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Beyond Implementation: The Ins and Outs of PBIS Sustainability

Beyond Implementation: The Ins and Outs of PBIS Sustainability. Presented by: Jamie Johnson – AC Reynolds Middle April Norton – Clyde A. Erwin Middle. Why are we here?.

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Beyond Implementation: The Ins and Outs of PBIS Sustainability

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  1. Beyond Implementation: The Ins and Outs of PBIS Sustainability Presented by: Jamie Johnson – AC Reynolds Middle April Norton – Clyde A. Erwin Middle

  2. Why are we here? • PBIS effectiveness and implementation have been heavily researched in the past 10 years, but little research exists about PBIS sustainability. • C.A. Erwin Middle School is focused on sustaining a successfully implemented program • A.C. Reynolds Middle School is successfully implementing and interested in sustainability. • Researched Middle School in WNC has successfully sustained PBIS for 7 years

  3. Sustainability • What is it? • Why is it important? • Why is it difficult?

  4. PBIS Sustainability Research - Quantitative

  5. PBIS Sustainability Research - Qualitative • School Culture – Program must match school needs • Teacher buy-in • Teacher Voice • Commitment, collaboration, and communication • PBIS Efficacy

  6. A little about our schools: CAEMS Demographics • 825 students in grades 7&8 • 135 Hispanic • 63 Black • 40 Multi-Racial • 125 EC • 539 Economically disadvantaged • 61 LEP

  7. ACRMS Demographics • 601 students in grades 6, 7, & 8 • 63 Hispanic • 85 Black • 52 Multiracial • 18 Asian • 100 EC • 391 Economically Disadvantaged • 21 LEP

  8. CAEMS OSS Data

  9. CAEMS ISS Data

  10. ACRMS OSS Data

  11. ACRMS ISS Data

  12. PBIS program overviews • CAEMS and ACRMS similar programs: • Implemented with a lot of staff input (summer is important) • Short-term and long-term reinforcement • Consequences given with adapting behavior in mind

  13. Identify Challenges - CAEMS • Loss of PBIS leadership • Staff turnover • “Staleness” • Baby tier intervention program

  14. Identify Challenges - ACRMS • Punitive culture • Veteran teachers resistant to change • New administration • Changing demographics

  15. Problem Solving - CAEMS • Restructure PBIS team • Identify PBIS as school priority (new signs, handbook & first of year meeting, School Improvement Plan) • Use of data – Teaming on Kids • New prizes • Professional Development

  16. Problem Solving - ACRMS • Set PBIS as a priority • Established an active PBIS team • Staff and student roll-out • Modeling for staff and students • Continuous data reviews • Motivating reinforcements

  17. Problem Solving • What challenges do you foresee according to unique needs of your school? • Who do you need in order to meet these challenges? • What possible solutions do you see? • How to implement these solutions?

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