1 / 19

Iowa Behavior Alliance: School-wide PBS

Iowa Behavior Alliance: School-wide PBS . Third Annual State Conference October 2-3, 2007. School-wide PBIS Current Directions. Rob Horner University of Oregon OSEP TA Center on Positive Behavior Support www.pbis.org www.swis.org. Goals.

misae
Télécharger la présentation

Iowa Behavior Alliance: School-wide PBS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Iowa Behavior Alliance:School-wide PBS Third Annual State Conference October 2-3, 2007

  2. School-wide PBISCurrent Directions Rob Horner University of Oregon OSEP TA Center on Positive Behavior Support www.pbis.org www.swis.org

  3. Goals • Provide update on emerging developments in school-wide PBIS • Select a path for 07-08 • Emphasize the need to continuously revisit classroom systems • Focus on variables that affect sustainability

  4. Main Messages • School-wide PBIS is continuing to expand in content and implementation. • More intense behavior support • Better link with academic supports • National impact (federal policy…NCLB) • Consider using classroom self-assessment as part of early orientation this coming year. • Focus on sustainability (self-assess) • From school, district, region, state perspectives.

  5. What isSchool-wide Positive Behavior Support? • School-wide PBS is: • A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students. • Evidence-based features of SW-PBS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual interventions. • Administrative leadership – Team-based implementation (Systems that support effective practices)

  6. Middle School in Oregon (grades 6-8) Early adoptor of SWPBS (1998-99) 90% staff and admin turnover in 9 years. 05-06 Tough Year Major racial conflict Family disenchantment with school Poor social climate in the school 06-07 Revision and reintroduction of SWPBS (Used Planning Guide) Focus was on Whole-School and Classroom Systems Started with staff… included students….families Teaching and acknowledging “being respectful” One Example

  7. 15% reduction in office discipline referrals. 12% reduction in out of school suspension Met AYP for first time in school history 23% increase in proportion of students meeting reading standard Change in perceived safety predictability, and social quality of the school ODR/100/School Day 2005-06 2006-07

  8. Establishing a Social Culture Common Language Jeffrey’s MEMBERSHIP Common Experience Common Vision/Values

  9. Current Status • Implementation of School-wide PBS as of September, 2007 : 6936 schools in 44 states

  10. Iowa • 134 Schools adopting SWPBS • Exemplars at Elementary, Middle, High • Trainers • SWIS Facilitators • Coaching Cadre • __________________________________ • AEA role • Define new context for SWPBS… move from being an “initiative” to being a “way of doing business”

  11. Iowa Elementary School

  12. Active Developments/ Findings • School-wide PBIS as an Evidence-based practice • Linking School-wide PBIS to academic gains • Building depth in School-wide PBIS implementation (Secondary/Tertiary) (wrap around) • Greater emphasis on classroom practices • High Schools • Disproportionality • Sustainability • Social Culture rct Kent Michigan Skiba Doolittle Jeffrey

  13. Areas of Implementation Emphasis • Universal (primary prevention) • Classroom • Secondary (Targeted) • Tertiary (Intensive) Planning Annual Plan Classroom

  14. Focusing on Classroom Systems • Classroom behavioral expectations • Classroom routines • Self-management • Positive environment • Physical layout • Maximize academic engagement • Promote academic success • Hierarchy of responses to problem behavior • Vary modes of instruction • Systems to request additional behavior support Self-assessment Self-Assess Classroom Systems– build into school-wide score

  15. Sustain SW-PBS by making it • Effective for all students • High fidelity of implementation at all levels/phases • Efficientpractices with supporting systems • Easier to do each year. • Available to everyone in the school • SWPBS should “work” for all • Continuously Regenerating • Adaptive to change over time • Publicly accountable Checklist Jennifer Doolittle

  16. Team-based Action Planning Fidelity of SWPBS Implementation Collection and use of data for Decision-making Administrative/ Staff Support Sustained Use of SW-PBS Policies Mission SIP Job Descrip Handbook Expectations Lesson Plans Schedule BSP tools Consequence Letters to Families District Investment Coach Trainers Beh Spec Data System Family Collaboration Cultural Core Link to comm Home link Budget Planning Stud Train Team Devel Reward Sys Visibility Newsletter Newspaper Posters Etc Horner & Sugai, 2005

  17. Activity • Identify status of sustainability features in your school • Identify the two features that would be most effective for improving sustainability for the next 3 years.

  18. Summary • Tremendous progress in Iowa • SWPBIS is becoming embedded in national educational reform agenda • For 07-08 • Self-assess and select a path • Consider re-assessment of classroom systems • Consider including at least ONE goal focusing on improving sustainability

More Related