1. Implementing MTSS – A Blended Approach: What & Why?
Steve Goodman
Michigan’s Integrated Behavior and Learning Initiative (MiBLSi)
miblsi.cenmi.org
4th Annual North Dakota RTI Conference
Fargo, North Dakota
June 16, 2014
9:15 – 11:30

2. Presentation Description
Integration of supporting students around behavior and academics is gaining more attention as schools implement programs involving Response to Intervention. Integrated behavior and academic support models share common components that include: (a) team approach, (b) focus on evidence-based practices that are implemented with fidelity, (c) progress monitoring and, (d) using data to make decisions to improve student outcomes. This session describes the logic for integration of behavior and academics in a Response to Intervention model. Key features of an integrated schoolwide model will be discussed. Examples of implementation, systems of supports and outcomes will be provided.

3. Objectives/Goals of Session:
Participants will better understand the critical features of an integrated behavior and reading MTSS model
Participants will better understand why an integrated approach can be advantageous over separate behavior and reading systems

4. The Model

5. Moving Upstream: A Story of Prevention and Intervention

6. In a small town, a group of fishermen gathered down at the river
In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

7. Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

8. In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

9. She replied, “It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge”.

10. Continuum of Behavior Supports
Intensive Intervention
For few students
Targeted Intervention
For some students
Universal Prevention
For all students
As the magnitude of the problem increases….
The required resources to address the problem increases
The need to enhance environmental structures increases
The frequency for collecting and acting upon information increases
All students in school

11. Student Profile: Eddie
Reading
Social
Behavior
Social Studies
Science
Math
NOTICE GREEN GOES IS FOR “ALL”
Art
Phys. Ed.
Student Profile: Eddie

12. Academic OR Behavior Support Systems
National Center on Positive Behavioral Interventions and Supports directly supports over 18,000 U.S. schools in implementing PBIS (Sugai, 2012, October).
68% of schools are in some stage of district- wide RTI implementation, with 24% stating that RTI was part of their typical practices (GlobalScholar, 2011).
Considering that many schools also implement PBIS in absence of formal Center support, we conservatively estimate that at least 1 in 5 schools in the U.S. are implementing PBIS
However, most schools reported implementing RTI only for reading and only at the elementary level. In that survey, 51% of elementary schools reported full implementation of RTI for reading, and 20% reported full implementation of RTI for behavior. In secondary schools, 13% reported full implementation in reading, and 8% reported full implementation for behavior. With all of these schools implementing one or both of these approaches, it is difficult to identify any other comprehensive school reform initiatives in this day and age that are in use in so many schools.

13. Difference in Academic or Behavior Approaches to Multi-Tiered Systems
Terminology
Tier II: Strategic
Tier II: Targeted
Sp. Ed. eligibility determination
RtI- referenced in IDEA No
Reference group
Broader standard
Local Context

14. Multi-Tiered System of Supports (MTSS)
MTSS is a framework to provide all students with the best opportunities to succeed academically and behaviorally in school. MTSS focuses on providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals. Data are used to allocate resources to improve student learning and support staff implementation of effective practices.

15. Core Features of MTSS (Sugai & Horner, 2009)
Interventions that are supported by scientifically based research.
Interventions that are organized along a tiered continuum that increases in intensity (e.g., frequency, duration, individualization, specialized supports, etc.)
Standardized problem-solving protocol for assessment and instructional decision making.
Explicit data-based decision rules for assessing student progress and making instructional and intervention adjustments.
Emphasis on assessing and ensuring implementation integrity.
Regular and systemic screening for early identification of students whose performance is not responsive to instruction.

16. Parallel vs. Integrated Systems of Behavior and Reading Support
Parallel Systems
Integrated Systems

17. Behavior and Reading 3-Tier Model
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Of longer duration
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Universal Interventions
All students
Preventive, proactive
Universal Interventions
All settings, all students
Preventive, proactive
80-90%
80-90%
Academic Systems
Behavioral Systems
Cir. 2003

18. Behavior and Reading 3-Tier Model
Intensive Intervention
Individualized, functional
assessment, highly specific
Reading
Universal Intervention
Core Instruction,
all students
Preventive
1-5%
Targeted Intervention
Supplemental, some
students, reduce risk
7-15%
80%
Implementing a school wide model for student success can be conceptualized using this multi-tiered framework across the behavior or reading domain. Recent research suggests that a research based core instructional program, if implemented well, should be effective for about 80% of all students in the building. This is the first tier of intervention referred to as universal intervention, because it includes all students. The best universal intervention will address the needs of most, but not all. Some students will need additional support and practice. The second tier of intervention is referred to as targeted intervention and is usually appropriate for a smaller portion of students with some risk. The goal of this intervention is to reduce or eliminate this risk. Usually this tier of intervention is short term, maybe weeks, and it focuses on specific skills. The third tier of intervention is referred to as intensive intervention. Like the medical model, these students have an immediate and intense need. The intervention is highly specific, requires frequent monitoring and is individualized. Students with this level of need may require several months or years of intervention.
Behavior
Cir. 2006 8

19. Parallel Systems to Integrated Systems
of Academic and Behavior Supports
Given these economic times, schools are required to “do more with less”
It may be necessary and more efficient to have a single, integrated system of supports vs. separate, parallel systems
Academic Supports
Educational Supports
Behavior Supports
Cir. 2011

20. Examples of Behavior and Reading Practices
Intensive Intervention
Behavior
Individualized, functional assessment based behavior support plan
Reading
Scott Foresman Early Reading Intervention
Reading Mastery
Corrective Reading
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
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
Continuum of Supports

21. Systems of Academic and Behavior Practices

22. Why Integrate Academic and Behavior Systems?
Academic and Behavior MTSS systems share elements of quality instruction and effective systems change principles
(McIntosh, Goodman, & Bohanon, 2010; Stollar, Poth, Curtis, & Cohen, 2006)
Use these shared elements to make a more cohesive system

23. Similarities in Academic or Behavior Approaches to Multi-Tiered Systems
Focus on prevention of problems
Supports for all students (intensity based on need)
Instructional focus on skill development necessary for success in school and beyond
Commitment to evidence-base practices
Use of teams to coordinate and manage implementation as whole school initiative
Use of data for selecting and modifying interventions
Reading and behavior are foundational/pivotal skills that effect all other academic domains

24. Why is Integration Important?
Strong relationship between academic and behavior skills
Quality instruction can reduce student engagement in problem behaviors (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)
Implementation of schoolwide positive behavior support leads to increased academic time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)
Sanford (2006)
Explicit instruction
Frequent opportunities to respond
Appropriate placement (95% correct in text)
Preciado, Horner, Baker (2009)
Teaching decoding skills
Review/Preview of grade level story
Review 2-3 key vocabulary words in the story
Review directions and help student complete the next day’s reading independent task
Teach student how to ask for a break from task
Teach student how to ask for peer or adult assistance to complete a reading task
Amanda Sanford- Dissertation
The effects of function-based literacy instruction on problem behavior and reading growth
by Sanford, Amanda Kathleen Connor, Ph.D., University of Oregon, 2006, 155 pages; AAT
Abstract (Summary)
There are an alarming number of students who struggle with reading difficulties and antisocial behavior. In fact, reading difficulties and antisocial behavior are two of the strongest predictors of later life success or failure (Walker & Shinn, 2002). Prevention of reading difficulties and antisocial behavior begins with effective interventions that focus on both academic and behavioral features of instruction. This study examined the effects of function-based literacy instruction on student problem behavior and reading acquisition. Function-based literacy instruction is instruction that aims to (a) increase students' literacy skills, and (b) reduce presentation of aversive academic tasks that occasion problem behavior in the classroom. The study found that there is a functional relationship between implementation of function-based literacy instruction that is (a) effective and (b) at students' appropriate instructional level and reduced levels of disengaged problem behavior for second and third grade students who engaged in escape-maintained problem behavior during reading instruction. Data were inconclusive with respect to the relationship between function-based literacy instruction and reading growth. Implications and future directions for research are discussed.
Jorge Preciado- Dissertation
Using a function-based approach to decrease problem behaviors and increase reading academic engagement for Latino English language learners
by Preciado, Jorge A., Ph.D., University of Oregon, 2006, 136 pages; AAT
This study evaluates the effectiveness of a function-based intervention to improve behavior and academic reading outcomes for Latino English Language Learners (ELLs) who demonstrate escape maintained problem behaviors. The participants, four Latino ELLs in an elementary school general education setting (i.e., 2 nd , 3 rd , and 4 th grade), were directly observed over a 14-week period. Indirect teacher interviews along with archival reviews were conducted to establish a hypothesis statement regarding function of problem behavior. A functional analysis was implemented to determine and verify the function of problem behavior (e.g., escape-maintained). A single subject multiple baseline across participants design was used to document the relationship between reduction in problem behavior and implementation of a Language Matched Intervention Priming. The intervention involved daily mentoring by a bi-lingual mentor who (a) reviewed the lesson for the next day, (b) taught vocabulary associated with the next day lesson, and (c) reviewed the instructions for reading learning activity assignment for the next day. Results documented a functional relationship between implementation of the intervention and reduction in problem behavior.
This version was published on February 1, 2009
The Journal of Special Education, Vol. 42, No. 4, (2009)
DOI: /
Using a Function-Based Approach to Decrease Problem Behaviors and Increase Academic Engagement for Latino English Language Learners
Jorge A. Preciado
University of Oregon, Eugene,
Robert H. Horner
University of Oregon, Eugene
Scott K. Baker
This study evaluates the effectiveness of a function-based intervention to improve behavior and reading outcomes for Latino English language learners (ELLs). The participants, four Latino ELLs in an elementary school general education setting, were directly observed over a 14-week period. Functional behavioral assessment via teacher interviews and archival reviews were conducted to establish a hypothesis regarding the maintaining function of students' problem behavior. A functional analysis was conducted to verify the function of students' problem behavior, and a single-subject, multiple-baseline, across-subjects design was used to document the relationship between reduction in problem behavior and implementation of language-matched instructional priming. Results documented a functional relationship between intervention and reduction of problem behavior.

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

26. MiBLSi Schools and Reading MEAP: Average Total Office Discipline Referrals per 100 Students per Day
State average on MEAP is 82% proficiency per school on Fall 2005 assessments

27. 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
State Board of Education

28. Academic skill deficit model
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’s academic skills do not improve
Student engages in problem behavior
McIntosh, K. (2008) Further analyses of relations between reading skills and problem behaviour. DIBELS Summit.
Many students struggle academically and exhibit problem behaviors.
Some students will misbehave because they “won’t do it,”
Others will misbehavior because they try and “can’t do it.”
Social behaviour deficit model
Social skills problems may lead to academic problems (Dishion, French, & Patterson, 1995; Hinshaw, 1992; Reid and Patterson, 1991; Wehby, Lane, & Falk, 2003)
Academic skill deficit model
Academic problems may lead to behavior problems (Lee et al., 1999; Roberts et al.,2001)
Student escapes academic task
Teacher removes academic task or removes student

29. Distribution of Elementary Reading Intervention Level a Michigan Example (based on DIBELS assessment)
(n = 4074)
(n = 201)
24%
56%
33%
24%
Behavior and Reading Federal Grant 2003
Students with 6+ referrals represent 5% of student population in this sample
43%
20%

30. Teams

31. Team Approach in an Integrated Model
Strategic integration- Skills sets of academic and behavior expertise on team.
Team reviews both academic and behavior data
Team supports integrated academic and behavior practices
Team helps to ensure that the interactive function of student academic and behavior need is being addressed
Not everyone needs to be an expert in both content areas

32. Example Teams in an Integrated Model
Level
Purpose
Whole School: addressed by School Leadership Team
Focus on ALL students in school with emphasis on Prevention
Coordinate and manage schoolwide (integrated) interventions
Support schoolwide staff to implement integrated practices
Review academic and behavior data at schoolwide level and adjust schoolwide plan for improving student outcomes
Grade Level addressed by grade level team
Focus on “most” students within the grade level with a primary emphasis on both Prevention and Intervention
Coordinate and manage grade level interventions in an integrated model linked to assessment results
Support grade level staff to implement integrated practices
Review academic and behavior data at grade level to and adjust grade level practices aligned within schoolwide plan for improving student outcomes
Individual Student addressed by student assistance/child study team
Focus on specific students within the school who are having difficulty (emphasis on Intervention)
Coordinate and manage individual student interventions in an integrated model linked to assessment results
Provide individual student problem solving within the implementation of an integrated model
Review academic and behavior data for students and adjust individual student support plan to improving student outcomes
Support grade level staff (e.g., peer coaching, grade level problem solving) to implement integrated academic and behavior practices

33. Use of Data

34. Data Collection Differences
Data tools and processes are not typically integrated, they are designed and validated to work as separate units.
Academic
Direct measurement
Benchmarks
Increase acquisition
Periodic measures
Behavior
Indirect measurement
Decrease behavior errors
Continuous measures
The tools themselves (e.g., assessments, measures, tests) are not necessarily integrated, because they have often been designed and validated to work as separate units.
. Being able to look at all of the available data for a school, groups of students, and individual students is much more effective because it widens the universe of interventions and strategies.
Academic data-
Direct measurement (Curriculum-Based Measures)
Benchmarks and identified trajectories (measure focus on increasing accurate behavior)
Periodic measures
PBIS-
Indirect measurement (office discipline referrals, teacher rating of behavior)
Measures focus decreasing behavior errors)
Continuous measures

35. Focus of Integrating Academic and Behavior Data Collection and Analysis
Efficiency- the ideas and principles behind data collection and use for decision making are identical.
Effectiveness- utilizing both having academic and behavior data leads to better decisions in each domain.
The tools themselves (e.g., assessments, measures, tests) are not necessarily integrated, because they have often been designed and validated to work as separate units.
. Being able to look at all of the available data for a school, groups of students, and individual students is much more effective because it widens the universe of interventions and strategies.

36. Interaction of Behavior and Academics
At the classroom level

37. Looking at Julia’s data
Problem solving from an individual student level to systems level 37

38. 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)
I would like us to begin by taking a look at this graph. This is a Kindergarten class report of student performance on a CBM of phoneme segmentation. Segmentation is a component skill of Phonemic Awareness, which is highly predictive of later reading success. The grey bar is the goal. It is recommended that all students reach this target by the end of Kindergarten, 35 segments per minute. The red bars represent the students skills in January, and the blue bar represents the students skills in May. Student names run along the bottom of the graph. 38 38

39. End of Year goal is to demonstrate this skill at
35 phonemes per minute (grey area)
And now… the rest of the class.
What does this information tell you about Julia’s needs and the needs of her classmates?
Now that you see Julia in the context of the whole class, how does this information change supports for Julia? Her classmates?
I would like us to begin by taking a look at this graph. This is a Kindergarten class report of student performance on a CBM of phoneme segmentation. Segmentation is a component skill of Phonemic Awareness, which is highly predictive of later reading success. The grey bar is the goal. It is recommended that all students reach this target by the end of Kindergarten, 35 segments per minute. The red bars represent the students skills in January, and the blue bar represents the students skills in May. Student names run along the bottom of the graph. 39 39

40. Same building, same grade, different teacher
This is another kindergarten classroom in the building. Let me ask you, if you were a building administrator, or on your school improvement team, would this information be helpful to you? Would it make a difference in how you might support the two teachers? If you are a special educator and you had access to this class report, how would you feel about this student being referred for consultation. How would you feel about this student being referred for consultation (other chart second from the end). Would having this information make you feel more comfortable about assessing the fidelity of the initial instruction? About assessing the needs of the student?
Having information like this on each and all students in a school building is the foundational principle of our work with schools. Our primary goal is to establish a school culture in which student performance data drives instructional decision making at all levels of school operation school wide, grade level, class level and individual student level. This process is ongoing and responsive, within and across school years.
Does this information change how you might support Julia? Her classmates? 40

41. 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 is the difference between these two classes?
A. More students are engaged in multiple incidents of problem behavior with Teacher A (further analysis indicates that the rate of problem behavior is consistent across the school year- not just at the beginning of the year)
What does this information tell you about Julia’s needs and the needs of her classmates?

42. Integration at Universal Supports Level
Integrated thinking- we approach providing of academic and behavior supports in similar manner
Smarter integration- when it makes sense based on student need
Provide academic interventions with behavior support components or behavior interventions with academic supports

43. Integrated Practices at Universal Level (Tier I Supports)

44. Reading Support Behavior Support Shared
Specific behavior interventions
Collecting and acting on behavior specific data (though reading behavior is used as assessments (both fidelity and student outcomes)
PBIS framework used for individualized school program materials
Allocated time initial learning and review of expectations
Indirect link to high stakes test
Indirect importance as indicated through high stakes testing
Teachers provided inservice training
Specific Reading interventions
Collecting and acting on specific reading assessments (both fidelity and student outcomes)
Utilize published curricula selected by school or district
Allocated instructional time as component of daily schedule
Direct link to high stakes test
Direct importance as indicated through high stakes testing
Teacher provided training a preservice
Scientifically-based interventions
Continuum of supports with increased intensity based on need
Standardized problem solving protocol for assessment and intervention selection
Data-based decision rules for progress monitoring and program adjustments
Assess and ensure implementation fidelity
Screening for early identification for MTSS
Embedded in school improvement
Use of Team Approach

45. Common strategies of good instruction apply to both academic/behavior
Good instruction reduces problem behavior and good behavior support provides for instructional environments more conducive to learning
Universal Prevention
Big Ideas
Conspicuous Strategies
Mediated Scaffolding
Strategic Integration
Primed Background Knowledge
Judicious Review
Use common strategies of good instruction apply to both academic/behavior (focus on the conditions of teaching)
Big Ideas (big 5 reading, 3-5 behavior expectations)
Conspicuous Strategies (explicit teaching)
Mediated Scaffolding (prompting/fading prompts)
Strategic Integration (new context, new content)
Primed Background Knowledge (prerequisite skills e.g., vocabulary, concept formation)
Judicious Review (planful and periodic)
Continuum of Supports

46. 
Your Turn
How might you explain the value of integrating behavior supports with academic supports to you colleague back at school?

47. Integrated Practices at Tiers II – III of Support

48. Possibilities of Behavior/Academic Concerns around function of problem
Behavior Problems
Interrelated Behavior and Academic Problems
Academic Problems
Integrated Function: 1)Team Approach, 2) Universal Screening, 3) Evidence-Based Practices, 4) Progress Monitoring, 5) Data-Based Decisions
Example:
Behavior Problems- student pushes another to get favorite swing on playground
Academic Problems- student has difficulty with long division
Interrelated Behavior and Academic- student engages in inappropriate language to escape reading task and is reading below grade level
Non related Behavior and Academic Problem- student engages in bullying to get attention from peers, also student has difficulty reading
Nonrelated Behavior and Academic Problems

49. Integrated tier II supports for interrelated behavior and academic problems
Shorter program/intervention duration
Match to focus of student need
Small group instruction/intervention
Grouping students with similar needs
Moderate acute difficulties for academic and/or behavior

50. Possible Integrated Tier II Interventions for…
Students who seek adult attention during the instructional period.
Students who engage in problem behavior to seek peer attention during the instructional period.
Students who engage in problem behavior to escape or avoid academic instruction due to academic skill deficits.
Students who engage in problem behavior to escape working with adults or students during academic instruction.
Students with deficits in academic facilitative behaviors lead to behavior problems during instruction.

51. Students who seek adult attention during the instructional period
Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on obtaining adult attention
Provide increased opportunities for student responding and feedback from instructor
Arrange the instructional environment so that appropriate adult seeking attention is easy and not disruptive to others (“Help tent” for independent work)

52. Students who engage in problem behavior to seek peer attention during the instructional period
Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on obtaining peer attention
Provide increased opportunities for peer mediated instruction
Arrange the instructional environment so that appropriate peer seeking attention is easy and not disruptive to others proximity of students with monitoring of instructor

53. Students who engage in problem behavior to escape or avoid academic instruction due to academic skill deficits
Develop skills in deficit, provide instruction at student success level
Provide more practice in deficit area
Check in- Check out

54. 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

55. Students who engage in problem behavior to escape working with adults or students during academic instruction
Provide opportunity for independent structured instruction (programed instruction, computer assisted instruction)

56. Students with deficits in academic facilitative behaviors lead to behavior problems during instruction
Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on appropriate classroom behaviors
Teach specific facilitative responses such as attending, organization skills, engagement strategies

57. Evidence Based Practices in Classroom Management
Maximize structure and predictability.
Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
Ask: What about this looks similar to the evidence-based practices in SW PBIS you have already been working on?
Click once, the red boxes will appear around familiar concepts.
Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31,

58. 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

59. 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
Can’t do vs. Won’t Do
Reading CBM (DIBELS/AIMSWeb)
Provide more practice/opportunities to respond
Coral responses
Partner responses
Written responses
“Randomly” call on students w/group discussion
Provide remedial/accelerated instruction (evidence-based practices and materials)

60. Your Turn Take a moment to discuss with a colleague
Your Turn
Take a moment to discuss with a colleague
How would you explain to your staff the logic that you might address “at risk” problem behavior through reading instruction?
Are there too many rules, can you remember all these, are they positive

61. Integrated tier III supports for behavior and reading
Individualized instruction
Based on functional assessment
For chronic problems

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

63. 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

64. Functional Assessment of Behavior and Academics
To obtain
Objects/activities
Attention from peers
Attention from adults
To Escape/avoid
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

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

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

67. Demonstration Behavior Data from School-Wide Information System: Eddie
Problems in Classroom

68. Demonstration Behavior Data from School-Wide Information System: Eddie

69. Demonstration Behavior Data from School-Wide Information System: Eddie
Avoid Task
Avoid Adult

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

71. Demonstration Reading Data: DIBELS Class Progress Report
Eddie

72. Demonstration Reading Data for Eddie: Low Accuracy/Low Rate
saw
company
pressed
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, 24
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
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 felt 115
pretty silly, but that was what the book said to do. 126
Accuracy: ________________ I
four
tims I
important
book
doctor
company
long
some
important
work
that
41/57 = 71.9%

73. Example: Individual Student Report for Eddie
Eddie Williams
Example: Individual Student Report for Eddie
Phonemic Awareness
Alphabetic Principle
Deficit in Prerequisite Skills (below goal)
Vocabulary
Fluency and Comprehension
Deficit in Target Skills (below goal) 73

74. 
Your Turn
What existing behavior academic information do you currently use to develop support plans within your school?
Are there too many rules, can you remember all these, are they positive

75. Consequences strengthened through Universal Supports
The Competing Pathways chart for our friend Eddie
Desired
Alternative
Do work successfully
w/o complaints
Typical
Consequence
Told “good job”
Grades
Consequences strengthened through Universal Supports
Strengthened through Core Program
What we want
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.

76. The Competing Pathways chart for our friend Eddie
Desired
Alternative
Typical
Consequence
Told “good job”
Grades
Do work successfully
w/o complaints
What we got
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
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.

77. The Competing Pathways chart for our friend Eddie
Desired
Alternative
Typical
Consequence
Told “good job”
Grades
Do work successfully
w/o complaints
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Reading curriculum that is at frustration level
Asked to complete reading assignment
Argues, threatens
uses profanity
Remove from
class
Avoid task
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.
Acceptable
Alternative
Ask for break, ask for help
What we could put up with (for now)

78. Reading curriculum that is at frustration level
Desired
Alternative
Typical
Consequence
Told “good job”
Grades
Do work successfully
w/o complaints
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Reading curriculum that is at frustration level
Asked to complete reading assignment
Argues, threatens
uses profanity
Remove from
class
Avoid task
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.
Acceptable
Alternative
Ask for break, ask for help

79. Academic Skill Development
The Competing Pathways chart for our friend Eddie
Desired
Alternative
Typical
Consequence
Told “good job”
Grades
Do work successfully
w/o complaints
What we need to do
Academic Skill Development
Reading: decoding skills
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Reading curriculum that is at frustration level
Asked to complete reading assignment
Argues, threatens
uses profanity
Remove from
class
Avoid task
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.
Acceptable
Alternative
Ask for break, ask for help

80. Academic Skill Development
The Competing Pathways chart for our friend Eddie
Desired
Alternative
Typical
Consequence
Told “good job”
Grades
Do work successfully
w/o complaints
Academic Skill Development
Reading: decoding skills
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Reading curriculum that is at frustration level
Asked to complete reading assignment
Argues, threatens
uses profanity
Remove from
class
Avoid task
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.
Acceptable
Alternative
Ask for break, ask for help

81. Academic Skill Development
Desired
Alternative
Typical
Consequence
Told “good job”
Grades
Do work successfully
w/o complaints
Academic Skill Development
Reading: decoding skills
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Reading curriculum that is at frustration level
Asked to complete reading assignment
Argues, threatens
uses profanity
Remove from
class
Avoid task
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.
Acceptable
Alternative
Ask for break, ask for help

82. Strategies that are contraindicated
Provide opportunity for escape but without addressing academic deficit
Provide extra dose of academic intervention but at a level that is not successful for student and will not address need for skill development

83. Brainstorm Possible Interventions for Eddie
Setting Event
Strategies
Antecedent
Strategies
Teaching Strategies
Consequence
Strategies
Behavior Skills Strategies
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
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
Teach alternatives to problem behavior:
1. Ask for break
2. Ask for help
Academic Skills Strategies
Teach general academic skill development
Teach problem-solving skills
After developing an intervention pathway– make sure your plan has the three intervention components:
Prevention – make the behavior irrelevant
Change the environment so it’s not necessary
Teaching – make the behavior inefficient
Teach a replacement skill that works better
Managing Function/Consequence – make the behavior ineffective
Remove reinforcement of the problem behavior
Maximize reinforcement of the replacement behavior
Preventative: What environmental adjustments will be used to make the student’s problem behavior unnecessary?
Educative: What behaviors (skills) will be taught to replace or meet the same function as the student’s problem behavior and improve his or her ability to function more effectively?
Functional: How will consequences be managed to insure the student receives reinforcers for positive behavior, not problem behavior?

84. Setting Event
Strategies
Antecedent
Strategies
Teaching Strategies
Consequence
Strategies
Behavior Skills Strategies
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
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
Teach alternatives to problem behavior:
1. Ask for break
2. Ask for help
Academic Skills Strategies
Teach general academic skill development
Teach problem-solving skills
After developing an intervention pathway– make sure your plan has the three intervention components:
Prevention – make the behavior irrelevant
Change the environment so it’s not necessary
Teaching – make the behavior inefficient
Teach a replacement skill that works better
Managing Function/Consequence – make the behavior ineffective
Remove reinforcement of the problem behavior
Maximize reinforcement of the replacement behavior
Preventative: What environmental adjustments will be used to make the student’s problem behavior unnecessary?
Educative: What behaviors (skills) will be taught to replace or meet the same function as the student’s problem behavior and improve his or her ability to function more effectively?
Functional: How will consequences be managed to insure the student receives reinforcers for positive behavior, not problem behavior?

85. Narrowing down the strategies
Consider:
Likelihood of successful outcome
Resources available? (cost, time, materials, staff)
Smallest change to create the biggest change
Likelihood of plan being implemented
A plan that a little bit weaker but IS implemented well, is better than a very strong plan that won’t be implemented at all.

86. Action Plan for Intervention Strategies
Task
Person Responsible
By When
Reading assessment and curriculum individualization to develop decoding skills
Reading resource teacher
Two weeks- 3/16/10
Provide explicit instruction in decoding skills
Begin 3/28/10
Role-play how to make appropriate requests for help
Social worker
By 3/10/10
Design behavior card and “coupon” reinforcement/feedback system. Communicate to all relevant adults how the behavior card will be used
School psychologist
By 3/21/10
Allow Eddie to earn “coupons” to trade in at school store or for 5 minutes of art time as a reward for appropriate behavior throughout a class period
Teacher
Explain support plan to student
3/21/10

87. Evaluation Plan Behavioral goal Short term Long Term
Evaluation procedures
Data to be collected
Review Date

88. Eddie’s Evaluation Procedures
Data to be Collected
Procedures for Data Collection
Person responsible
When
Daily report on whether or not he met his two behavior card goals during each class period
Daily behavior report card. Make sure all staff (e.g., homeroom teacher, music teacher, etc.) understand purpose and use card consistently. Teacher responsible for filling out card on daily basis. Report data to team on Behavior Support Plan Chart.
School psychologist initiates and monitors
Begin immediately; continue at least to first review period.
Major discipline referrals
Major discipline referrals are entered into SWIS. Reports are generated prior to each progress review period
Office secretary enters SWIS data and generate reports
SWIS entered on regular basis
Decoding
Weekly progress monitoring on decoding probes
Classroom teacher
Weekly 1-minute assessments
Are reading skills improving?
Is appropriate behavior increasing?
Is problem behavior decreasing?

89. Progress Monitoring Academics: Decodingx x

90. This is fictional data used to illustrate that we need to monitor progress and make changes to ensure success

91. 
Your Turn
Please describe your school’s process to identify specific contributing factors to academic/behavior problems?
Are these integrated or separate processes?
Team time: 10 minutes

92. 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.

93. Supporting Social Competence and
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
This is our first fridge magnet – a big idea description of PBIS – Outcomes are at the top of this figure – we cannot lose sight of the fact that schools are in business to provide academic achievement, and to give our students the social and academic skills that they need to be successful in our society.
Second MANTRA – DATA is your friend
And the PRACTICES are what are in place to support their behavior, such as the direct teaching of the expectations, an acknowledgement system, the reinforcements, a continuum of responses/consequences for inappropriate behavior, keeping in mind that each and every acknowledgement of successful accomplishment of the expectation, is a positive interaction between and adult and a child in our schools.
To make this work we have SYSTEMS that will support their behavior – systems such as the establishment of an effective team with regularly scheduled meetings, an evaluation strategy, funding, 3-5 positively stated behavioral expectations, a system to directly teach those behaviors, teach what those behaviors look like in the different settings, systems such as tangible (easy to use for the faculty) acknowledgments for successful completion of the tasks, and coaching.
PRACTICES
Supporting
Student Behavior

94. Consider Fidelity of Implementation
Are we implementing the practices correctly and consistently over time?
Students cannot benefit from interventions they do not experience!
from Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

95. Focus on Implementing with Fidelity using Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08
Decrease 14.6%
Increase 8%

96. Average MEAP Reading Scores and fidelity in PBIS implementation based on Benchmarks of Quality (Sample data from MiBLSi)
State Average
Comparing Median MEAP Reading Scores for Schools in Cohorts That Met/Did Not Meet BOQ Criteria (70%) for Elementary schools. State average is 82.75% proficient or above

97. Integrated Systems of Behavior and Academic Support
Given these economic times, schools are required to “do more with less”
It may be necessary and more efficient to have a single, integrated system of supports vs. separate, parallel systems
Incorporate academic and behavior into school improvement process

98. Why is Integration Important?
Combined systems are more effective (Stewart, Benner, Martella, & Marchand-Martella, 2007)
Seamless supports as opposed to separate systems
Reduced siloed responsibility
Combined systems are more effective
Stewart, Benner, Martella, & Marchand-Martella, 2007
Seamless supports as opposed to separate systems
Students less likely to fall through the cracks (when moderate problems might occur in both academic and behavior domains)
Reduced siloed responsibility
Strong relationship between academic and behavior skills
Quality instruction can reduce student engagement in problem behaviors
Implementation of schoolwide positive behavior support leads to increased academic time and enhanced academic outcomes
Integrated approaches may be more sustainable
Less competition cross content area initiatives
Capacity building of educator skills in one MTSS area can be applied in other areas of MTSS (data analysis, problem solving, etc.)

99. Why is Integration Important?
Integrated approaches may be more sustainable
Less competition cross content area initiatives
Capacity building of educator skills in one MTSS area can be applied in other areas of MTSS (data analysis, problem solving, etc.)

100. When we try to pick out anything by itself, we find that it is hitched to everything else in the universe
- John Muir
Use this slide as a segue into the fact that student behavior is a part of the school system as a whole and we need our school-wide and strategic in place because if we just constantly focus on the kids at the top of the triangle, we will just be putting out fires and not affecting the system. There is not enough man-power to just work student-by-student.