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)

11/15/10

2

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)

11/15/10

3

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

11/15/10

4

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.

11/15/10

5

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

11/15/10

6

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

11/15/10

7

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

11/15/10

8

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