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11/15/10
1
School-wide PBIS and Professional Preparation at Portland State University
Chris Borgmeier, PhD cborgmei@pdx.edu
www.web.pdx.edu~cborgmei
Graduate School of Education Leading, Learning, Life Changing PBIS & Personnel Preparation at
Portland State GOALS • Follow-up to Sugai presentation with
examples from PSU SPED program
– PBIS in SPED program & PBIS Focus Area
– Continuing improvements through 325T work
Portland State University Context
Graduate School of Education
• Largest School of Education & SPED program in Oregon – Graduates the most teachers
Students in our SPED licensure programs receive training to work with students across continuum – Mild/Moderate Significant Disabilities
Special Education Programs • Full-Time (1 year) & Part-Time (2 year)
– SPED Licensure – Master’s Degree
• ADD SPED – Adding SPED endorsement to Gen Ed license
• Dual Licensure programs – Inclusive Elementary Educator Program (IEEP) – Secondary Dual Educator Program (SDEP)
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Behavior & SW-PBIS course offerings in SPED Licensure
program Behavior Management in the Classroom (SPED 521)
– Theoretical grounding • Behavioral Theory, ABA & PBIS
– Behavior & Classroom Mgmt practices • Develop & Teach Beh’l Expectations & Classroom Routines • Academic Instruction as Beh Mgmt Tool • Reinforcement & Supervision • Responding to Problem Behavior
– Individual Student Intervention • FBA/BSP
Learning A B C Student Learns through repeated experience,
that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this OutCome/Consequence
PBIS v. Reactive Model (ABC) School-wide Classroom Individual Student
A B C PBIS (Positive Behavior Interventions & Support) – Proactive Emphasis on Interventions to prevent problem behavior
Emphasis on explicitly Teaching Alternate, Desired Behavior
Emphasis on Positive Reinforcement of desired behavior
Traditional Model - Reactive Limited focus on Antecedent Interventions
Little focus on teaching behavior
Emphasis on punitive response to negative behavior
Application to Behavior & Instruction across the Range of Learners
Assignments 1) Teaching Behavior
Identify Behavioral Expectations & Classroom Routines Complete Lesson Plan and Teach Expectation or Routine
2) Classroom Observation Conduct Classroom Observation using Classroom Checklist Use data to inform action plan suggestions
3) Complete Functional Behavior Assessment & Behavior Support Plan
(a) Routines Analysis, (b) FBA Interview & (c) ABC Observation
(d) Competing Behavior Pathway & (e) Intervention Suggestions for ABC (Prevention/Teaching/Consequences)
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PBIS Focus Area Linking Coursework, Outreach & Research
Coursework • 1 credit seminar Fall, Winter & Spring terms
– Seminar format to link with classroom practice – Attend 2 SW-PBIS trainings/ term – Attend Northwest PBIS Conference
• SPED 521 Behavior Mgmt in Classroom – All licensure students take this course
• SPED 568 Advanced Behavior Mgmt – Focus on Individual Student Intervention – FBA/BSP & Tier 2 and Tier 3 Systems
• Master’s Project focused on PBIS
PBIS Focus Area Linking Coursework, Outreach & Research
Several of my students & I at Fall Coaches
Institute put on by Northwest PBIS Network
Strands included: RTI, Literacy, SW-PBIS, Behavior Specialists, Early Childhood PBIS
Additional SW-PBIS offerings through Continuing Education
School Counselor series – Fall School-wide-PBIS Tier 1 – Winter School-wide-PBIS Tier 3 – Spring School-wide PBIS: Tier 2
Summer SW-PBIS Series – School-wide PBIS – Early Childhood PBIS – PBIS in Behavior Classrooms – Function-Based Behavior Support Planning
Next Steps – PBIS & RTI in Administrative Licensure program
Program Changes 2011-2012
Thank you to the 325T grant project! – Increase alignment across courses
• Critical Concepts • Ongoing course presentations
– Direct connection between course content, practicum expectations & evaluation • Behavior Management • Direct observation & feedback
SYST
EMS
PRACTICE
DATA
OUTCOMES
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Program Changes 2011-2012
– Improve Partnerships with Districts for Field Experience • September Experience (RTI, PBIS, etc) • Increase candidates skill set previous to practicum
placement
– Assessment, Instruction & Behavior Mgmt course • Summer previous to school year
DISTINGUISHING
FEATURES
General/special education integration
Evidence-based practices & systems
Prevention & teaching oriented
Theory grounded
RtI logic & framework
Competency based
Educationally relevant & important activities,
experiences, & products
Culturally & contextually oriented
Data-based decision making
Portland State University Graduate School of Education
Conceptual Framework
CRITICAL CONCEPTS IN EDUCATION Scaffolding Instruction
Individualiz-ation
Data Based Decision Making
Inclusion Leadership & Advocacy
Collaboration & Teaming
Scaffolding enables a learner to perform a skill or carry out a task which would be beyond his or her unassisted efforts. Scaffolding encompasses many strategies and should be based on assessment of the learner’s current performance. It is a flexible, temporary support designed to be gradually removed as the learners performance improves.
A systematic and collaborative process to develop and adapt environments, supports and instruction to individual needs. Individual considerations include the strengths, cultural and family contexts, preferences and priorities of the learner and family.
Continuous, purposeful process of collecting, interpreting, presenting and using data to inform actions that support positive educational outcomes. Data based decision making considers the learner’s progress within the contexts of instruction, curriculum and environment.
Inclusion embodies the values, policies, and practices that ensure the right of every learner and family to full membership in classrooms, schools and communities. Supports enable all learners to be engaged participants in social, academic and extra-curricular activities.
Advocacy and leadership are guided by research and professional standards with a robust understanding of context including perspectives across stakeholders. Leaders and advocates actively engage a range of strategies to facilitate effective practices, systems and policies to support learner outcomes for an individual or across learners.
A dynamic process of effective communication, and mutual effort across stakeholders (e.g. learners, families, school personnel, community members) involving shared resources, collaborative decision making, and joint accountability to achieve meaningful outcomes.
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Full Time SPED Schedule Summer I & II Sept Fall Winter Spring
Foundations of SPED (3)
Legal Foundations of SPED (3)
Classroom AssessmentInstruction & Beh Mgmt (4)
Math Assessment & Instruction (3)
Prof’l Intro to School Year (2)
Curriculum & Assessment for Students w/ Dev’l Disabilities (4)
Reading Assessment & Instruction (4)
Behavior Management (3)
Families & Advocacy (3)
Practicum (2)
Curriculum & Instruction for Students w/ Dev’l Disabilities (4)
IEP & Collab (3)
Assessment (3)
Reading, Writing & Curriculum across Continuum (4)
Practicum (2)
Student Teaching (15)
Student Teaching Seminar (1)
Foundations of SPED • Course will introduce Special Education teacher
candidates to the use of research, theoretical frameworks and data as the foundation for guiding decision making and professional practices in special education.
• Teacher candidates will be introduced to the “Critical Concepts of Special Education” as identified by faculty of the PSU Special Education Department.
SWPBS Conceptual Foundations
Behaviorism
ABA
PBS
SWPBS
Laws of Behavior
Applied Behavioral Technology
Social Validity
All Students
• Achieve desired outcome? Effective
• Doable by real implementer? Efficient
• Contextual & cultural? Relevant
• Lasting? Durable
• Transportable? Scalable
• Conceptually Sound? Logical
Host Environment Features
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Teacher Support
Scaffolding
Scaffolding enables a learner to perform a skill or carry out a task which would be beyond his or her unassisted efforts. Scaffolding encompasses many strategies and should be
based on assessment of the learner’s current performance. It is a flexible, temporary support designed to be
gradually removed as the learners performance improves.
Student Independence
Mastery
Individualization
• A systematic and collaborative process to develop and adapt environments, supports and instruction to individual needs. Individual considerations include the strengths, cultural and family contexts, preferences and priorities of the learner and family.
FBA/BSP
Contextual Fit
Person Centered Planning
Data Based Decision Making
• Continuous, purposeful process of collecting, interpreting, presenting and using data to inform actions that support positive educational outcomes. Data based decision making considers the learner’s progress within the contexts of instruction, curriculum and environment.
Inclusion
• Inclusion embodies the values, policies, and practices that ensure the right of every learner and family to full membership in classrooms, schools and communities. Supports enable all learners to be engaged participants in social, academic and extra-curricular activities.
RTI Integrated Continuum
PBS Academics
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Leadership & Advocacy • Advocacy and leadership are guided by
research and professional standards with a robust understanding of context including perspectives across stakeholders. Leaders and advocates actively engage a range of strategies to facilitate effective practices, systems and policies to support learner outcomes for an individual or across learners.
SYST
EMS
PRACTICES
DATA
OUTCOMES
RTI
Collaboration & Teaming • A dynamic process of effective communication,
and mutual effort across stakeholders (e.g. learners, families, school personnel, community members) involving shared resources, collaborative decision making, and joint accountability to achieve meaningful outcomes.
Main Messages
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Shifts in Behavior Mgmt & PBIS courses
• Theoretical grounding & tenets of PBIS can begin in first course of program – Foundations
• Begin w/ Classroom/Beh Mgmt plans in Summer course – Assessment, Instruction & Beh Mgmt
• Prof’l Introduction to the School Year – See SW-PBIS kick-off, participate in universal
screening, beginning of year Beh Mgmt set up in classroom
• Identify specific targets for Field observation & feedback targeting Behavior Mgmt practices
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Shifts in Behavior Mgmt & PBIS courses
• Shift in content of Behavior Management course to include increased focus on individual student intervention – Tools (next slide)
• Shift in Master’s Requirements to provide opportunities for specialization – PBIS Focus Area will become Master’s sequence
COURSES • Topics: Research in PBIS • Topics: Issues in PBIS • PBIS Seminar
w/ embedded Culminating Project
Resources for Behavior Mgmt Course Redesign
• NCCTQ – Effective Clazssroom Managemetn: Teacher Preparation & Professional Development – Innovation Configuration
• IES Practice Guide: Reducing Behavior Problems in the Elementary School Classroom
• Simonsen, et al., 2008 – Evidence-based Practices in Classroom Management:
Considerations for Research to Practice
• Rosenshine & Stevens, 1986
• Brophy & Good, 1986
PRIDE PSU Classroom Expectations
Professionalism Arrive to class on time and prepared. Discuss w/ instructor in advance if absent or late and get info. & materials from peer. Turn assignments in on time or discuss in advance w/ instructor.
Respect Focus attention on instruction & class activities, use technology responsibly (cells & laptops). Go to instructor individually w/ class concerns. Keep side conversations to a minimum. Ask individual questions during break
Integrity Do your own work and give credit to the work of others. Respect individuals right to confidentiality when communicating experiences.
Diversity Use person first language; Try to actively understand and be open to others’ perspectives, opinions & challenges
Excellence Do your best work, actively participate in discussion & activities, check with classmates to answer questions/ problem solve first
Any questions?
Chris Borgmeier cborgmei@pdx.edu www.web.pdx.edu~cborgmei
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