module k preparing for fcat coaches’ monthly meeting add dc name here
TRANSCRIPT
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We Don’t Have Time for PBS Right Now…
• PBS helps schools with time management to be more effective
• PBS should be embedded with academic assignments– To increase relevancy of assignments– To promote generalization– To save time
• PBS can help motivate & focus students, improve instructional climate
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Supporting Academics
• Educators and researchers continue to find that academic success is intrinsically linked to behavioral success (Colvin & Fernandez, 2000; Kern, Choutka, & Sokol, 2002; Witt, VanDerHeyden, & Gilbertson, 2004).
• Schools implementing SWPBS scored higher on state Reading tests than non-PBS schools (FL PBS Project, 2007; Horner, Sugai, Todd, & Lewis-Palmer, 2005; Horner, Sugai, Eber, & Lewandowski, 2004)
Avg Percent of Students Scoring Level 3 or higher on FCAT Reading for PBS Schools vs. All Schools in FL
5558
62 63 63
5052 53
57 57
0
10
20
30
40
50
60
70
80
90
100
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
School Year
Avg
Per
cen
tag
e
PBS Schools
All Schools in FL
Avg Percentage of Students Scoring Level 3 and Higher in Reading
60
67
59
68
58
67
0
10
20
30
40
50
60
70
80
90
100
Lower Impl Higher Impl
Implementation Level
Avg
Per
cen
tag
e
2004-2005
2005-2006
2006-2007
44S
cho
ols
84S
cho
ols
93S
cho
ols
51S
cho
ols
96S
cho
ols
131
Sch
oo
ls
SWPBS & Struggling Readers
63 626056
0
20
40
60
80
100
Making Learning Gains Lowest 25% Making Gains
PBS Schools Statewide Average
7
District Coordinators: Do you have data from your PBS schools related to academic and/or behavior outcomes that you can share?
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Increasing Instructional Time
• Amount of instructional time highly correlated with student achievement (Brophy, 1988; Fisher, Berliner, Filby, Marliave, Cahen, Dishaw, 1980; Putnam, Horner, Algozzine, 2006)
• Class-wide systems of PBS increased amount of academic instructional time by 57%, amount of on-task behavior by 24% (Putnam, Handler & O’Leary-Zonarich, 2003; Putnam, Handler, Rey & O’Leary-Zonarich, 2002)
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Time Cost of a Discipline Referral
(Averaged to 30 minutes for student, 15 minutes for administrator)
500 Referrals/yr 1000 Referrals/yr
Administrator Time 15.5 Days 31 Days
Student Time 41.5 Days 83 Days
http://www.pbismaryland.org/costbenefit.xls
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SWPBS and Truancy
• Evidence now indicates that efforts to establish school-wide discipline are associated with increases in student time in school (Scott & Barrett, 2004)
• SWPBS increases attendance (Luiselli, Putnam, &
Sunderland, 2002)
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SWPBS Impacting Positive Engagement
• School-wide positive behavior supports can foster engaged learning for students throughout a school (Luiselli, Putnam, Handler, & Feinberg, 2005; Nelson et al., 2002)
– Focuses students on what we want them TO DO– Increase positive interactions between students and
staff– Reduces need to engage in negative disciplinary
measures = increased time in class– Embedding school-wide expectations into assignments
makes them more relevant
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Climate & Achievement
• A school climate of safety, respect, & responsibility is a foundation for academic achievement (Colvin, Kame'enui, & Sugai, 1993; Doolittle, Horner, Bradley, Sugai, & Vincint, 2007; Gottfredson, Gottfredson, & Hybl, 1993; Nelson, Martella, & Marchand-Martella, 2002; Netzel & Eber, 2003)
• School-wide Positive Behavior Support is associated with increased student satisfaction (Lewis-Palmer, Horner, Sugai, Eber, & Phillips, 2002) and improved perceptions of school safety (Schneider,
Walker, & Sprague, 2000)
Student
Achievement
Instructional Time
Time in School/ Class
Positive Engagement
Maintain Faculty Buy-in
Expectations & Rules
Lesson Plans
& Teaching
Modify discipline
process/ forms
Refine
Consequences
Team Problem-Solving
Reward & Incentives Plan
Monitor, Evaluate, Modify
Climate
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FCAT Strategies
• PBS/FCAT pep rally– Use the SW Expectations to drive achievement
• Reward for attendance, punctuality• Use Expectations as writing prompts• Use FCAT afternoon for behavior lesson
plans, reward events, etc…• Other ideas?