Building Effective Integrated Systems: A Model for Behavior and Academic Support Steve Goodman [email protected] miblsi.cenmi.org Missouri SW-PBS Summer

Building Effective Integrated Systems: A Model for Behavior and Academic Support

Steve [email protected]

miblsi.cenmi.org

Missouri SW-PBS Summer InstituteJune 19, 2012

Looking at Julia’s data

Problem solving from an individual student level to systems level

End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area)

As an educator, do you have a concern about this child’s progress on the end of year goal/skill? (remember she is only in Kindergarten)

What does this information tell you about Julia’s needs?

End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area)

And now… the rest of the class.Now that you see Julia in the context of the whole class, how does this information change supports for Julia? Her classmates?

What does this information tell you about Julia’s needs and the needs of her classmates?

Same building, same grade, different teacher

Does this information change how you might support Julia? Her classmates?

Julia’s class

Same building, same grade, different teacher

Does this information change how you might support Julia? Her classmates?

What does this information tell you about Julia’s needs and the needs of her classmates?

Major discipline referrals per student per class

Why look an integrated Why look an integrated Behavior and Academic Behavior and Academic

support model?support model?

Why look an integrated Why look an integrated Behavior and Academic Behavior and Academic

support model?support model?

Parallel vs. Integrated Systems of Behavior and Reading Support

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90%80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

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

Behavior and Reading 3-Tier Model

Cir. 2003

Behavior and Reading 3-Tier Model

ReadingBehavior

Universal InterventionCore Instruction, all studentsPreventive

Targeted InterventionSupplemental, somestudents, reduce risk

Intensive Intervention Individualized, functional assessment, highly specific

80%

7-15%

1-5%

Cir. 2006

Parallel Systems to Integrated Systems

of Academic and Behavior Supports

Behavior SupportsAcademic Supports Educational Supports

Cir. 2011

Examples of Behavior and Reading Practices

Continuum of Supports

Universal PreventionBehavior•Identify expectations•Teach•Monitor•Acknowledge•CorrectReading•Evidence based curriculum focused on:

• Phonemic Awareness• Alphabetic Principal• Fluency• Vocabulary• Comprehension

•Adequate teaching time•Trained instructors•Progress monitoring•Active participation with frequent feedback

Targeted InterventionBehavior• Check-in, Checkout• Social skills training• Mentoring• Organizational skills• Self-monitoringReading• Teacher-Directed PALS• K PALS• First Grade PALS• Road to the Code• REWARDS• Peer Assisted Learning Strategies• Read Naturally

Intensive InterventionBehavior• Individualized, functional assessment

based behavior support planReading • Scott Foresman Early Reading

Intervention• Reading Mastery• Corrective Reading

• Both are critical for school success

• Share critical feature of data-based decision making

• Both utilize three tiered prevention model

• Both incorporate a team approach at school level, grade level, and individual level

• Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

– (Stewart, Benner, Martella, & Marchand-Martella, 2007)

“Schoolwide Behavior Support” and “Schoolwide Reading Support”

Integrated Functions Across All Tiers of Support

Team approachTeam approach

Progress monitoringProgress

monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Beh

avio

r S

uppo

rt Reading S

upportUniversal ScreeningUniversal Screening

Possibilities of Behavior/Academic Concerns around function of problem

Academic Problems

Behavior Problems

Interrelated Behavior and

Academic Problems

Nonrelated Behavior and Academic

Problems

Summary: Prevention and

Intervention

Students are doing the best they can given their skills/abilities and the quality of their environment

Prevent EncourageTeach

adapted from Durand 1990

Integrated tier I supports for behavior and reading

Integrated tier I supports for behavior and reading

High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior

(Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)

Implementation of schoolwide positive behavior support leads to increased academic engaged time and enhanced academic outcomes

(Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

Proficiency on 4th Grade and Percent of Major Discipline Referrals from Classroom:

132 Elementary Schools

Median Proficiency on Reading MEAP for schools that met and have not met Criteria on Benchmark of Quality for Positive Behavior Support

State Average

N = 29 elementary schools

Reducing Problem Behavior Resulting in More academic Time: Portage North Middle School

“I see a definite difference! … I am able to spend more time visiting classrooms.” Celeste Shelton-Harris, Principal

“We have more time to discuss academic concerns and we are getting a lot more accomplished.” Johanna Toth,6th grade teacher

Respect Through LiteratureHave You Filled a Bucket Today by Carol McCloud

Odd Boy Out: Young Albert Einstein by Don Brown

It Wasn’t Me! by Udo Weigelt and illustrated by Julia Gukova

Regina’s Big Mistake by Marissa Moss When Santa Turned Green by Victoria Perla

Just Kidding by Trudy Ludwig and illustrated by Adam Gusavson

Thank You, Mr. Falkner by Patricia Polacco

Respect and Take Care of Things by Cheri J. Meiner

I Like Your Buttons by Sarah Marwil Lamstein and illustrated by Nancy Cote

What is the Zebras Lost Their Stripes? By John Reitano and illustrated by William Haines

Carla’s Sandwich by Debbie Herman and illustrated by Sheila Bailey

Enemy Pie by Derek Munson and illustrated by Bryan Collier

Rosa by Nikki Giovanni and illustrated by Bryan Collier

The Dog Poop Initiative: A True Story by Kirk Weisler

Stick and Stones: A Social Skills Lesson by Carol Cummings

compiled by Susan Bogart and Jen Orton

Some schools create behavior expectation books

Organizer (30 minute presentation)

Integrated tier II supports for interrelated behavior and

academic problems

Integrated tier II supports for interrelated behavior and

academic problems

Possibilities of Behavior/Academic Concerns around function of problem

Academic Problems

Behavior Problems

Interrelated Behavior and

Academic Problems

Nonrelated Behavior and Academic

Problems

Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing

(McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

Cycle of Academic and Behavioral Failure: Aggressive Response

(McIntosh, 2008)

Teacher presents student with grade

level academic task

Student engages in problem behavior

Teacher removes academic task or removes student

Student escapes academic task

Student’s academic skills do not improve

So, which is it…

Academic problems lead to behavior problems?

or

Behavior problems lead to academic problems?

Not sure…

Probably a combination of both

Relationship between behavior and reading

Children of the Code: A Social Education Project

http://www.childrenofthecode.org/

Classroom management to address problem

behavior related to academic problems

You may have the best classroom management but if student problem behavior is related to academic skill deficit, then classroom management may not be adequate

Tier II Supports for interrelated behavior

and academic problems

• “Good Instruction” is an appropriate academic AND behavior intervention

– Emphasis is placed on academic support in deficit area

• Two main strategies

– Improve opportunities for responding, more practice with feedback

– Provide access to evidence-based supplemental interventions

Examples of Tier II Supports

More practice• Choral responses• Partner responses • Written responses • “Randomly” call on students

Supplemental interventions that focus on specific skill deficit• Teacher-Directed PALS• Road to the Code• REWARDS• Peer Assisted Learning Strategies• Read Naturally

Integrated tier III supports for behavior and reading

Integrated tier III supports for behavior and reading

Distribution of Elementary Reading Intervention Level a Michigan Example (based on DIBELS assessment)

33%

43%

56%

24%

20%

(n = 201)

24%

(n = 4074)

Functional Assessment of Behavior or

Academic Problems

• A process for identifying the conditions that reliably contribute to behavior and/or academic problem.

– Use of existing data

• SWIS

• DIBELS/AIMSWeb

– Teacher Interview

– Student Interview

– Observation

• This information is then linked to a support plan

Functional Assessment of Behavior and Academics

BehaviorTo obtain

• Objects/activities

• Attention from peers

• Attention from adults

To Escape/avoid

• Objects/activities

• Attention from peers

• Attention from adults

AcademicCan’t do• Accuracy deficit

– Deficit in targeted skills– Deficit in prerequisite skills– Application of misrules

• Fluency deficit (not enough time doing it) • Generalization deficit• Mismatch between skill level and task

difficulty (too hard)

Won’t do• Motivational deficit

Process: Referral for behavior problemsStudent is Student is

referred for referred for behavior behavior concernconcern

Student is Student is referred for referred for

behavior behavior concernconcern

Develop behavior Develop behavior support plansupport plan

Develop behavior Develop behavior support plansupport plan

No

Universal Supports Universal Supports implemented with implemented with

fidelity?fidelity?

Improve fidelity of Improve fidelity of Universal SupportsUniversal SupportsImprove fidelity of Improve fidelity of Universal SupportsUniversal Supports

No

Conduct behavior Conduct behavior functional functional

assessmentassessment

Conduct behavior Conduct behavior functional functional


Yes

Document Document previous strategies previous strategies

implemented to implemented to address problemaddress problem

Document Document previous strategies previous strategies

implemented to implemented to address problemaddress problem

Conduct academic Conduct academic functional functional

assessment assessment


assessment assessment

Yes

Does behavior Does behavior serve to serve to

escape/avoid escape/avoid academic task?academic task?

Develop integrated Develop integrated academic and academic and

behavior support behavior support planplan



Process: Referral for academic problemsStudent is Student is

referred for referred for Academic Academic concernconcern

Student is Student is referred for referred for Academic Academic concernconcern

Does studentDoes student’’s s behavior interfere behavior interfere

with learning with learning opportunitiesopportunities





Develop academic Develop academic support plansupport plan

Develop academic Develop academic support plansupport plan

Conduct academic Conduct academic and behavior and behavior

functional functional assessment assessment

Conduct academic Conduct academic and behavior and behavior

functional functional assessment assessment





Universal Supports Universal Supports implemented with implemented with

fidelity?fidelity?

Improve fidelity of Improve fidelity of Universal SupportsUniversal SupportsImprove fidelity of Improve fidelity of Universal SupportsUniversal Supports

No

Yes

No

Yes

Document Document previous strategies previous strategies implemented implemented

to address problemto address problem

Document Document previous strategies previous strategies implemented implemented

to address problemto address problem

Tier III Support Example: Eddie

• 3rd Grade Student

• Problem: Disruptive and argumentative

*fictional student with fictional data for illustration of process

Social Behavior

Social Studies

Science

Reading

Math

Phys. Ed.Art

Interaction of behavior and academics

Student Profile Example: Eddie

Demonstration Behavior Data from School-Wide Information System: Eddie

Problems in Classroom



Avoid Task

Avoid Adult

Demonstration Behavior Data from

School-Wide Information System: Eddie

Reading

Social Studies

Ed

die

W

Demonstration Reading Data: DIBELS Class Progress Report

Eddie

It was a pretty good composition. I felt proud knowing 10

it was the best one at my school. After I’d read it five times, 24

I was impatient to start reading it out loud. 33

I followed the book’s directions again. First I read the 43

composition out loud without trying to sound impressive, just 52

to hear what the words sounded like. I did that a couple of. 65

times. Then I moved over to my full-length mirror and read the 78

composition out loud in front of it a few times. At first I just 92

read it. Then I practiced looking up and making eye contact. 103

Of course I was making eye contact with myself, and that felt 115

pretty silly, but that was what the book said to do. 126

Accuracy: ________________41/57 = 71.9%

Demonstration Reading Data for Eddie: Low Accuracy/Low Rate

I saw company pressed

important

I four timsI

company

book

some importantlong

doctor

that work

48

Example:Individual Student Report for Eddie

Eddie Williams

Deficit in Target Skills (below goal)

Deficit in Prerequisite Skills (below goal)

Phonemic Awareness

Alphabetic Principal

Vocabulary

Fluency and Comprehension

TypicalConsequence

Told “good job”Grades

What we want

DesiredAlternative

Do work successfully

w/o complaints

Consequences strengthened

through Universal Supports

The Competing Pathways chart for our friend Eddie

Strengthened through Core Program

DesiredAlternative

TypicalConsequence



w/o complaints

Setting Events TriggeringAntecedents

Reading curriculum that is at frustration

level

Asked to complete reading

assignment

ProblemBehavior

Argues, threatens

uses profanity

MaintainingConsequences

Remove fromclass

Function

Avoid task

What we got


DesiredAlternative

TypicalConsequence



w/o complaints

AcceptableAlternative

Ask for break, ask for help



ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task


What we could put up with (for now)

DesiredAlternative


TypicalConsequence



w/o complaints





ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

Academic Skill

DevelopmentReading:

decoding skills

What we need to do

DesiredAlternative


TypicalConsequence



w/o complaints





ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

Academic Skill

DevelopmentReading:

decoding skills

Setting EventStrategies

AntecedentStrategies

ConsequenceStrategies

Teaching Strategies

Teach alternatives to problem behavior:1. Ask for break2. Ask for help

Assess if reading curriculum is at appropriate level-place in appropriate level

Use an intensive –evidence-based reading program (e.g. ,Reading Mastery, Corrective Reading)

Remove peer audience during reading time

Prompt task completion

Make task less difficult

Do first activity together

Provide different tasks

Present “forced” choice of which reading items to complete on worksheet

Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes)

Give break & help when requested

Minimize rewards for problem behavior (don’t remove to a nicer area)

Reward expectations

Brainstorm Possible Interventions for Eddie

Academic Skills Strategies

Teach general academic skill developmentTeach problem-solving skills

Behavior Skills Strategies

When we try to pick out anything by itself, we find that When we try to pick out anything by itself, we find that it is hitched to everything else in the universeit is hitched to everything else in the universe

- John Muir- John Muir

Documents

Building Effective Integrated Systems: A Model for Behavior and Academic Support Steve Goodman [email protected] miblsi.cenmi.org Missouri SW-PBS Summer