BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Integrating Academic and Behavior Support Bob Algozzine and Richard White

BEHAVIOR and READINGIMPROVEMENT CENTER

university of north carolina at charlotte

Integrating Academic and Behavior SupportBob Algozzine and Richard White

Integrated Systems for ALL StudentsNational Forum for Implementers of School-Wide PBS

Hyatt Regency O’Hare

October 30, 2008



Agenda

What is BRIC? [BA]

What We Know about Academics and Behavior [BA]

Implementing Academic and Behavior Support [RW]

Question and Answer [All]



Question and AnswerGuidelines

Leave Firearms at the Door

Focus on What We Know

Don’t Worry…Be Happy!



What is BRIC?

The Behavior and Reading Improvement Center is a…

Five-Year Federally-Support Prevention Project

Collaborative Partnership with CMS

School-Based Intervention Model



What is BRIC?Research Scientists

Bob Algozzine, Principal Investigator

Nancy Cooke, Co-Principal Investigator

Mary Beth Marr, Reading Research Specialist

Shawnna Helf, Reading Research Specialist

Richard White, Behavior Research Coordinator

Kate Algozzine, Behavior Research Specialist



What is BRIC?

The Behavior and Reading Improvement Center provided support for school-wide academic and behavior instruction for children in grades K-3 who were identified as having marked difficulty learning to read and/or behave successfully in school.



What is BRIC?Behavior and Reading Improvement Center provided…

ongoing site-based professional development

evidence-based assessment and instruction multi-level focus on reading and behavior

continuous monitoring of implementation fidelity

continuous monitoring of outcomes

team-based decision-making and problem-solving



SYST

EMS

PRACTICES

DATASite-Based

ProfessionalDevelopment

Team-Based Decision-Making

OUTCOMES

Evidence-BasedAssessment

and Instruction



What is BRIC?Guiding Principles

An ounce of prevention is worth a pound of cure. Waiting for children to fail before providing assistance is

inefficient, ineffective, and inhumane.

Teaching reading and behavior are they same—they have to be carefully taught. It’s not the program that you use—it’s that you use the program.



What We Know about Academics and Behavior

DemonstrateDemonstrate

PracticeProve



Behavior Instruction1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based

•High Intensity


•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)

•High efficiency•Rapid response



Universal Interventions•All students

•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Academic Instruction



Triangle as a Heuristic

a rule-of-thumb in the construction of scientific theories

a helpful procedure for arriving at a solution but not necessarily a proof

a theoretical construct that is useful in thinking about prevention or an ideal notion not necessarily grounded in data



…of all the children who enter the first grade of the American public schools every year at the approximate age of six, from one third to one fourth find it impossible to master the content of that grade. Many children nine, ten, and even eleven years of age are to be found in school of every American city who have not yet attained a degree of mastery over the rudiments to entitle them to rank as second graders. (p. 4)

Horn, J. L. (1924). The education of exceptional children: A consideration of public school problems and policies in the field of differentiated education. New York: Century.



Snyder, T.D., Dillow, S.A., and Hoffman, C.M. (2008). Digest of Education Statistics 2007 (NCES 2008-022). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Table 112

2004

219

221

216

226

200

205



Reading Achievement Levels attained by 4th Graders

Snyder, T.D., Dillow, S.A., and Hoffman, C.M. (2007). Digest of Education Statistics 2006 (NCES 2007-017). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC: U.S. Government Printing Office. Table 114, pp. 180-181

Category Level of Performance Percent of Students

Proficient Superior performance or demonstrated competence over challenging subject matter

34%

Basic Partial mastery of knowledge and skills needed for proficient work

35%

Below Basic …have not yet attained a degree of mastery over the rudiments…

31%



Oral Reading Fluency attained by 3rd Graders

McIntosh, K., Chard, D. J., Boland, J., B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8, 146-154. [Figure 2, p. 151]

Category DIBELS Oral Reading Fluency Percent of Students

Benchmark 110+ 60%

Strategic 80-109 24%

Intensive 0-79 16%



Behavior Outcomes

20-30%

1-5%

20-30%

5-10%

40-60%

80-90%


•High Intensity


•Intense, durable procedures





Universal Interventions•All students

•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Academic Outcomes



Snyder, T.D., Dillow, S.A., and Hoffman, C.M. (2008). Digest of Education Statistics 2007 (NCES 2008-022). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Table 47



Triangle as Evidence

a data-based outcome useful in planning and understanding academic and behavior instruction in schools

a data-based outcome helpful in understanding use of resources in schools No time for teaching behavior

No energy for teaching behavior

No interest for teaching behavior

No effort for teaching behavior…“I don’t do behavior.”



Teaching vs. Discipline

When children don’t read, we teach.

When children don’t compute, we teach.

When children don’t write, we teach.

When children don’t behave, we discipline.



Lessons Learned

Good teaching is good teaching and there are no boundaries on when, where, or for what it should occur.

Teaching reading without attention to also teaching behavior is unsound practice.

Teaching behavior without attention to also teaching reading (and other academic content) is unsound practice.



What Do We Know about Relationship between Academics and Behavior?

Research has focused on ratings of achievement and behavior.

Research has focused on relationship between literacy and delinquency.

Little research has focused on simultaneous implementation or analysis of evidence-based school-wide academic and behavior instruction.

Best practice for the future is teaching both academics and behavior until research demonstrates we should act differently.



Teach reading and behavior…not because they are related, but because they are not related.



What comes first?



Implementing Academic and

Behavior Support

Documents

BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Integrating Academic and Behavior Support Bob Algozzine and Richard White