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Blending School-wide PBS & Literacy Initiatives. Chris Borgmeier, PhD & Amanda Sanford, PhD Portland State University www.web.pdx.edu/~cborgmei/. District-wide Initiatives Maximizing (y)our Investment. Effective. Behavioral. Instructional. EBISS. Support Systems. Rationale. - PowerPoint PPT Presentation
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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
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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
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