Building Effective Integrated Systems: A Model for Behavior and Academic Support Steve Goodman miblsi.cenmi.org Missouri SW-PBS Summer Institute June 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 Behavior and Academic support model?

Parallel vs. Integrated Systems of Behavior and Reading Support

Academic Systems Behavioral Systems 1-5% 5-10% 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 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% Cir. 2006

Parallel Systems to Integrated Systems of Academic and Behavior Supports Behavior Supports Academic SupportsEducational Supports Cir. 2011

Examples of Behavior and Reading Practices Continuum of Supports Universal Prevention Behavior Identify expectations Teach Monitor Acknowledge Correct Reading 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 Intervention Behavior Check-in, Checkout Social skills training Mentoring Organizational skills Self-monitoring Reading Teacher-Directed PALS K PALS First Grade PALS Road to the Code REWARDS Peer Assisted Learning Strategies Read Naturally Intensive Intervention Behavior Individualized, functional assessment based behavior support plan Reading 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 approach Progress monitoring Data-based decisions Evidence-based practices Behavior Support Reading Support Universal 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 Encourage Teach adapted from Durand 1990

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 4 th 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 Literature Have 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 MossWhen 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

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

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

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 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

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

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

Tier III Support Example: Eddie 3 rd Grade Student Problem: Disruptive and argumentative *fictional student with fictional data for illustration of process

Universal Targeted Intensive 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

Demonstration Behavior Data from School-Wide Information System: Eddie

Avoid Task Avoid Adult

Demonstration Behavior Data from School-Wide Information System: Eddie Reading Social Studies

Eddie 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,2 4 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 felt115 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 sawcompany pressed important I fourtims I company book some important long 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

Typical Consequence Told “good job” Grades What we want Desired Alternative Do work successfully w/o complaints Consequences strengthened through Universal Supports The Competing Pathways chart for our friend Eddie Strengthened through Core Program

Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Setting Events Triggering Antecedents Reading curriculum that is at frustration level Asked to complete reading assignment Problem Behavior Argues, threatens uses profanity Maintaining Consequences Remove from class Function Avoid task What we got The Competing Pathways chart for our friend Eddie

Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Acceptable Alternative Ask for break, ask for help Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task The Competing Pathways chart for our friend Eddie What we could put up with (for now)

Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Ask for break, ask for help The Competing Pathways chart for our friend Eddie Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task Academic Skill Development Reading: decoding skills What we need to do

Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Ask for break, ask for help The Competing Pathways chart for our friend Eddie Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task Academic Skill Development Reading: decoding skills

Setting Event Strategies Antecedent Strategies Consequence Strategies Teaching Strategies Teach alternatives to problem behavior: 1. Ask for break 2. 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 development Teach problem- solving skills Behavior Skills Strategies

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