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

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

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

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

All Some Few Continuum of Environmental Supports for ALL

Continuum of Support for “Rachel” Science Soc Studies Reading Math Soc skills Music Spanish

Why Are we Here?

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

Bradshaw, 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), 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), 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, 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, 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, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), RCT & Group Design SW-PBS Studies

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 state/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?

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

2. Mimicry Sincerest Form of Flattery Good Consumers Be prepared for next “hot topic” “Modest” Bragging

Good Consumers

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

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