1. Module K Preparing for FCAT Coaches’ Monthly Meeting Add DC Name Here

2. 2 We Don’t Have Time for PBS Right Now… PBS helps schools with time management to be more effective PBS should be embedded with academic assignments –To increase relevancy of assignments –To promote generalization –To save time PBS can help motivate & focus students, improve instructional climate

3. 3 Supporting Academics Educators and researchers continue to find that academic success is intrinsically linked to behavioral success (Colvin & Fernandez, 2000; Kern, Choutka, & Sokol, 2002; Witt, VanDerHeyden, & Gilbertson, 2004). Schools implementing SWPBS scored higher on state Reading tests than non-PBS schools (FL PBS Project, 2007; Horner, Sugai, Todd, & Lewis-Palmer, 2005; Horner, Sugai, Eber, & Lewandowski, 2004)

6. SWPBS & Struggling Readers

7. 7 District Coordinators: Do you have data from your PBS schools related to academic and/or behavior outcomes that you can share?

8. 8 Increasing Instructional Time Amount of instructional time highly correlated with student achievement ( Brophy, 1988; Fisher, Berliner, Filby, Marliave, Cahen, Dishaw, 1980; Putnam, Horner, Algozzine, 2006) Class-wide systems of PBS increased amount of academic instructional time by 57%, amount of on-task behavior by 24% (Putnam, Handler & O’Leary-Zonarich, 2003; Putnam, Handler, Rey & O’Leary-Zonarich, 2002)

9. 9 Time Cost of a Discipline Referral (Averaged to 30 minutes for student, 15 minutes for administrator) 500 Referrals/yr1000 Referrals/yr Administrator Time 15.5 Days31 Days Student Time 41.5 Days83 Days http://www.pbismaryland.org/costbenefit.xls

10. 10 SWPBS and Truancy Evidence now indicates that efforts to establish school-wide discipline are associated with increases in student time in school (Scott & Barrett, 2004) SWPBS increases attendance (Luiselli, Putnam, & Sunderland, 2002)

11. 11 SWPBS Impacting Positive Engagement School-wide positive behavior supports can foster engaged learning for students throughout a school (Luiselli, Putnam, Handler, & Feinberg, 2005; Nelson et al., 2002) –Focuses students on what we want them TO DO –Increase positive interactions between students and staff –Reduces need to engage in negative disciplinary measures = increased time in class –Embedding school-wide expectations into assignments makes them more relevant

12. 12 Climate & Achievement A school climate of safety, respect, & responsibility is a foundation for academic achievement (Colvin, Kame'enui, & Sugai, 1993; Doolittle, Horner, Bradley, Sugai, & Vincint, 2007; Gottfredson, Gottfredson, & Hybl, 1993; Nelson, Martella, & Marchand-Martella, 2002; Netzel & Eber, 2003) School-wide Positive Behavior Support is associated with increased student satisfaction (Lewis-Palmer, Horner, Sugai, Eber, & Phillips, 2002) and improved perceptions of school safety (Schneider, Walker, & Sprague, 2000)

13. Student Achievement Instructional Time Time in School/ Class Positive Engagement Maintain Faculty Buy-in Expectations & Rules Lesson Plans & Teaching Modify discipline process/ forms Refine Consequences Team Problem-Solving Reward & Incentives Plan Monitor, Evaluate, Modify Climate

14. 14 FCAT Strategies PBS/FCAT pep rally –Use the SW Expectations to drive achievement Reward for attendance, punctuality Use Expectations as writing prompts Use FCAT afternoon for behavior lesson plans, reward events, etc… Other ideas?

15. 15 District Coordinators : Solicit additional ideas from your Coaches on how PBS can support the FCAT.