Module K Preparing for FCAT Coaches’ Monthly Meeting Add DC Name Here.

Module K

Preparing for FCAT

Coaches’ Monthly Meeting

Add DC Name Here

2

We Don’t Have Time for PBS Right Now…

• PBS helps schools with time management to be more effective

• PBS should be embedded with academic assignments– To increase relevancy of assignments– To promote generalization– To save time

• PBS can help motivate & focus students, improve instructional climate

3

Supporting Academics

• Educators and researchers continue to find that academic success is intrinsically linked to behavioral success (Colvin & Fernandez, 2000; Kern, Choutka, & Sokol, 2002; Witt, VanDerHeyden, & Gilbertson, 2004).

• Schools implementing SWPBS scored higher on state Reading tests than non-PBS schools (FL PBS Project, 2007; Horner, Sugai, Todd, & Lewis-Palmer, 2005; Horner, Sugai, Eber, & Lewandowski, 2004)

Avg Percent of Students Scoring Level 3 or higher on FCAT Reading for PBS Schools vs. All Schools in FL

5558

62 63 63

5052 53

57 57

0

10

20

30

40

50

60

70

80

90

100

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007

School Year

Avg

Per

cen

tag

e

PBS Schools

All Schools in FL

Avg Percentage of Students Scoring Level 3 and Higher in Reading

60

67

59

68

58

67

0

10

20

30

40

50

60

70

80

90

100

Lower Impl Higher Impl

Implementation Level

Avg

Per

cen

tag

e

2004-2005

2005-2006

2006-2007

44S

cho

ols

84S

cho

ols

93S

cho

ols

51S

cho

ols

96S

cho

ols

131

Sch

oo

ls

SWPBS & Struggling Readers

63 626056

0

20

40

60

80

100

Making Learning Gains Lowest 25% Making Gains

PBS Schools Statewide Average

7

District Coordinators: Do you have data from your PBS schools related to academic and/or behavior outcomes that you can share?

8

Increasing Instructional Time

• Amount of instructional time highly correlated with student achievement (Brophy, 1988; Fisher, Berliner, Filby, Marliave, Cahen, Dishaw, 1980; Putnam, Horner, Algozzine, 2006)

• Class-wide systems of PBS increased amount of academic instructional time by 57%, amount of on-task behavior by 24% (Putnam, Handler & O’Leary-Zonarich, 2003; Putnam, Handler, Rey & O’Leary-Zonarich, 2002)

9

Time Cost of a Discipline Referral

(Averaged to 30 minutes for student, 15 minutes for administrator)

500 Referrals/yr 1000 Referrals/yr

Administrator Time 15.5 Days 31 Days

Student Time 41.5 Days 83 Days

http://www.pbismaryland.org/costbenefit.xls

10

SWPBS and Truancy

• Evidence now indicates that efforts to establish school-wide discipline are associated with increases in student time in school (Scott & Barrett, 2004)

• SWPBS increases attendance (Luiselli, Putnam, &

Sunderland, 2002)

11

SWPBS Impacting Positive Engagement

• School-wide positive behavior supports can foster engaged learning for students throughout a school (Luiselli, Putnam, Handler, & Feinberg, 2005; Nelson et al., 2002)

– Focuses students on what we want them TO DO– Increase positive interactions between students and

staff– Reduces need to engage in negative disciplinary

measures = increased time in class– Embedding school-wide expectations into assignments

makes them more relevant

12

Climate & Achievement

• A school climate of safety, respect, & responsibility is a foundation for academic achievement (Colvin, Kame'enui, & Sugai, 1993; Doolittle, Horner, Bradley, Sugai, & Vincint, 2007; Gottfredson, Gottfredson, & Hybl, 1993; Nelson, Martella, & Marchand-Martella, 2002; Netzel & Eber, 2003)

• School-wide Positive Behavior Support is associated with increased student satisfaction (Lewis-Palmer, Horner, Sugai, Eber, & Phillips, 2002) and improved perceptions of school safety (Schneider,

Walker, & Sprague, 2000)

Student

Achievement

Instructional Time

Time in School/ Class

Positive Engagement

Maintain Faculty Buy-in

Expectations & Rules

Lesson Plans

& Teaching

Modify discipline

process/ forms

Refine

Consequences

Team Problem-Solving

Reward & Incentives Plan

Monitor, Evaluate, Modify

Climate

14

FCAT Strategies

• PBS/FCAT pep rally– Use the SW Expectations to drive achievement

• Reward for attendance, punctuality• Use Expectations as writing prompts• Use FCAT afternoon for behavior lesson

plans, reward events, etc…• Other ideas?

15

District Coordinators: Solicit additional ideas from your Coaches on how PBS can support the FCAT.