Effective behavioural and instructional support systems: an integrated approach to behaviour and academic support at the district level

Abstract

In an effort to answer the call for improved behavioural and academic outcomes for students, many school districts across the nation are engaged in some aspect of reform. Through these reform efforts, renewed emphasis is placed on the development of instructional leaders. Leadership models are emerging to provide districts with organizational systems that support effective implementation of evidence-based practices (EBPs), which result in improved student outcomes. The purpose of this article is to describe one such effort where instructional leadership is distributed and coordinated across a district office and its schools. Effective Behavioural and Instructional Support Systems (EBISS) provides the organizational tools for districts to blend two specific EBPs, the School-wide Reading Model (SWRM) and the School-wide Positive Behavioural Intervention and Support (SWPBIS) model. Embedded in the EBISS model is the EBISS Teaming Framework that provides a structure for data-based implementation teams at the district and school levels.

Keywords:

• Comprehensive School Reform
• evidence-based practices
• implementation science
• Positive Behavioural Intervention Support
• School-wide Reading Model

Acknowledgements

The research reported here was supported by the Office of Special Education and Rehabilitative Services, US Department of Education through Grant H323A060007 to the Oregon Department of Education and the University of Oregon. The opinions expressed are those of the authors and do not represent views of the US Department of Education or Oregon Department of Education.