Agenda

1. School-Wide Academic and Behavior SupportBob Algozzine and Richard WhiteForum for ChangeSchool-Wide Positive Behavior SupportPlanning for Systems ChangeOctober 12, 2007

2. Agenda What is BRIC? [BA] What We Know about Academics and Behavior [BA] Implementing Academic and Behavior Support [RW] Question and Answer [All]

3. Session Outcomes • Description of BRIC • Description of Relationships between Academics and Behavior • Description of Evidence-Based School-Wide Academic and Behavior Support • Discussion of Importance of Linking Academic and Behavior Instruction in School-Wide Systems Implementation

4. 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

5. 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

6. 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.

7. What is BRIC? The Behavior and Reading Improvement Center provided… • Systematic, ongoing professional development • Continuous monitoring of implementation fidelity • Continuous monitoring of outcomes

8. OUTCOMES Professional Development Progress Monitoring DATA SYSTEMS PRACTICES Program Evaluation

9. What is BRIC? Guiding Principles • An ounce of prevention is worth a pound of cure. • Teaching behavior is like teaching academics—it has to be carefully taught. • It’s not the program that you use—it’s that you use the program.

10. Positive and Preventive Continuum of Support Academic and Social Behavior Focus on Teaching Systems Perspective Evidence-Based Practices Relevant and Important Content Typical and Real Implementers Instructional and Behavioral Practice Cultural and Contextual

11. What We Know about Academics and Behavior

12. Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • 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 Academic Instruction Behavior Instruction 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

13. 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

14. …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.

15. Snyder, T.D., and Hoffman, C.M. (2002). Digest of Education Statistics 2001 (NCES 2002-130). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC: U.S. Government Printing Office. Table 112, p. 133 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

16. 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

17. 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]

18. Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • 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 Academic Outcomes Behavior Outcomes 1-5% 20-30% 5-10% 20-30% 80-90% 40-60%

19. 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.”

20. 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.

21. 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 behavior is not evidence-based practice. • Teaching behavior without attention to reading (and other academic content) is unsound practice.

22. 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 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.

23. Implementing Academic and Behavior Support

24. Question and Answer Guidelines Leave Firearms at the Door Focus on What We Know Don’t Worry…Be Happy!