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Journal of Positive Behavior Interventions
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Effective Behavior and Instructional Support

A District Model for Early Identification and Prevention of Reading and Behavior Problems

Carol Sadler

Tigard Tualatin School District, casadler{at}verizon.net

George Sugai

University of Connecticut

The purpose of this article is to describe the development and 10-year implementation of the effective behavior and instructional support model in a midsized northwestern Oregon school district. The district experienced a sustained reduction in students' discipline referral rates, an increase in the percentage of students on track for early reading benchmarks, and an improvement in special education evaluation of learning disabilities. These important outcomes were associated with the systematic integration of effective practices, including capacity building professional development, schoolwide positive behavior support, early literacy, early intervention, and special education evaluation and identification using student responsiveness to intervention. At school and district levels, a continuum of behavior and academic supports was established for all students, and specialized interventions were implemented for students struggling with behavior and/or academic challenges.

Key Words: behavior and instructional support • early screening and identification • school and district systems • responsiveness to intervention

This version was published on January 1, 2009

Journal of Positive Behavior Interventions, Vol. 11, No. 1, 35-46 (2009)
DOI: 10.1177/1098300708322444
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