Transcript Slide 1

Relationship Between Academics and Behavior…..
a New or Perhaps an Old Perspective
Utah Mentor Teacher Academy
March 24, 2011
Ray Beck, Ed.D.
Big Ideas….Agenda
1. Re-examine the relationship between
academics and behavior (UNC Studies)
2. Building and maintaining “fluency” in basic skills
(One-Minute Fluency Series)
3. So You’ve Identified…Aggression, Disruptions,
Off-Task, Non-Compliance, Unprepared, Social
Skills….Now What?
(RIDE: Behavior Intervention Bank)
Connect, Collaborate and Contribute
The Challenge..
From the workshop embed ideas, strategies,
tactics, interventions and practices into an….
“Action Plan”
The Relationship Between Academic
Achievement and Social Behavior
Behavior and Reading Improvement Center
UNC—Charlotte
Five-year study of reading and a behavior support
program
Followed 350 K—2 students
Questions:
– Is there is a correlation between academic achievement and
social behavior?
– Is there is a functional relationship (cause and effect)
between academic achievement and social behavior?
– Is there is a functional relationship (cause and effect)
between reading and behavior problems?
Building Fluency Agenda
What is Fluency?
Why is Fluency so Important
Is there a research-base?
How does Fluency fit with RtI?
How does it work and what are the steps?
–
–
–
–
Screening and Assessment
Interventions
Progress Monitoring
Data-based Decisions
What about “can’t do it…or won’t do it?
What is Fluency?
When we think of “fluency”………
–
–
–
–
–
–
–
Rapid
Quick
Smooth
Effortless
Automatic
With ease
Almost without thinking
Fluency is a combination of…..
ACCURACY
and
SPEED
Why is Fluency in Basic Skills Important?
How We Learn…
Alison Gopnik, NY Times, 1/16/05
Learning…two different things
– The process of guided discovery
Teaching the skill
– Mastering what one discovers
Is made to be second nature, perform the skill
effortlessly and quickly
What makes knowledge automatic is what gets
your to Carnegie Hall----practice, practice, practice
Mastery allows for our abilities to be used for
discovery in the wider world
National Reading Panel Report
April 2000
Five Essential Components of Reading Instruction…
– Phonemic Awareness
– Explicit Phonics
– Vocabulary Development
– Oral Reading Fluency
– Comprehension
National Math Panel Report and
Recommendations
March 2008
…fluency with whole numbers….add & subtract
by 3rd grade”, multiply & divide by 5th grade,
solve problems involving percent, ratio and rate
by 7th grade
…need both automatic recall of math facts and
understanding of big concepts
Math Meltdown..
USA TODAY, Tuesday July 8, 2008
National Mathematics Advisory Panel reports
U.S. students lack a deep understanding of
basic skills
“We have been graduating hundreds of kids who
need a calculator to figure out that 9 x 5 is 45”
“We are ending up with kids in upper level math
courses who do not know how to add, subtract,
multiply and divide, lost when it comes to
fractions”
USA Today - Possible reasons and
recommendations
De-emphasis in memorization in favor of
“conceptional thinking”
There has to be more emphasis on
memorization to get kids to have the ability to
“instantly” recall basic addition, subtraction,
multiplication and division.
STUDENTS WHO ARE FLUENT:
Better retention
Transfer the skill to more complex skills
On-task longer
Better generalization across settings
RTI… and how it fits with the
Fluency idea
A Brief Overview…..
What Is RtI?
Response to Intervention is an assessment and
intervention process for systematically monitoring
student progress and making decisions about the
need for instructional modifications or increasingly
intensified services using progress monitoring data
Johnson, E., Mellard, D., Fuchs, D. and McKnight, M. (Aug 2006),
National Research Center on Learning Disabilities
Three Tiered Process
Tier III
FEW
5%
Tier II
SOME
15%
Tier I
ALL
80%
RtI….Five Key Elements
DATA-BASED
DECISIONS
RtI…A Process
Step 1…. Find (assessment)
a. Screen all students
b. Select students at-risk (not for special education)
c. Sort students in need of further study:
–
Functional Behavior Assessment
– Can’t Do It… vs. Won’t Do It
– Functional Behavior Analysis
– Comprehensive Evaluation/Assessment
RtI…A Process (continued)
Step 2…. Do Something (interventions)
a. Describe desired behavior, don’t label student
b. Decide on an evidence-based intervention
c. Deliver the intervention “with fidelity”
RtI….A Process (continued)
Step 3…..Watch (progress monitoring)
a. Monitor progress (growth)
Directly
Daily, Weekly, Monthly
Frequency (rate), Percent, Latency, Duration, Magnitude
Equal interval graphs, 3-Cycle Academic Charts
b. Monitor, Monitor and Monitor
RtI… A Process (continued)
Step 4… Informed decisions
a. If it doesn’t work, try, try again
b. Use data, not hunches
RtI….A Process (continued)
Step 5…..Change or modify interventions
a. If appropriate, refer for more intensive
services, including special education
BIG IDEA….Building Fluency in Basic Skills
Using “One-Minute” for…
– Assessment (Screen and Identify)
– Interventions (Fluency-based Practice)
– Progress Monitoring (Direct & Daily)
– Decision Rules (Data-Based)
Who’s It For…
STUDENTS WHO NEED TO:
Remember the skill over time
Transfer the skill to more complex tasks
Stay on-task longer
Generalize the skill across settings
Building “FLUENCY” requires….
Setting High Expectations
Sequencing The Curriculum
Providing Practice
Monitoring Performance Directly & Daily
Making Performance-Based Decisions
To become “fluent” remember….
“Skill Development”
 ASSESS (Direct & Continuous)
 TEACH (Acquisition)
 PRACTICE
 FLUENCY (Accuracy plus speed)
ASSESSMENT
Basic Skill Problem
Tool Skill Problem
Can’t Do It…or Won’t Do It?
Let’s Assess Your:
 Tool Skills – Think / Write Numbers Serial
 Basic Skills – See / Write Math Facts
 Can’t Do It….or Won’t Do It
BIG IDEA….Building Fluency in Basic Skills
Using “One-Minute” for…
– Assessment (Screen and Identify)
– Interventions (Fluency-based Practice)
– Progress Monitoring (Direct & Daily)
– Decision Rules (Data-Based)
Major Components
– Screen (One-Minute Probes)
– Identify (1/2 or less median of class)
– Intervene (One-minute Skill Sheets)
– Monitor progress (direct, daily, one-minute)
– Use data-based decisions rules
Screening and Indentifying
Students
1.
2.
3.
4.
5.
Three to five trials using the same probe
(sheet)
Record the best score of the last two trials
List all students and record “best score”
Determine median score of entire class
Identify students in lower quartile (1/2 or below
the median score) for follow up assessment
Functional Assessment
A process to help establish why or for what
purpose does the behavior serve.
Does the student behave in order to gain
(get) something, or to avoid (escape)
something?
Can’t or Won’t?
Functional Assessment will help in determining
whether the student:
CAN’T do it…or
WON’T do it
One-Minute
Academic Functional Assessment
If the student “can’t” do the work, is it because:
The material is too hard? …..or
Needs more practice? ….or
Needs more help?
One-Minute
Academic Functional Assessment
If the student “won’t” do the work, is it because…
– There is little reason or motivation?
Linking Assessment Results
With Intervention Ideas
Assessment
Results
Test
Result
Explanation
Intervention
Needs
Intervention
Ideas
Student Won’t
Do it
Test for: Does
Motivation help?
Performance
improved when
reinforced
Can do the work
But only if
motivated
 Increase
Mystery Motivator
Beat your last score
Goal setting
15 or 30 sec. burst
Material is
Too Hard
Test for: Does
easier material
help?
Performance
improved with
easier material
Can’t do the
work because it
is too difficult
Slice back
Tool Skill
exercise
Change
Learning
Channel
More tool skill practice
Teach & model
Break task into smaller
steps
“Sandwich” easy work
with more difficult work
Student needs
More Practice
Test for: Does
additional
practice help?
Performance
improved with
practice
Is accurate but
not fluent
Daily practice to
improve fluency
Increase work pace
Change Learning
Channel
Spread practice across
all day
Use peer tutoring
Student needs
More help
Test for: Does
additional
assistance
help?
Performance
improved with
more assistance
Prompting,
modeling,
explaining, etc
Prompting
Cueing
Modeling
Feedback
Teach the steps
Model the steps
Provide feedback
motivation and
interest
From a “Behavior” Paradigm to an
“Academic” Paradigm…..
Academic engagement is not only
critical in building basic academic
skills, but in supporting appropriate
social behaviors as well
Traditional ABC Paradigm
A
B
C
Antecedent
(Before)
Behavior
(During)
Consequence
(After)
Reading
Math
Spelling
Grammar
Writing
Social Studies
Out of Seat
Talk Outs
Non-Compliance
Temper Tantrum
Hitting
Kicking
Throwing
Removed from
Setting
Sent to Office
Time-Out
After School
In-School Suspension
Expulsion
Incarceration
Academic ABC Paradigm
A
B
C
Antecedent
(Before)
Behavior
(During)
Consequence
(After)
Curriculum
Instruction
Time On-Task
Corrects & Errors
Academic
Engagement
Positive
Feedback
Rewards
Incentives
Prevention/Intervention Model…PBIS
(Positive Behavioral Interventions & Supports)
A
Antecedent
Arrange environment
ahead of time
Includes:
Cues,
Prompts,
Reminders,
Physical arrangements
Task manipulation
B
Instructional
C
Consequence
TEACH Interventions
Responses to Behavior
When & how to
engage in specific
behaviors
Positive
Negative
Case Study
Marcus is a 14 year old middle school
student who has a history of out-of-control
and aggressive behavior that when it
occurs requires a procedure to protect the
safety of students and staff. He has been
known to make verbal threats and become
physically aggressive. His academic
record has consistently been below
average.
Request for consultation
Colleague has asked for assistance with
Marcus….
Describe: Yells, swears, throws chairs, overturn desks,
threatens others
Function:
1) Get something or..
2) Get out of something?
3) Can’t do it or…
4) Won’t do it?
Intervention suggestion: Antecedent, Instruction, or
Consequence
Video Example
“Marcus”
Building Fluency in Basic Skills...
A Research-based Intervention
Steps
Select the Skill, the Learning Channel and
Set the Aim
Provide Practice (One-Minute Timings)
Monitor Performance
Decide when to change
Managing the classroom
Select the Skill
Math
Reading
Language Arts (grammar, etc)
Spelling
Handwriting
Map Skills
Other
Select Learning Channel(s)
Input
See
Hear
Think
Output
Write
Say
Mark
Think
Do
Set Aims
Spelling:
Reading:
See/Say Sounds
See/Say Letters
See/Say Word Isolation
See/Say Word Passages
60-80
80-100
80-100
200+
Hear/Write Letters 80-100
Hear/Write Words 15-20
Oral Reading Rates – Unpracticed Passages –
Lewis & Clark Elementary
Great Falls, Montana
Grade
Rate (WPM)
1st
2nd
3rd
4th
5th
50-60
100-125
125-150
125-150
150-175
Aims (continued):
Handwriting:
Think/Write Slashes
200-400
Think/Write Circles
100-150
See/Write Letters Manuscript
100+
See/Write Letters Cursive
125+
Math:
See/Write Numbers
Random
100+
Think/Write Numbers
Serial
120+
See/Write Math Facts
Digits
70+
Finding Aims
Published Aims(see Fluency Builders, CBM,
CBA, etc.)
Assess adult fluency
– 3 trials
– Average of last two trials
Select small sample of “fluent” students
– 3 trials
– Average of last two trials
Provide Practice…
One-Minute Fluency Builder (Skill Sheets)
Current curriculum
Develop own
One Minute Fluency Sheets:
Math:
–
–
–
–
–
–
–
–
Tool Skills
Computation
Story Problems
Count Bys
Fractions
Decimals
Metrics
Romans Numerals
Reading:
–
–
–
–
–
Sounds
Letter Names
Phonics
Sight Words
Wilson
Vocabulary
– Rebus
Sentences
– Pre-Primer – 6th
One-Minute Fluency Sheets
(continued):
Language:
– (Grammar &
Mechanics) Nouns,
Pronouns, Verbs,
adjectives, adverbs,
Sentence Structure
Prepositions,
Conjunctions,
Vocabulary
Development,
Punctuation,
Capitalization, and
Dictionary Skills
Spelling:
Frequently
Misspelled Words
High Frequency Words
One-Minute Fluency Sheets
(continued):
Handwriting:
– Tool Skills
– Manuscript
– Cursive
Miscellaneous:
– U.S. Map
– Telling Time
One-Minute Fluency Skill Sheets….
Different Uses
Curriculum Slicing
One-Minute Fluency Skill Sheets…
Different Uses
15 second bursts
30 second bursts
½ the page
Switch learning channel
Tool skill warm-up
Progress Monitoring….Why ?
The major (perhaps the only) reason to
collect data and monitor student
progress, is to use those data in making
informed decisions.
When Monitoring Progress……
Think “growth, not “scores”….
scores will come
ITBS Percentiles For Math Computation
Chief Joseph 4th and 5th Grades vs. School District
85
Percentiles
80
Final Spread:
21 Percentile Points
75
70
65
Chief Joseph
District
60
55
Pre
Post
Five Progress Monitoring
Models
Frequency (Rate)
Percent
Latency
Duration
Magnitude
Monitoring Options
Frequency (Rate): Number of occurrences over “time”
Example – Number of “talk outs” per hour.
Percent: The number of correct and/or incorrect
responses–or the number of appropriate and/or
inappropriate behaviors relative to the total number of
responses/behaviors.
Example – a) 25 correct responses out of 30 = 83%; b)
follows directions 6 out of 10 times = 60% compliance.
Monitoring Examples
Duration: The amount of time a student is engaged in a
certain behavior.
Example – A student may be out of his seat only once but
for two hours!
Latency: The elapsed time between a command
(stimulus) and the student’s response.
Example – The amount of time a student takes between
receiving the request and actual compliance.
Magnitude: The intensity or degree of behavior.
Example – Likert-type scale where student’s behavior is
rated 1 to 5.
We Use Pre-Post Tests to See How We
Have Done
We Use Continuous Measurement
(Progress Monitoring) to See How We Are
Doing
Monitoring Performance & Learning
Visual Display
– Charts
– Graphs
– Raw scores
– Notes
Data-Based Decisions
If
Then
 At aim for 2 out of 3 days
Harder skill (add weight)
 Little or no progress for 3 days
Easier skill (take weight off)
 Less than 25% growth/week
Incentive Plan
The Five Step Process:
1. Select and TEACH The Skill
2. Practice The Skill
3. Monitor The Skill
4. Decide The New Skill
5. Manage The Program
Step 1:
Selecting
the Skill
Curriculum Math
General Skill Area
– Addition
Specific Skill Area
– Add Facts 0-18
Learning Channel
– See / Write
Aim
– 70-90 Digits / Minute
Step 1 (continued):
Selecting
the Skill
Curriculum Reading
General Skill Area
– Oral Reading
Specific Skill Area
– 4th Grade Passage
Learning Channel
– See / Say
Aim
– 200 Words / Minute
Step 2:
Practicing
the Skill
Provide Materials
– (Sheets, Folders, Pens)
Explain the Intent and
Process
Practice Using One-Minute
Timings
Keep Format Consistent
Slice Curriculum
Step 2 (continued):
Practicing
the Skill
Use Different Learning
Channels
Consider Tool Skills
Use Pacing
Avoid Performance Ceilings
Include Incentive Plans
Step 3:
Monitoring
the Skill
Score and Record Daily
Performance
– Corrects
– Errors
– Skips (Optional)
Chart and Display Daily
Performance
– Standard Celeration
Chart
– Academic Chart
– Traditional Graph
Step 4
Deciding
If:
At aim for two out of
three days
Little or no progress for
three days
Less than 25%
Then:
Harder skill (add weight)
Easier skill (take off weight)
Incentive Plan
Levels of Skill Development:
ACQUISITION
Signs:
– Low rates of corrects with errors
– Lot of daily bounce
– No data patterns
Suggestions:
–
–
–
–
Teach and model
Tool skill practice
Change learning channels
Take weight off
Key:
– TEACH
Levels of Skill Development:
PRACTICE
Signs:
– Middle rates of corrects
– Daily growth
– Less daily bounce
Suggestions:
– Instruct to errors
– Consistent learning channels
– Consistent format
– Monitor and display
– Incentives and rewards
Key:
– Provide PRACTICE
Levels of Skill Development:
FLUENCY
Signs:
– High rates of corrects (accuracy plus speed)
– Automatic
– Little daily bounce
– Endurance
Suggestions:
– Change format
– Change learning channels
– Add weight
Key:
– MOVE ON
Step 5:
Explain “Fluency”
Managing
The Program
– Students
– Other staff (administrators,
teachers, etc.)
– Parents
Provide Materials
– Skill sheets, folders, pens,
sponges, baby-wipes, and
charts
– Timing devices (stop watch,
beepers, etc.)
Step 5 (continued):
Establish Routine
Managing
The Program
– Location of materials and folders
– Time of day for timing
– Procedures for self-correcting and
charting
– Cross-age tutors and charters
Teach Students to SelfManage
–
–
–
–
Self-select (materials and folders)
Self-time
Self-record
Self-chart
RtI…. Reality Check
 Screen and Identify
 Implement research-based intervention(s)
 Monitor progress
 Data-based decisions
 Modify plan
Ties To Effective Schools:
Teach, Model, and Practice
Clear and High Expectations
Match Between Objective and Task
Opportunities to Respond
Immediate Feedback
Monitor Performance
Data-Based Decisions
Incentives and Rewards
Fluency Resources
Assessment
Intervention
Progress Monitoring
Special Series…
Eight Articles on…
“Curriculum-Based Measurement for Mathematics”
John Hosp,and others
Assessment for Effective Education
Vol 33, No 4
Sept 2008
sagepub.com
Fluency Resources:
Beck, Anderson, Conrad, One Minute
Fluency Builders Series….Sopris West
Witt, Beck, One-Minute Academic
Functional Assessment: Can’t Do It..or
Won’t Do It? …. Sopris West
Fluency Resources:
Beck, R., & Clement, R. (1991). The Great Falls
Precision Teaching Project: A historical
examination. Journal of Precision Teaching, 8
(2), 8-12
Binder, C. (1996). Behavioral fluency: Evolution
of a new paradigm. The Behavior Analyst, 19,
163-197
Kubina, R., & Morrison, R. (2000). Fluency In
Education. Behavioral and Social Issues, 10, 8399