Linking Behavior Support and Literacy Support

1. Linking Behavior Support and Literacy Support Rob Horner and George Sugai University of Oregon and University of Connecticut OSEP TA Center on Positive Behavior Support www.pbis.org www.swis.org

2. Goals • Define logic that links behavior support and academic supports. • Provide summary of recent research

4. Logic • Children who engage in problem behavior typically do so for one of two MAIN reasons: • Get access to attention (adult/ peer) • Avoid/escape work or demands • Good instruction improves behavior • Good behavior support improves academic engagement… and academic gains.

5. Linking Academic and Behavior Supports • Behavior and Academic supports are connected • Kent McIntosh • Amanda Sanford • Jorge Preciado • Moira McKenna

6. Fluency with Connected Text (Spring, 3rd) Fluency with Connected Text (Spring, 1st) Fluency with Connected Text (Spring, 2nd) Alphabetic Principle (Winter, 1st) Steps for Successful Readers (Roland Good) Probability: On-Track .81 (n=196) We need to have the odds with us! Probability: On-Track .83 (n=246) Probability: Catch-Up .06 (n=213) Probability: On-Track .86 (n=138) Probability: Catch-Up .03 (n=114) Probability: On-Track .64 (n=348) Probability: Catch-Up .22 (n=180) Phonemic Awareness (Spring, Kdg) Probability: Catch-Up .17 (n=183) Probability of remaining an average reader in fourth grade when an average reader in first grade is .87 Probability of remaining a poor reader at the end of fourth grade when a poor reader at the end of first grade is .88 (Juel, 1988)

7. Changing the Odds: Kindergarten Students at Benchmark On PSF Across Two Years

8. Changing the Odds: First Grade Students at Benchmark On ORF Across Two Years

9. Clear goals/objectives Research-based instructional practices Instructional time Instructional leadership Responsive intervention programs Assessment Professional development Big Ideas to Improve Reading

10. Guiding Questions In Reading • Do you know what percent of Kindergartners are on track for becoming a reader by the end of first grade? • How much time is allocated and protected for reading instruction daily? • Does your school use a valid and reliable schoolwide screening tool? • Does your school use a research based basal curriculum

11. Intensive Intervention Individualized, functional assessment, highly specific Targeted Intervention Supplemental, some students, reduce risk Universal Intervention Core Instruction, all students Preventive Reading School-Wide Support Systems for Student Success 1-5% 7-15% 80% Behavior

12. Why Behavior and Reading Support? • Both involve similar processes to achieve desired outcomes and both are necessary for academic success • As disruptive student behavior decreases, teaching time increases, allowing all children to learn more. • As major discipline referrals decrease, school staff are free to address other school needs like supporting instruction.

13. Major Discipline Referrals per 100 Students by Cohort n = 8 n = 18

14. Participating School Example: Fourth Grade Reading MEAP Results Began Implementation

15. Percent of Students at DIBELS Benchmark level: Schoolwide “Control group” n = 20 n = 14 n = 29

16. Additional Developmentsin SWPBS

17. SW-PBS and Teacher Stress/Efficacy • Schools that create a predictable, consistent, positive, and safe social culture are better places for TEACHERS. • Scott Ross

18. Braiding Bully Proofing into SWPBS • Scott Ross

19. Extending SWPBS to the Bus • Louise Bronaugh

20. Sustaining SWPBS • Jennifer Doolittle

21. Summary • Effective educational environments meet both the academic and social needs of students. • Effective behavior support enhances academic outcomes. • Effective instruction enhances social behavior.