Blending School-wide PBS & Literacy Initiatives Chris Borgmeier, PhD & Amanda Sanford, PhD Portland State University

District-wide Initiatives Maximizing (y)our Investment

Rationale Critical Relationship between PBS & Effective Academic Instruction

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) Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) (25% of allocated time for administration, transition, discipline-15 minutes/hour) = 626 Instructional time (time actually teaching) Time off task (Engaged 75% of time) = 469 Engaged Time (On task) - 94 Unsuccessful Engaged Time (Success Rate 80%) = 375 Academic Learning Time Education Resources Inc., 2005 Efficiency Rating = 32%

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) Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) (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 Education Resources Inc., 2005 Efficiency Rating = 49%

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

Systems, Teaming & Coaching

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% 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

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

Achieving Training Outcomes Joyce & Showers (2002) OUTCOMES Knowledge (thorough) Skill Demonstration Use in the classroom/ school Theory & Discussion + Demonstration/ modeling + Practice & Feeback in Training + Peer Coaching (ongoing follow-up & support) 10 0%10%5% 0%20%30% 5%60% 95%

11 Leadership Team Local School/District Implementation Professional Development Professional Development Assessment/ Evaluation Assessment/ Evaluation Intervention & Instruction Intervention & Instruction Coaching Coordination Professional Development in Schoolwide Reading Model (SWRM; elem. and sec.), Positive Behavior Support (SWPBS), and RTI for SLD Identification 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 Coaching to assist schools in implementing SWRM, SWPBS, and RTI Coordination and support for literacy, behavior, and RTI activities at district sites

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

Today’s Schedule & Regional Meetings

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

Schedule

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