A Model for System-Wide Collaboration to Support Integrated Social Behavior and Literacy Evidence-Based Practices

Autor/inn/en	Chaparro, Erin A.; Smolkowski, Keith; Baker, Scott K.; Hanson, Natalie; Ryan-Jackson, Kathleen
Titel	A Model for System-Wide Collaboration to Support Integrated Social Behavior and Literacy Evidence-Based Practices
Quelle	In: Psychology in the Schools, 49 (2012) 5, S.465-482 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21607
Schlagwörter	Educational Administration; Instructional Leadership; Instructional Improvement; Professional Development; Outcomes of Education; State Programs; Fidelity; Program Implementation; School Districts; Differences; Resource Allocation; Social Behavior; Behavior Disorders; Educational Practices; Evidence; Academic Achievement; School Buildings; Elementary Education; Oregon + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Instruction; Leadership; Bildung; Erziehung; Führung; Unterrichtsqualität; Lernleistung; Schulerfolg; Regierungsprogramm; School district; Schulbezirk; Unterscheiden; Ressourcenallokation; Social behaviour; Soziales Verhalten; Bildungspraxis; Evidenz; Schulleistung; School building; Schulgebäude; Elementarunterricht
Abstract	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. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10