A Model for Integrated Behavior and Reading Support Steve Goodman sgoodman@oaisd

1. http://miblsi.cenmi.org A Model for Integrated Behavior and Reading Support Steve Goodman sgoodman@oaisd.org National PBIS Leadership Forum October, 2011

2. Integrated Functions Across All Tiers of Support Team approach Universal Screening Evidence-based practices Behavior Support Reading Support Progress monitoring Data-based decisions

3. Integrated tier I supports for behavior and reading

4. 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)

5. 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)

6. Proficiency on 4th Grade and Percent of Major Discipline Referrals from Classroom: 132 Elementary Schools

7. Reducing Problem Behavior Resulting in More academic Time: Portage North Middle School “We have more time to discuss academic concerns and we are getting a lot more accomplished.” Johanna Toth, 6th grade teacher “I see a definite difference! … I am able to spend more time visiting classrooms.” Celeste Shelton-Harris, Principal

8. 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)

9. Provide high rates of opportunities to respond • Vary individual vs. group responding • Consider various observable ways to engage students • Written responses • Response cards • Peer tutoring • Pair share • Guided notes • Writing on individual white boards • Choral responding • Gestures Active Student Engagement: Examples

10. Respect Through Literature compiled by Susan Bogart and Jen Orton

11. Some schools create behavior expectation books

12. Integrated tier II supports for interrelated behavior and academic problems

13. Possibilities of Behavior/Academic Concerns around function of problem Behavior Problems Academic Problems Interrelated Behavior and Academic Problems Nonrelated Behavior and Academic Problems

14. 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)

15. Cycle of Academic and Behavioral Failure: Aggressive Response(McIntosh, 2008) Teacher presents student with grade level academic task So, which is it… Academic problems lead to behavior problems? or Behavior problems lead to academic problems? Not sure… Probably a combination of both Student engages in problem behavior Student’s academic skills do not improve Student escapes academic task Teacher removes academic task or removes student

16. 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

17. 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

18. 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

19. Integrated tier III supports for behavior and reading

20. 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

21. Functional Assessment of Behavior and Academics Behavior To obtain • Objects/activities • Attention from peers • Attention from adults To Escape/avoid • Objects/activities • Attention from peers • Attention from adults Academic Can’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

22. Student is referred for behavior concern Process: Referral for behavior problems Yes Document previous strategies implemented to address problem Develop behavior support plan Develop integrated academic and behavior support plan Improve fidelity of Universal Supports No No Universal Supports implemented with fidelity? Does behavior serve to escape/avoid academic task? Conduct behavior functional assessment Yes Conduct academic functional assessment

23. Student is referred for Academic concern Process: Referral for academic problems Conduct academic and behavior functional assessment Develop integrated academic and behavior support plan Does student’s behavior interfere with learning opportunities Yes Document previous strategies implemented to address problem Improve fidelity of Universal Supports No Universal Supports implemented with fidelity? Conduct academic functional assessment Develop academic support plan No Yes

24. Looking at Julia’s data Problem solving from an individual student level to systems level

25. End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area) What does this information tell you about Julia’s needs? 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)

26. End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area) What does this information tell you about Julia’s needs and the needs of her classmates? 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?

27. Same building, same grade, different teacher Does this information change how you might support Julia? Her classmates?

28. Major discipline referrals per student per class Julia’s class Does this information change how you might support Julia? Her classmates? Same building, same grade, different teacher What does this information tell you about Julia’s needs and the needs of her classmates?

29. Summary • Academic and Behavior supports are symbiotic. • Academic and Behavior supports can be implemented together • The common functions provide the framework for implementing Academic and Behavior supports at all three tiers.