Blending School-wide PBS & Literacy Initiatives

1. Blending School-wide PBS & Literacy Initiatives Chris Borgmeier, PhD & Amanda Sanford, PhD Portland State University www.web.pdx.edu/~cborgmei/

2. District-wide InitiativesMaximizing (y)our Investment Effective Behavioral Instructional EBISS Support Systems

3. Rationale Critical Relationship between PBS & Effective Academic Instruction

4. Academic Learning Time: Typical School 1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 209 (25% of allocated time for administration, transition, discipline-15 minutes/hour) = 626 Instructional time (time actually teaching) - 157 Time off task (Engaged 75% of time) = 469 Engaged Time (On task) - 94 Unsuccessful Engaged Time (Success Rate 80%) = 375 Academic Learning Time Efficiency Rating = 32% Education Resources Inc., 2005

5. Academic Learning Time: Effective School 1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 125 (15% of allocated time for administration, transition, discipline-9 minutes/hour) = 710 Instructional time (actually teaching-710 vs. 626) - 71 Time off task (Engaged 90% of time) = 639 Engaged Time (639 vs. 469 On task) - 64 Unsuccessful Engaged Time (Success Rate 90%) = 575 Academic Learning Time Efficiency Rating = 49% Education Resources Inc., 2005

6. The Difference: Typical vs. Effective Schools • Unallocated Non-Instructional Time • 75% vs. 85% = 84 more hours • Difference in 15 minutes vs. 9 minutes/hour • Teaching expectations, teaching transitions, managing appropriate and inappropriate behavior efficiently • Engagement Rate • 75% vs. 90% = 86 more hours • Management of groups, pacing • Success Rate • 80% vs. 90% = 30 more hours • Appropriate placement, effective teaching • So what? • 200 hours more academic learning time (575 vs. 375) • 53% more ALT • 95 more days in school (4-5 more months of school!) Education Resources Inc., 2005

7. Systems, Teaming & Coaching

8. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

9. Blending Initiatives • Behavior & Literacy • Similarities • Prevention Focus • Data Based Decision Making • Evidence Based Practices • 3 Tier Intervention Model • Challenges • Efficiency in Teaming

10. Achieving Training OutcomesJoyce & Showers (2002) 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% 10

11. Visibility Funding Support & Commitment Leadership Team Coordination Professional Development Assessment/ Evaluation Coaching Intervention & Instruction Assessment/Evaluation to establish a district-wide system for collecting, reporting, and evaluating reading and behavior data across all schools Intervention & Instruction - materials and strategies that are based on research and linked to goals Professional Development in Schoolwide Reading Model (SWRM; elem. and sec.), Positive Behavior Support (SWPBS), and RTI for SLD Identification Coordination and support for literacy, behavior, and RTI activities at district sites Coaching to assist schools in implementing SWRM, SWPBS, and RTI Local School/District Implementation 11

12. Coaching Skills & Knowledge Systems Implementation • Coordination • Evaluation • Coaching • Training • Intervention • Visibility Systems Implementation & Coaching Skills Evidence Based Practices • SW-PBS • Literacy/ SWRM • RTI/ 3-Tier Intervention • etc. Content Area Knowledge & Skills Interpersonal/ Political Skills 12

13. Today’s Schedule & Regional Meetings

14. What Strand is for Me? • PBS Coaches – District or ESD level positions supporting implementation in multiple schools • PBS Facilitator/Team Leader – School/Building staff member who supports/leads team implementation effort in a single school • EBISS Coaches – supporting multiple schools with EBISS (blending SWPBS & SW Literacy) implementation • EBISS Facilitator/Team Leader - School/Building staff member who supports/leads team EBISS implementation effort in a single school

15. Schedule

16. Regional Network Meetings Purpose • Stimulate regional networking & maximizing resources (coaching & training) Directions • Beginning Regional Networks • can follow scripted packet to get started • Discuss supports necessary for regional implementation of PBS/EBISS • Advanced Regional Networks • Use time to address needs specific to your region • Needs/next steps/brainstorming/action planning