Blending School-wide PBS & Literacy

Initiatives

Chris Borgmeier, PhD & Amanda Sanford, PhD

Portland State Universitywww.web.pdx.edu/~cborgmei/

District-wide InitiativesDistrict-wide InitiativesMaximizing (y)our InvestmentMaximizing (y)our Investment

RationaleCritical 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)- 270 Non-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

Education Resources Inc., 2005Efficiency 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)- 270 Non-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

Education Resources Inc., 2005Efficiency 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 Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 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 OutcomesAchieving Training OutcomesJoyce & Showers (2002)Joyce & Showers (2002)

OUTCOMESKnowledge (thorough)

Skill Demonstration

Use in the classroom/

schoolTheory & Discussion+ Demonstration/ modeling

+ Practice & Feeback in Training+ Peer Coaching (ongoing follow-up & support) 10

0%10% 5%

0%20%30%

5%60%60%

95%95%95%

11

Leadership Team

Local School/District Implementation

Professional Development

Assessment/Evaluation Intervention &

InstructionCoaching

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 goalsCoaching 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

VisibilityInterpersonal/ 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 MeetingsPurpose

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

State

DistrictPBS Coach

DistrictPBS Coach

DistrictPBS Coach

DistrictPBS Coach

SchoolPBS Team & Team Leader

SchoolPBS Team & Team Leader

SchoolPBS Team & Team Leader

SchoolPBS Team & Team Leader

SchoolPBS Team & Team Leader

SchoolPBS Team & Team Leader

SchoolPBS Team & Team Leader

SchoolPBS Team & Team Leader

PBS Regional Meeting

PBS Regional Meeting

PBSLeadership

Team

PBSLeadership

Team

PBSLeadership

Team

PBSLeadership

Team

Oregon State PBS Implementation Model3/17/2005

Oregon PBS Network Meetings

ESDPBS

Coordinator

ESD PBS

Coordinator