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. Steps for Successful Readers (Roland Good) Phonemic Awareness (Spring, Kdg) Fluency with Connected Text (Spring, 1 st) Alphabetic Principle (Winter, 1 st ) Probability: On-Track.64 (n=348) Probability: On-Track.86 (n=138) Probability: Catch-Up.17 (n=183) Probability: Catch-Up.22 (n=180) 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) Fluency with Connected Text (Spring, 2 nd) Fluency with Connected Text (Spring, 3 rd) Probability: Catch-Up.03 (n=114) Probability: Catch-Up.06 (n=213) Probability: On-Track.83 (n=246) Probability: On-Track.81 (n=196) We need to have the odds with us!

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

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. Goals of MiBLSi:  Increase reading performance.  Reduce behavior problems.  Have accurate knowledge of behavior and reading performance.  Use student performance information to develop and implement interventions.

12. What’s Different About MiBLSi?  Systems: Commitment: (3-5 yrs.) Staff, Administration, Time Team Based Common Vision  Practices: Research based, need based, with integrity  Data: Reliable, efficient, frequent,

13. Integration of four critical elements (Sugai, 2001) SYSTEMS PRACTICES INFORMATION Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES

14. MiBLSi Support Structure State Support ISD/RESA/ DISTRICT Team Elementary School Elementary School Elementary School Funding/ Professional Development National Initiatives Connection Reading/ Discipline Information

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

16. 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.

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

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

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

20. Additional Developments in SWPBS

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

22. Braiding Bully Proofing into SWPBS  Scott Ross

23. Extending SWPBS to the Bus  Louise Bronaugh

24. Sustaining SWPBS  Jennifer Doolittle

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