Transcript MiBLSi – PBS Big Ideas

Implementing MTSS – A Blended
Approach: What & Why?
Steve Goodman
Michigan’s Integrated Behavior and Learning Initiative (MiBLSi)
[email protected]
miblsi.cenmi.org
4th Annual North Dakota RTI Conference
Fargo, North Dakota
June 16, 2014
9:15 – 11:30
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 evidencebased 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.
Objectives/Goals of Session:
1. Participants will better understand the
critical features of an integrated
behavior and reading MTSS model
2. Participants will better understand why
an integrated approach can be
advantageous over separate behavior
and reading systems
3
The Model
Moving Upstream:
A Story of Prevention and Intervention
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.
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.
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?”
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”.
Continuum of Behavior Supports
Intensive Intervention
For few students
Universal Prevention
For all students
Targeted Intervention
For some students
All students in school
Reading
Social
Behavior
Social
Studies
Science
Math
Art
Phys. Ed.
Student Profile: Eddie
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 districtwide RTI implementation, with 24% stating
that RTI was part of their typical practices
(GlobalScholar, 2011).
Difference in Academic or Behavior
Approaches to Multi-Tiered Systems
Academic
Behavior
Terminology
Tier II: Strategic
Tier II: Targeted
Sp. Ed. eligibility
determination
RtI- referenced in
IDEA
No
Reference group
Broader standard
Local Context
13
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.
14
Core Features of MTSS
(Sugai & Horner, 2009)
1. Interventions that are supported by scientifically based
research.
2. Interventions that are organized along a tiered
continuum that increases in intensity (e.g., frequency,
duration, individualization, specialized supports, etc.)
3. Standardized problem-solving protocol for assessment
and instructional decision making.
4. Explicit data-based decision rules for assessing student
progress and making instructional and intervention
adjustments.
5. Emphasis on assessing and ensuring implementation
integrity.
6. Regular and systemic screening for early identification
of students whose performance is not responsive to
instruction.
Parallel vs. Integrated Systems of
Behavior and Reading Support
Parallel Systems
Integrated Systems
Behavior and Reading 3-Tier Model
Intensive, Individual Interventions
•Individual Students
•Assessment-based
1-5%
•High Intensity
•Of longer duration
Targeted Group Interventions
•Some students (at-risk)
5-10%
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Academic Systems
Cir. 2003
80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Behavioral Systems
Behavior and Reading 3-Tier Model
Intensive Intervention
Individualized, functional
assessment, highly specific
1-5%
7-15%
Universal Intervention
Core Instruction,
all students
Preventive
Targeted Intervention
Supplemental, some
students, reduce risk
80%
Behavior Reading
Cir. 2006
Parallel Systems to Integrated Systems
of Academic and Behavior Supports
Academic Supports Educational Supports Behavior Supports
Cir. 2011
Examples of Behavior and Reading Practices
Intensive Intervention
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
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
Continuum of Supports
Systems of Academic and
Behavior Practices
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
22
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
23
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)
24
Proficiency on 4th Grade and Percent of
Major Discipline Referrals from Classroom:
132 Elementary Schools
Percent of Students Proficent
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Schools with <50% Major
Discipline Referrals from
Classroom
Schools with >50% Major
Discipline Referrals from
Classroom
MiBLSi Schools and Reading MEAP:
Average Total Office Discipline Referrals per
100 Students per Day
Average Major Discipline Referrals
per 100 Students per Day
1.40
1.20
1.00
0.80
0.60
0.40
0.20
0.00
Schools Performing at or above MEAP State
Avg. (n=46)
Schools Performing below MEAP State Avg.
(n=43)
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
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
Not sure…
problems?
Student engages
Student’s academic
Probably
a combination
of bothin problem
skills do not
improve
or
behavior
Behavior problems lead to academic
problems?
Student escapes
academic task
Teacher removes
academic task or
removes student
Distribution of Elementary Reading Intervention Level
a Michigan Example (based on DIBELS assessment)
(n = 4074)
(n = 201)
24%
56%
33%
24%
43%
20%
Teams
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
31
Example Teams in an Integrated Model
Level
Purpose
Whole
School:
addressed
by School
Leadership
Team
•
•
•
•
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
• 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
32
an integrated model
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
Use of Data
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
34
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.
35
Interaction of Behavior and
Academics
• At the classroom level
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
What does this information tell you about Julia’s
child’s progress on the end of year goal/skill?
needs?
(remember she is only in Kindergarten)
End of Year goal is to demonstrate this skill at
35 phonemes per minute (grey area)
Now that you see Julia in the context of the whole
What does this information tell you about Julia’s
now…
the rest of the
class.supports
class, howAnd
does
this information
change
needs and the needs of her classmates?
for Julia? Her classmates?
Same building, same grade, different teacher
Does this information change how you might
support Julia? Her classmates?
11
10
9
8
7
6
5
4
3
2
1
0
4 336
2 566
7 825
4 278
9 697
2 181
9 726
4 318
7 889
2 324
4 280
3 834
6 366
Julia’s class
Students
11
10
9
8
7
6
5
4
3
2
1
0
Students
8 6 84
8 7 50
8 7 77
3 2 31
2 8 11
5 1 49
7 8 16
Same building, same
grade, different teacher
6 5 42
What does this
information tell you
about Julia’s
needs and the
needs of her
classmates?
Major Discipline Referrals
Does this
information change
how you might
support Julia? Her
classmates?
Major Discipline Referrals
Major discipline
referrals per student
per class
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
42
Integrated Practices at Universal
Level (Tier I Supports)
Reading Support
Behavior Support
• Specific behavior
Shared
• 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
•
•
•
•
•
•
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
Common strategies of good instruction
apply to both academic/behavior
Universal Prevention
•Big Ideas
•Conspicuous Strategies
•Mediated Scaffolding
•Strategic Integration
•Primed Background
Knowledge
•Judicious Review
Good instruction reduces
problem behavior and
good behavior support
provides for instructional
environments more
conducive to learning
Continuum of Supports
Your Turn
How might you explain the value of
integrating behavior supports with
academic supports to you
colleague back at school?
Integrated Practices at Tiers II –
III of Support
Possibilities of Behavior/Academic Concerns
around function of problem
Behavior
Problems
Nonrelated Behavior and
Academic Problems
Interrelated
Behavior and
Academic
Problems
Academic
Problems
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
Possible Integrated Tier II
Interventions for…
1. Students who seek adult attention during the
instructional period.
2. Students who engage in problem behavior to seek
peer attention during the instructional period.
3. Students who engage in problem behavior to
escape or avoid academic instruction due to
academic skill deficits.
4. Students who engage in problem behavior to
escape working with adults or students during
academic instruction.
5. Students with deficits in academic facilitative
behaviors lead to behavior problems during
instruction.
1. 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)
2. 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
3. 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
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
4. 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)
5. 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
Evidence Based Practices in
Classroom Management
1. Maximize structure and predictability.
2. Post, teach, review, monitor, and reinforce a
small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to
acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond
to inappropriate behavior.
Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008). Evidence-based practices in classroom management:
Considerations for research to practice. Education and Treatment of Children, 31, 351-380.
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
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?
Integrated tier III supports
for behavior and reading
• Individualized instruction
• Based on functional assessment
• For chronic problems
Tier III Support Example: Eddie
• 3rd Grade Student
• Problem: Disruptive and argumentative
*fictional student with fictional data
for illustration of process
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
Academic
To obtain
• Objects/activities
• Attention from peers
• Attention from adults
To Escape/avoid
• Objects/activities
• Attention from peers
• Attention from adults
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
Universal Supports No
implemented with
fidelity?
Improve fidelity of
Universal Supports
Yes
Document previous
strategies
implemented to
address problem
Conduct behavior
functional
assessment
Does behavior
serve to
escape/avoid
academic task?
No
Develop behavior
support plan
Yes
Conduct academic
functional
assessment
Develop integrated
academic and
behavior support
plan
Process: Referral for academic problems
Student is
referred for
Academic
concern
Universal Supports
implemented with
fidelity?
No
Conduct academic
and behavior
functional
assessment
Improve fidelity of
Universal Supports
Develop integrated
academic and
behavior support
plan
Yes
Document previous
strategies
implemented
to address problem
Does student’s
behavior interfere
with learning
opportunities
Yes
No
Conduct academic
functional
assessment
Develop academic
support plan
Demonstration Behavior Data from
School-Wide Information System: Eddie
Problems in
Classroom
Demonstration Behavior Data from
School-Wide Information System: Eddie
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
Demonstration Reading Data: DIBELS Class Progress Report
Class Progress Graph - DIBELS Next
District:
School:
Year:
Grade:
Class:
Need For Support:
Springfield School District
Ellison Elementary
2013-2014
Third Grade
Morrison
Recommended Goals
DIBELS Oral Reading Fluency - Words Correct
Legend
200
Benchmark Goal
123 at End
of Third Grade
175
Scores per period
Beginning
Middle
End
DORF-Words Correct
150
Above Graph Bounds
125
100
Eddie
75
50
25
M., Naeli
S., Katrina
W., Avalon
M., Frederick
N., Olivia
R., Jose
W., Catelynn
S., Morgan
D., DeAndre
E., Anthony
B., Brooklyn
S., Ned
R., Destinee
R., Brooklyn
A., Eddie
B., Tony
M., Terrence
B., Malcolm
K., Conner
0
Demonstration Reading Data for Eddie:
Low Accuracy/Low Rate
I saw
pressed
company
It was a pretty good composition. I felt proud knowing
four tims
I
it was the best one at my school. After I’dI read it five times,
important
I was impatient to start reading it out loud.
book doctor
I followed the book’s directions again. First I read the
long
company
some important
composition out loud without trying to sound impressive, just
that work
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
10
24
33
43
52
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: ________________
41/57 = 71.9%
Example:
Individual Student
Report for Eddie
Deficit in Prerequisite
Skills (below goal)
Eddie
Williams
Phonemic Awareness
Alphabetic Principle
Vocabulary
Fluency and Comprehension
Deficit in Target
Skills (below goal)
73
Your Turn
What existing behavior academic
information do you currently use to
develop support plans within your school?
The Competing
Pathways chart for
our friend Eddie
What we want
Desired
Alternative
Do work
successfully
w/o complaints
Strengthened
through Core
Program
Typical
Consequence
Told “good job”
Grades
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
What we got
Setting Events
Reading
curriculum that
is at frustration
level
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Asked to
complete
reading
assignment
Argues,
threatens
uses profanity
Remove from
class
Avoid task
The Competing
Pathways chart for
our friend Eddie
Setting Events
Reading
curriculum that
is at frustration
level
Desired
Alternative
Do work
successfully
w/o complaints
Typical
Consequence
Told “good job”
Grades
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Asked to
complete
reading
assignment
Argues,
threatens
uses profanity
Remove from
class
Avoid task
What we
could put up
with (for now)
Acceptable
Alternative
Ask for break,
ask for help
Desired
Alternative
Do work
successfully
w/o complaints
Setting Events
Reading
curriculum that
is at frustration
level
Typical
Consequence
Told “good job”
Grades
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Asked to
complete
reading
assignment
Argues,
threatens
uses profanity
Remove from
class
Avoid task
Acceptable
Alternative
Ask for break,
ask for help
The Competing
Pathways chart for
our friend Eddie
What we
need to do
Desired
Alternative
Do work
successfully
w/o complaints
Typical
Consequence
Told “good job”
Grades
Academic Skill
Development
Reading:
decoding skills
Setting Events
Reading
curriculum that
is at frustration
level
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Asked to
complete
reading
assignment
Argues,
threatens
uses profanity
Remove from
class
Avoid task
Acceptable
Alternative
Ask for break,
ask for help
The Competing
Pathways chart for
our friend Eddie
Desired
Alternative
Do work
successfully
w/o complaints
Typical
Consequence
Told “good job”
Grades
Academic Skill
Development
Reading:
decoding skills
Setting Events
Reading
curriculum that
is at frustration
level
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Asked to
complete
reading
assignment
Argues,
threatens
uses profanity
Remove from
class
Avoid task
Acceptable
Alternative
Ask for break,
ask for help
Desired
Alternative
Do work
successfully
w/o complaints
Typical
Consequence
Told “good job”
Grades
Academic Skill
Development
Reading:
decoding skills
Setting Events
Reading
curriculum that
is at frustration
level
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Asked to
complete
reading
assignment
Argues,
threatens
uses profanity
Remove from
class
Avoid task
Acceptable
Alternative
Ask for break,
ask for help
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
Brainstorm Possible Interventions for Eddie
Setting Event
Strategies
Assess if reading
curriculum is at
appropriate levelplace in
appropriate level
Use an intensive
–evidence-based
reading program
(e.g. ,Reading
Mastery,
Corrective
Reading)
Remove peer
audience during
reading time
Antecedent
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
Teaching Strategies
Behavior Skills
Strategies
Teach
alternatives to
problem
behavior:
1. Ask for break
2. Ask for help
Academic Skills
Strategies
Teach general
academic skill
development
Teach problemsolving skills
Consequence
Strategies
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
Setting Event
Strategies
Assess if reading
curriculum is at
appropriate levelplace in
appropriate level
Use an intensive
–evidence-based
reading program
(e.g. ,Reading
Mastery,
Corrective
Reading)
Remove peer
audience during
reading time
Antecedent
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
Teaching Strategies
Behavior Skills
Strategies
Teach
alternatives to
problem
behavior:
1. Ask for break
2. Ask for help
Academic Skills
Strategies
Teach general
academic skill
development
Teach problemsolving skills
Consequence
Strategies
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
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
Action Plan for Intervention Strategies
Task
Person
Responsible
By When
Reading assessment and curriculum
individualization to develop decoding skills
Reading
resource
teacher
2.
Provide explicit instruction in decoding skills
Reading
resource
teacher
Begin 3/28/10
3.
Role-play how to make appropriate requests for
help
Social worker
By 3/10/10
4.
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
1.
5.
6.
Two weeks3/16/10
Allow Eddie to earn “coupons” to trade in at
school store or for 5 minutes of art time as a
Teacher
reward for appropriate behavior throughout a class
period
Begin 3/28/10
Explain support plan to student
3/21/10
Teacher
Evaluation Plan
• Behavioral goal
– Short term
– Long Term
• Evaluation procedures
– Data to be collected
• Review Date
Eddie’s Evaluation Procedures
Data to be
Collected
Daily report on
whether or not
he met his two
behavior card
goals during
each class
period
Person
responsible
Procedures for Data Collection
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
Are reading skills improving?
Is appropriate behavior
increasing?
When
Begin
immediately;
continue at
least to first
review period.
Major discipline Major discipline referrals are
referrals
entered into SWIS. Reports are
generated prior to each progress
review period
Office secretary SWIS entered
enters SWIS
on regular
data and
basis
generate
reports
Decoding
Classroom
teacher
Is problem behavior decreasing?
Weekly progress monitoring on
decoding probes
Weekly 1minute
assessments
Progress Monitoring Academics: Decoding
x
x
Your Turn
• Please describe your school’s process
to identify specific contributing factors to
academic/behavior problems?
• Are these integrated or separate
processes?
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.
Supporting Social Competence and
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
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
Focus on Implementing with Fidelity
using Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08
Average Change in Major Discipline Referrals:
One District Example (13 elementary schools)
10%
5%
Decrease 14.6%
0%
Increase 8%
-5%
-10%
-15%
-20%
Not Met Criteria (< 70) n=5,
range: 41-65
Met Criteria (> 70) n=8, range:
72-94
Average MEAP Reading Scores and fidelity in PBIS
implementation based on Benchmarks of Quality
Average Percent Proficient
(Sample data from MiBLSi)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
State
Average
77%
0 - .69 (Not Met BoQ - 9
Schools)
84%
.70+ (Met BoQ - 18 Schools)
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
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
98
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.)
99
When we try to pick out anything by itself, we find that
it is hitched to everything else in the universe
- John Muir