Scaling up and Integrating Effective Behavioral and Instructional Support Systems (EBISS): A Study of One State's Professional Development Efforts

Autor/inn/en	Chaparro, Erin A.; Smolkowski, Keith; Jackson, Kathleen Ryan
Titel	Scaling up and Integrating Effective Behavioral and Instructional Support Systems (EBISS): A Study of One State's Professional Development Efforts
Quelle	In: Learning Disability Quarterly, 43 (2020) 1, S.4-17 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chaparro, Erin A.) ORCID (Smolkowski, Keith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948719851752
Schlagwörter	Positive Behavior Supports; State Programs; Coaching (Performance); Professional Development; Reading Programs; Reading Fluency; Grade 1; Grade 2; Grade 3; Grade 4; Elementary Schools; Evidence Based Practice; Program Improvement; Progress Monitoring; Data Use; Elementary School Students; Grade 5; Emergent Literacy; Reading Tests; Program Implementation; Fidelity; Outcomes of Education; Kindergarten; Reading Achievement; Achievement Gains; Elementary School Teachers; School Districts; Oregon; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Regierungsprogramm; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Grundschule; Volksschule; School year 05; 5. Schuljahr; Schuljahr 05; Frühleseunterricht; Lesetest; Lernleistung; Schulerfolg; Leseleistung; Achievement gain; Leistungssteigerung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School district; Schulbezirk
Abstract	Oregon's Effective Behavioral and Instructional Support Systems (EBISS) initiative was implemented in 25 school districts. The initiative trained and coached district leaders and teachers in the use of the EBISS model through the lens of implementation science. The EBISS model integrates school-wide positive behavior intervention and supports (SWPBIS) and the school-wide reading model (SWRM) to improve schools for all students and to reduce the number of students at risk of learning difficulties. Proximal outcomes included gains in the number of building-level SWPBIS and SWRM implementation teams and the activities of those teams. Distal outcomes included statistically significant gains in oral reading fluency (ORF) in first and third grades and marginally significant decreases in the percentage of students in the intensive category for reading in second and fourth grades. These findings suggest that to optimize improvements in teacher and student outcomes, a rigorous system of professional development and coaching appears necessary. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01