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CO COMPR MPREHE HENSI NSIVE BEAVIORAL AL H HEAL ALTH MODEL ( - - PowerPoint PPT Presentation
CO COMPR MPREHE HENSI NSIVE BEAVIORAL AL H HEAL ALTH MODEL ( - - PowerPoint PPT Presentation
CO COMPR MPREHE HENSI NSIVE BEAVIORAL AL H HEAL ALTH MODEL ( (CBHM) Impact on Student Outcomes Over Time CBHM at Tier 1 WHAT WHY HOW INSTRUCTION School Wide Students need to know Organize the school Positive Behavioral
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WHAT WHY HOW INSTRUCTION
- School Wide
Positive Behavioral Interventions and Supports (SWPBIS) Students need to know behavioral expectations throughout the school building in order to be successful in the school environment Organize the school environment to prevent problem behaviors and reinforce positive behaviors
- Social Emotional
Learning (SEL) Curricula Students need social and emotional skills to successfully navigate interactions with peers and adults Instruction in fundamental social skills, such as empathy, relationship building, and conflict management ASSESSMENT
- Universal Screening
Schools need universal data from all students to understand the strengths of instructional programming, as well as areas of need. Collect objective information that can be used to guide instruction at multiple levels (e.g. school, grade, class, and individual student) DATA BASED DECISION MAKING
- Problem Solving
Teams & Data Based Decision Making School teams need to understand how to use universal assessment data to make systemic decisions about instruction School teams are effectively organized to promote efficient data- based decision making.
CBHM at Tier 1
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Fall 2013 Fall 2014 Fall 2015
HIGH RISK SOME RISK LOW RISK
BIMAS Outcomes Over Time
Trend in Student Outcomes Among Students At-Risk For Behavioral Concerns at Onset (Fall 2013)
C O G N I T I V E / A T T E N T I O N CONDUCT N E G A T I V E A F F E C T
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Fall 2013 Fall 2014 Fall 2015
TYPICAL STRENGTH CONCERN
BIMAS Outcomes Over Time
Trend in Student Outcomes Among Students At-Risk For Adaptive Concerns at Onset (Fall 2013)
SOCIAL ACADEMIC FUNCTIONING
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.40 .30 .15 .50 .60 .70 .80 .90 1.0 REVERSE ZONE OF DESIRED EFFECTS
John Hattie, Visible Learning http://visible-learning.org/
C
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l a b
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a t i v e L e a r n i n g + . 3 Phonics Instruction +0.5
Effect S Sizes: Impact on Learning
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.40 .30 .15 .50 .60 .70 .80 .90 1.0 REVERSE ZONE OF DESIRED EFFECTS
Effect S Sizes: Behavioral Health
Reynolds, Wilson, & Hooper (2012)
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.40 .30 .15 .50 .60 .70 .80 .90 1.0 REVERSE ZONE OF DESIRED EFFECTS
Effect Sizes: CBHM
Cogni&ve ¡ A+en&on ¡ +0.8 ¡
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Conduct +1.0
.40 .30 .15 .50 .60 .70 .80 .90 1.0 REVERSE ZONE OF DESIRED EFFECTS
Effect S Sizes: CBHM
C B H M
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Negative Affect +1.2
.40 .30 .15 .50 .60 .70 .80 .90 1.0 REVERSE ZONE OF DESIRED EFFECTS
Effect S Sizes: CBHM
C B H M
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Academic Functioning +0.9
.40 .30 .15 .50 .60 .70 .80 .90 1.0 REVERSE ZONE OF DESIRED EFFECTS
Effect S Sizes: CBHM
C B H M
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Social +0.9
.40 .30 .15 .50 .60 .70 .80 .90 1.0 REVERSE ZONE OF DESIRED EFFECTS