A Model for Integrated Behavior and Reading Support Steve Goodman National PBIS Leadership Forum October,

Integrated Functions Across All Tiers of Support Team approach Progress monitoring Data-based decisions Evidence-based practices Behavior Support Reading Support Universal Screening

Integrated tier I supports for behavior and reading

High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)

Implementation of schoolwide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

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

Reducing Problem Behavior Resulting in More academic Time: Portage North Middle School “I see a definite difference! … I am able to spend more time visiting classrooms.” Celeste Shelton-Harris, Principal “We have more time to discuss academic concerns and we are getting a lot more accomplished.” Johanna Toth, 6th grade teacher

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 MossWhen Santa Turned Green by Victoria Perla Just Kidding by Trudy Ludwig and illustrated by Adam Gusavson Thank You, Mr. Falkner by Patricia Polacco Respect and Take Care of Things by Cheri J. Meiner I Like Your Buttons by Sarah Marwil Lamstein and illustrated by Nancy Cote What is the Zebras Lost Their Stripes? By John Reitano and illustrated by William Haines Carla’s Sandwich by Debbie Herman and illustrated by Sheila Bailey Enemy Pie by Derek Munson and illustrated by Bryan Collier Rosa by Nikki Giovanni and illustrated by Bryan Collier The Dog Poop Initiative: A True Story by Kirk Weisler Stick and Stones: A Social Skills Lesson by Carol Cummings compiled by Susan Bogart and Jen Orton

Some schools create behavior expectation books

Integrated tier II supports for interrelated behavior and academic problems

Possibilities of Behavior/Academic Concerns around function of problem Academic Problems Behavior Problems Interrelated Behavior and Academic Problems Nonrelated Behavior and Academic Problems

Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

Cycle of Academic and Behavioral Failure: Aggressive Response (McIntosh, 2008) Teacher presents student with grade level academic task Student engages in problem behavior Teacher removes academic task or removes student Student escapes academic task Student’s academic skills do not improve So, which is it… Academic problems lead to behavior problems? or Behavior problems lead to academic problems? Not sure… Probably a combination of both

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 To obtain Objects/activities Attention from peers Attention from adults To Escape/avoid Objects/activities Attention from peers Attention from adults Academic Can’t do Accuracy deficit –Deficit in targeted skills –Deficit in prerequisite skills –Application of misrules Fluency deficit (not enough time doing it) Generalization deficit Mismatch between skill level and task difficulty (too hard) Won’t do Motivational deficit

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

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

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

End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area) As an educator, do you have a concern about this child’s progress on the end of year goal/skill? (remember she is only in Kindergarten) What does this information tell you about Julia’s needs?

End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area) And now… the rest of the class. Now that you see Julia in the context of the whole class, how does this information change supports for Julia? Her classmates? What does this information tell you about Julia’s needs and the needs of her classmates?

Same building, same grade, different teacher Does this information change how you might support Julia? Her classmates?

Julia’s class Same building, same grade, different teacher Does this information change how you might support Julia? Her classmates? What does this information tell you about Julia’s needs and the needs of her classmates? Major discipline referrals per student per class

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.