SW-PBS is a systems change framework to address school climate and culture. When you embark upon implementing SW-PBS at the district and school levels, you are undertaking a change in your system of addressing culture, climate, discipline, and behavior. It becomes a change in the way your district or school does business. Implementation is a [...]
“Collective teacher efficacy refers to a staff’s shared belief that through their collective action, they can positively influence student outcomes, including those who are disengaged and/or disadvantaged. Educators with high efficacy show greater effort and persistence, a willingness to try new teaching approaches, set more challenging goals.” (Donohoo, 2017) Efficacy is developed through four main [...]
Teaching Expected Behavior This module describes the process for writing lesson plans, developing a teaching schedule, and providing special activities and events that guide the ongoing teaching of expected behaviors. Outcomes By the end of this course, you will… Develop a system to teach expected behavior in the social behavioral curriculum, that includes:understand why teaching [...]
Data-Based Decision Making: Behavior This course provides instruction in Data-Based Decision-Making (DBDM) specifically as it relates to behavior. The initial lesson provides an overview of DBDM, generally. It is followed by lessons that provide specific guidance for DBDM at three levels of decision-making, for three different purposes: Schoolwide behavior team making decisions that affect all [...]
Leadership for Behavior The purpose of the Tier 1 SW-PBS Leadership Team is to provide leadership for the development, implementation, and evaluation of universal procedures in the entire building for all students and staff. Time is the most valuable resource for educators. Meeting and planning time are often scarce, so we must learn to work [...]
Effective schools commit their philosophy of discipline to writing through their beliefs, mission and vision. This philosophy creates a sense of direction that gives coherence to diverse activities. It also serves to clarify to others outside of staff how the school operates regarding discipline, and protects and helps sustain the work. Time spent examining what staff truly believes about student discipline and creating a shared philosophy is a wise investment in lasting change (Missouri SW-PBS, 2019).
Systems Leadership Leadership for Effective Implementation of District Wide Practices "A system is a set of related components that work together in a particular environment to perform whatever functions are required to achieve the system’s objective." Meadows, 2008 Leaders who impact student outcomes understand their fundamental task is to create a system in which everyone [...]
Positive Behavior Support in the Classroom introduces the 8 Missouri Schoolwide Positive Behavior Support (SW-PBS) Effective Teaching and Learning Practices. These practices have been shown to decrease problem behavior and increase time for academic learning. These positive and proactive strategies help to establish an effective classroom learning environment. This learning package contains 10 lessons, which includes an Overview, separate lessons for each of the 8 Effective Teaching and Learning Practices, and a final lesson that covers On-Going Monitoring. Links to all 10 lessons can be found on this page.
Data-Based Decision Making (DBDM) is a way of collecting, organizing, and analyzing data for the purposes of problem-solving and making instructional decisions.
School-Based Implementation Coaching School-Based Implementation Coaching (SBIC) is a non-evaluative process in which two or more professional colleagues work together to improve instructional practice. The SBIC process improves fidelity of practice by helping educators demonstrate and practice new skills where they will be used. Effective School-Based Implementation Coaching involves developing and maintaining a coaching relationship, providing [...]
Becoming the Instructional Leader of Your Building: A Critical Action Guide Leaders who have a high impact on student outcomes understand the need to focus on learning and the impact of learning and believe their fundamental task is to evaluate the effect of everyone on student learning. Instructional leaders:
Metacognition Metacognition is thinking about thinking. Metacognitive practices help students learn how to gain active control over the cognitive processes engaged in learning. "Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role [...]
Assessment capable learners are students who Know the learning target for a lesson. Can describe where they are in relation to the criteria. Use that information to select learning strategies to improve their work.
Description Research shows the same amount of information is remembered better if study practice sessions are spaced in time rather than done at one time. To successfully implement spaced study, teachers choose and structure practice sessions for information connection that strengthens understanding and retention. Outcomes At the end of this lesson, you should be able [...]
Description After modeling and instructing students to summarize, question, clarify, and predict text, teachers create small groups where individual students take turns teaching the four-skill process. The activity provides students with reading comprehension strategies and encourages them to think about their own thought processes while using the strategies. Outcomes At the end of this lesson, [...]
Assessing student progress is an important part of effective teaching and learning. Traditional assessments have been used to “test” students at the end of an established time of teaching. Such summative assessments provide information of learning (Dodge, 2009). In the Data-Based Decision Making module you learn that teachers gain critical information about their own teaching and about how and what their students are learning when ongoing and common data is collected throughout the instructional process in collaboration with colleagues. It is when the collaborative efforts of teaching teams come together to think, create, and reflect on assessments that common formative assessment practices have been implemented.
Collaborative Teams In 1989, Dr. Stephen R. Covey released his revolutionary book entitled The 7 Habits of Highly Effective People (Covey, 1990), in which he shared strategies designed to help improve the efficiency of individuals and teams of people. One of the habits popularized by his book is the concept of “synergy.” To put it [...]
This course provides information on the practices needed to build a comprehensive system to discouraging the full range of inappropriate behaviors. In order to develop a comprehensive schoolwide system to discourage inappropriate behavior, you will need to: 1) know strategies to respond to minor or staff-managed behaviors, 2) define what constitutes major or office-managed behavior, and 3) develop related data gathering tools.
Clarifying Expected Behavior This course provides information necessary for the development of schoolwide expectations and specific behaviors/rules that make up the building matrix. This social behavioral curriculum defines the social skills that we expect all students and staff to display. Schoolwide expectations reflect the language and culture of each school. They will become the language [...]
Encouraging Expected Behavior This course provides information on the practices needed to build a comprehensive system to encourage and motivate students, both as they are learning the expected behaviors and then to maintain those skills as students become more fluent with their use. There are four interrelated topics that will be explored to develop a [...]
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The contents of this website were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018, #H323A170020). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
