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SW-PBS: School-Wide Positive Behavior Support

SW-PBS: School-Wide Positive Behavior Support. School-Wide Positive Behavior Support.

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SW-PBS: School-Wide Positive Behavior Support

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  1. SW-PBS: School-Wide Positive Behavior Support

  2. School-Wide Positive Behavior Support School-wide Positive Behavior Support is a set of strategies and systems to increase the capacity of schools to (a) reduce school disruption, and (b) educate all students including those with problem behaviors.

  3. “Pupil achievement & behavior can be influenced (for better or worse) by the overall characteristics of the school environment.” Rutter & Maughan, 2002

  4. Social Competence, Academic Achievement, and Safety Positive Behavior Support OUTCOMES Supporting Decision Making Information Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior

  5. Academic Systems • 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 Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  6. Iowa PBS Alliance • Iowa Department of Education • Drake Resource Center for Issues in Special Education • University of Iowa • Iowa State University • Research Institute for Studies in Education (RISE) • Extension 4-H Youth Development • Mental Health Initiative • Iowa Federation of Families for Children’s Mental Health

  7. Implementing SW-PBS:Build a Culture of Competence • Develop building level support • Define behavioral expectations • Teach behavioral expectations • Monitor and reward appropriate behavior • Provide corrective consequences for behavioral errors • Information-based problem solving

  8. Panther PRIDE • P – Preparation • R – Respect • I – Integrity • D – Dedication • E - Excellence

  9. Teaching Behavioral Expectations Step 1: Define the expectation Step 2: Provide a rationale Step 3: Teach the acceptable behavior Step 4: Model and practice expectations

  10. Teaching in the Actual Setting

  11. ________________was caught following the P.A.W.S. guidelines. P = Please listen A = Always be prepared W = Work/act responsibly S =Show respect Caught by: ________________ 2 tickets: candy treat first in line for lunch 10 tickets: 15 min. computer time lunch with an adult video for the weekend earn back Wolverine letter 50 tickets (whole class): popcorn party extra 30 minute recess 30 minute video P.A.W.S. Rewards Program

  12. ODR Per Day Per Month

  13. ODR By Student

  14. An Iowa Middle School

  15. An Iowa High School

  16. Impact of SW-PBS on Academic Performance – Shep Kellam • Baltimore • Reading (literacy) + Behavior Support needed for effective gains in academic standards. • Logic (How does behavior support help?) • Behavior support improves minutes in instruction • Behavior support makes instructional minutes more effective • Behavior support creates a climate that is more calm and conducive to learning.

  17. Impact of SW-PBS on Academic Performance – Shep Kellam

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