NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ989970
Record Type: Journal
Publication Date: 2012-May
Pages: 18
Abstractor: As Provided
Reference Count: 72
ISBN: N/A
ISSN: ISSN-0033-3085
A Model for System-Wide Collaboration to Support Integrated Social Behavior and Literacy Evidence-Based Practices
Chaparro, Erin A.; Smolkowski, Keith; Baker, Scott K.; Hanson, Natalie; Ryan-Jackson, Kathleen
Psychology in the Schools, v49 n5 p465-482 May 2012
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.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon