Transcript http://miblsi.cenmi.org A Model for Integrated Behavior and Reading Support Steve Goodman [email protected] National PBIS Leadership Forum October, 2011

http://miblsi.cenmi.org
A Model for Integrated Behavior and Reading
Support
Steve Goodman
[email protected]
National PBIS Leadership Forum
October, 2011
Team approach
Universal
Screening
Evidence-based
practices
Progress
monitoring
Data-based
decisions
Reading Support
Behavior Support
Integrated Functions Across All Tiers of Support
Integrated tier I supports for
behavior and reading
High quality academic instruction (e.g.,
content matched to student success level,
frequent opportunity to respond, frequent
feedback) by itself can reduce problem
behavior
(Filter & Horner, 2009; Preciado, Horner, Scott, & Baker,
2009, Sanford, 2006)
Implementation of schoolwide positive
behavior support leads to increased
academic engaged time and enhanced
academic outcomes
(Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen,
Steele, & Sailor, 2006)
Proficiency on 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
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
High quality academic instruction (e.g.,
content matched to student success level,
frequent opportunity to respond, frequent
feedback) by itself can reduce problem
behavior
(Filter & Horner, 2009; Preciado, Horner, Scott, & Baker,
2009, Sanford, 2006)
Active Student Engagement: Examples
Provide high rates of opportunities to respond
•
Vary individual vs. group responding
Consider various observable ways to engage students
•
Written responses
•
Response cards
•
Peer tutoring
•
Pair share
•
Guided notes
•
Writing on individual white boards
•
Choral responding
•
Gestures
Respect Through Literature
Have You Filled a Bucket Today by Carol
McCloud
Odd Boy Out: Young Albert Einstein by
Don Brown
It Wasn’t Me! by Udo Weigelt and
illustrated by Julia Gukova
Regina’s Big Mistake by Marissa Moss
When Santa Turned Green by Victoria
Perla
Just Kidding by Trudy Ludwig and
illustrated by Adam Gusavson
Thank You, Mr. Falkner by Patricia
Polacco
Respect and Take Care of Things by
Cheri J. Meiner
I Like Your Buttons by Sarah Marwil
Lamstein and illustrated by Nancy Cote
What is the Zebras Lost Their Stripes?
By John Reitano and illustrated by William
Haines
Carla’s Sandwich by Debbie Herman and
illustrated by Sheila Bailey
Enemy Pie by Derek Munson and
illustrated by Bryan Collier
Rosa by Nikki Giovanni and illustrated by
Bryan Collier
The Dog Poop Initiative: A True Story by
Kirk Weisler
Stick and Stones: A Social Skills
Lesson by Carol Cummings
compiled by Susan Bogart and Jen Orton
Some schools create
behavior expectation
books
Integrated tier II supports
for interrelated behavior and
academic problems
Possibilities of Behavior/Academic Concerns
around function of problem
Behavior
Problems
Interrelated
Behavior and
Academic
Problems
Nonrelated Behavior
and Academic Problems
Academic
Problems
Children who fall behind academically will
be more likely to find academic work
aversive and also find escape-maintained
problem behaviors reinforcing
(McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)
Cycle of Academic and Behavioral
Failure: Aggressive Response
(McIntosh, 2008)
Teacher presents
student with grade
level academic task
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
Classroom management to address problem
behavior related to academic problems
You may have the best
classroom management but if
student problem behavior is
related to academic skill
deficit, then classroom
management may not be
adequate
Tier II Supports for interrelated behavior
and academic problems
• “Good Instruction” is an appropriate academic
AND behavior intervention
– Emphasis is placed on academic support in
deficit area
• Two main strategies
– Improve opportunities for responding, more
practice with feedback
– Provide access to evidence-based
supplemental interventions
Examples of Tier II Supports
More practice
• Choral responses
• Partner responses
• Written responses
• “Randomly” call on students
Supplemental interventions that focus
on specific skill deficit
• Teacher-Directed PALS
• Road to the Code
• REWARDS
• Peer Assisted Learning Strategies
• Read Naturally
Integrated tier III supports
for behavior and reading
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
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
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.