Premium
A model for system‐wide collaboration to support integrated social behavior and literacy evidence‐based practices
Author(s) -
Chaparro Erin A.,
Smolkowski Keith,
Baker Scott K.,
Hanson Natalie,
RyanJackson Kathleen
Publication year - 2012
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21607
Subject(s) - psychology , psychological intervention , literacy , reading (process) , descriptive statistics , medical education , resource (disambiguation) , professional development , mathematics education , resource allocation , pedagogy , computer science , medicine , computer network , statistics , mathematics , psychiatry , political science , law
In the face of dwindling financial resources, educational leaders are looking to refine resource allocation while maintaining a focus on improved student outcomes. This article presents initial findings from a professional development state initiative called Effective Behavioral and Instructional Support Systems (EBISS). The EBISS initiative aims to teach practicing educators about two evidence‐based systems of practice and how to blend those practices for more efficient and effective school systems. The targeted systems are School‐Wide Positive Behavioral Interventions and Supports and School‐Wide Reading Model. Descriptive statistics from 140 participating elementary schools suggest there was an increase in (a) the administration of behavior and literacy screening tools, (b) the number of teams examining and analyzing these data, and (c) the implementation scores and student outcomes at selected grade levels. Continued exploration of data‐based collaboration in school buildings appears warranted. © 2012 Wiley Periodicals, Inc.