Charting the Course for a Complete Continuum: Part One
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Transcript of Charting the Course for a Complete Continuum: Part One
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Charting the Course for a Complete Continuum: Part
OneTim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral Interventions and Supports
pbis.org
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Starting Point….
• We can’t “make” students learn or behave• We 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
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With any journey, there is the possibility of getting a little lost
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SYST
EMS
PRACTICES
DATA
SupportStaff Behavior
SupportDecisionMaking
SupportStudent Behavior
Your SW-PBS Map
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Across the Journey• Teams - Administrator• Social behavior curriculum developed / adapted• Data-based decision making• Problem solving logic• Access to Technical Assistance• Working toward district/regional support• SW-PBS is a Marathon, not a sprint
Focus across is on what students should be learning versus what they should not be doing
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Creating Environments
Environments that increase the likelihood are guided by a core curriculum and
implemented with consistency and fidelity
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Creating Environments to Increase the Likelihood: Universals
• Annually:– Revisit your set of expectations and teaching
activities– Assess and address “problem spots” across school
environments– Assess effective instruction and management in
each classroom • High Rates of Positive Feedback
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Teach & Practice……..
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Post expectations across school settings…
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4:1 Positive Ratio?
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Creating Environments to Increase the Likelihood: Classrooms
• Keep in mind:– Most problem behaviors occur in the
classroom– Effective social and academic instruction is
essential for ALL classrooms– Classrooms are “personal”
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Inverse relationship between increased probability of compliance induced by effective teaching on the rate of
disruptive behavior
(Gunter, Shores, Jack, Denny, & DePaepe, 1994)
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Importance of Effective Instruction (Sanders, 1999)
• The single biggest factor affecting academic growth of any population of youngsters is the effectiveness of the classroom.
• 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.
• The classroom's effect on academic growth dwarfs and nearly renders trivial all these other factors that people have historically worried about.
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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
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Creating Effective Classroom Environments
• Insuring ALL faculty and staff engaging in effective instruction and classroom management
• Align resources to challenges– Work within existing organization structure– Raze and rebuild
• Must build an environment that simultaneously supports student and adult behavior
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On school reform…
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).
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Not Our Graduates!
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Creating Environments
• Focus on socially important behaviors• Inviting atmosphere / Friendly & Helpful • Connections / relationships between:
– Staff-Staff– Staff-Students– Students- Adults
Is your school a place where you would want your own child to attend?
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Core CurriculumEnvironments that increase the likelihood
are guided by a core curriculum and implemented with consistency and fidelity
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Core Curriculum
• Based on local issues/problems – “What do you want them to do instead”
• Clear goal/purpose• Matched to student need• Research-based• Accompanying training and support for all staff to
implement– Mini-modules + “tip sheets” (pbismissouri.org)– Performance feedback
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Meaningful PD Outcomes
StaffDevelopment
Change inTeacherPractice
Change in Student
Outcomes
Change inTeacher Beliefs
A Model of the Process of Teacher Change
Guskey, 1986
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Peer Coaching with Performance Feedback
• 4 teacher mini-lessons on:– instructional talk– prompts– feedback– wait time
• Implemented school-wide– provided a tip sheet and mini in-service on each– weekly email reminders from administrators
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Instructional Talk for all Participants
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1 2 3 4 5 6 7 8 9 10 11 12
Perc
enta
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f Ins
truct
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l Tal
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Baseline
DC IT
PC IT
Change
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Charting the Course for a Complete Continuum: Part
TwoTim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral Interventions and Supports
pbis.org
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Starting Point….
• We can’t “make” students learn or behave• We 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
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Consistency and FidelityEnvironments that increase the likelihood
are guided by a core curriculum and implemented with consistency and fidelity
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Consistency & Fidelity
• On-going, sustained, and purposeful training• On-going access to technical assistance• Periodic checks
– Student outcomes– Student perceptions– Adult perceptions
• Working toward a District/Region Wide PBS initiative that will sustain over time
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Assess for Fidelity of Implementation
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Consistency & Fidelity
• Boosters based on data• Apply logic of SW-PBS to adult learners
– Tell-show-practice– Data / Feedback– Data Decisions
• Align Initiatives to SW-PBS work– Eliminate competing initiatives that do not
produce measurable outcomes
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Aligning Initiatives
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Alignment of Missouri State Improvement Plan, CPS District Improvement Plan and SW-PBS
School-wide PBS Implementation
MSIP
Goal Objective Strategy District PBS
Action Plan Practices Systems Data
Increase Student Achievement
Reduce drop out rate to 4% or less
1. Building plan will include: Step 1: monitor data on students who are likely to drop out. Step 2: professional development 2. District develop programs regarding drugs and violence Step 1: identify needs Step 2: student activities, supports and education
Goal 2: tasks 1, 2, 4, 5 & 6 Goal 3: tasks 1, 3 & 4 Goal 2: tasks 1, 2, 5, & 6 Goal 3: tasks 1, 3 & 4
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Is Your School There Yet?
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Remember, Building a Complete Continuum is a Marathon not a Sprint
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In the United States
• Over 13,300 schools• 46 State-wide PBS initiatives
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In Australia…
• Queensland – 330 (over 25% of schools)• NSW – 561 (over 25% of schools)• Tasmania, Victoria, South Australia….
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NSWNo. Schools Trained in PBL as at 25 August 2010
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Region PBL Not PBL TOTAL % t PBL
Hunter/Central Coast 29067 79720 108787 27%
Illawarra and South East 24779 45875 70654 35%
New England 5900 16350 22250 27%
North Coast 27059 40859 67918 40%
Northern Sydney 14734 70264 84998 17%
Riverina 3579 30019 33598 11%
South Western Sydney 56404 74104 130508 43%
Sydney 6033 83480 89513 7%
Western NSW 20777 18982 39759 52%
Western Sydney 66393 37386 103779 64%
Grand Total 254725 497039 751764 34%
Number of students impacted by PBL by region as at August 2010
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Its Not Just About Numbers of Schools
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An Example of What is Possible
Field Elementary School
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Field Elementary School• High Diversity
– School has 290 students; 50% minority; 20% English Language Learners; 13% special education
• Instructional leader turnover• Poverty
– 79% of students qualify for free and reduced lunches
• Highly transient population
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Field Elementary School
+ Teachers and Staff committed to the increasing academic and social successof all students
+ A committed Principal who supported faculty in their efforts to change the way the taught to improve children’s lives
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Field Elementary School
• Academic Standing– Annual Yearly Progress (AYP)
• 5% of all students scored proficient in 2005, according to the Missouri Assessment Program. Breakdown by group:
– 0% African American– 18% Caucasian– 0% Students with disabilities– 0% English Language Learners– 7% Free/Reduced Priced Lunch
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 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
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Field Elementary School
• Literacy• In 2004–05, 44% students required
intensive support for reading and writing
• Social Behavior• In 2003-04 Averaging 10.4 discipline
referrals per day
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Field Elementary Literacy Data 04-05
30%
26%
44%
0%
20%
40%
60%
80%
100%
2004-2005
Intensive
Strategic
Benchmark
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Structure
Core Reading 90 min, 5 days week with:
Intervention Groups 45 min, 4 days week, with:
(5th day individual focus )
Tier IIIIntensive Intervention
Classroom Teacher
Reading specialists, Sp Ed, ELL, Sp. Lang,K-2 SRA Reading Mastery3-5 Wilson Reading Systems
Tier IIStrategic Intervention
Classroom Teacher
Classroom Teacher Reading Mastery or Soar to Success
Tier IDIBELS benchmark
Classroom Teacher
Classroom Teacher Enrichment based on themes of core program
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Positive Behavior Supports
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MU College of Education —140 years of discovery, teaching and
learning
Impact
From 10.4 per dayTo 1.6 per day
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Impact
• Improved Academic Standing– Annual Yearly Progress
In 2007, 27% of Field’s students scored proficient (up from 5%).
• African American: 0% improved to 16%• Caucasian: 18% improved to 57%• Students with disabilities: 0% improved to 25%• English Language Learners: 0% improved to
27%
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Field Literacy Data
30%
26%
44%
40%
27%
33%
40%
29%
31%
51%
25%
23%
0%10%20%30%40%50%60%70%80%90%
100%
2004-2005 2005-2006 2006-2007 2007-2008
Intensive
Strategic
Benchmark
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Some Final ThoughtsOn the Road to Success
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All of us will have set-backs on the journey
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Allow yourself plenty of time to get there
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Remember to bring the kids along
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No matter how tempting….. Stay Positive!
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Teach & Practice, Teach & Practice, Teach & Practice……
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Remember
• We can’t “make” students learn or behave• We 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