – Data decision rules – Teacher referral Informal assessment process to match intervention to student need – Small group Social Skill Instruction – Self-management – Academic Support Part of a continuum – must link to universal school-wide PBS system

13. Tier III (individualized support) When small group not sufficient When problem intense and chronic Driven by Functional Behavioral Assessment Connections to Mental Health and Community Agencies Part of a continuum – must link to universal school-wide PBS system

14. Myth or Fact?

15. 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 again Learning Errors

16. “Appropriate” Responses to Problem Behavior If student removed from learning environment, create opportunities to teach/practice replacement behaviors Natural consequences (is it “punishment” from the student’s perspective) Changes within and across environments to promote appropriate behavior

17. Myth or Fact? “Universals” mean we implement SW-PBS exactly like all other schools. Essential features Reflect unique challenges Culturally responsive to reflect local community Intensity of implementation should match the intensity of challenges

18. Myth or Fact? By the third quarter, it is typically okay to stop teaching social expectations. Data Decision Rules Stages of learning – Acquisition – Fluency – Maintenance and Generalization Students are ALWAYS learning

19. 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 Implementation – Exploration & Trial – Adoption

20. 6+ Referrals 2-5 Referrals 0-1 Referral 57 students with 9+ Referrals 1712 referrals Baseline Behavior Data Spring 2008

21. Current Behavior Data 2010-2011 516 Referrals 16 Students with 9+ Referrals 6+ Referrals 2-5 Referrals 0-1 Referrals

22. Myth or Fact? When looking at data, “see, it doesn’t work” is sometimes the obvious response Why didn’t it work???

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

24. Myth or Fact? SW-PBS simply will not work if you don’t use powerful “rewards.” Key is sincere, positive instructional feedback to promote mastery and fluency

25. 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

26. Maintaining, Sustaining, & Growing

27. DATA, DATA, DATA Importance of reporting “hard” data as well as your story to funders and decision makers

28. Maintaining, Sustaining, & Growing Map 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!

29. Maintaining, Sustaining, & Growing SW-PBS problem solving strategy applied to all challenges

30. SW-PBS Problem Solving Logic Establish Ground Rules – Nothing sacred but everything is important – Not about “philosophy” or “theory” Start with Data – Be prepared for the “examination & explanation” – Be prepared with an action plan Match Practices to Data – Strategies, curricula, and resources independent of what is currently in place Align Resources to Implement Practices – New roles = need for training and TA

31. Maintaining, Sustaining, & Growing Be good consumers when it comes to social and academic behavior support strategies Evidence-Based Practices

32. Maintaining, Sustaining, & Growing Plan your annual school calendar of SW-PBS meetings, benchmark periods, and other key events TODAY Seriously, get on it today!!!

33. Pg. 8

34. Maintaining, Sustaining, & Growing Its still all about the classroom! Essential Features On-going professional development & access to technical assistance Performance Feedback

35. A Peek Into High School Core Classrooms 74% of teacher time was coded as “non-teaching” Teacher Feedback: – Positive 0.16 per hour – Correction 0.16 per hour – Negative 0.44 per hour Opportunities to Respond – Group 2.5 per hour – Individual 0.4 per hour Student Engagement: – Active 18% – Passive 12% – Off Task 14% – Down Time 57%

36. New Directions & Next Steps

37. Blurring the General /Special Education Line Challenges – “Wait Fail” evaluation process – Difficult task of keeping students “on-track” with peers while attempting to catch up due to disability – At times an inefficient parallel system, curriculum, service delivery to general education

40. Conclusion Schools are important & good! – Regular, predictable, positive learning & teaching environments – Positive adult & peer models – Predictable and positive feedback – Academic & social behavior development & success

41. Myths, Misunderstandings, and Milestones in Implementing School- wide Positive Behavior Support Tim Lewis, Ph.D. pbis.org pbismissouri.org