1. Bringing Integrated Reading and Behavior Supports to Early Childhood! Michigan Division for Early Childhood 2012 Conference

2. The Model

3. Moving Upstream: A Story of Prevention and Intervention

4. 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.

5. 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.

6. 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?”

7. 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”.

8. Continuum of Behavior Supports All students in school Universal Prevention For all students Targeted Intervention For some students Intensive Intervention For few students

9. Summary: Prevention and Intervention Students are doing the best they can given their skills/abilities and the quality of their environment Prevent Encourage Teach adapted from Durand 1990

10. Why look an integrated Behavior and Academic support model?

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

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

13. Behavior and Reading 3-Tier Model Reading Behavior Universal Intervention Core Instruction, all students Preventive Targeted Intervention Supplemental, some students, reduce risk Intensive Intervention Individualized, functional assessment, highly specific 80% 7-15% 1-5% Cir. 2006

14. Parallel Systems to Integrated Systems of Academic and Behavior Supports Behavior Supports Academic SupportsEducational Supports Cir. 2011

15. Both are critical for school success Share critical feature of data-based decision making Both utilize three tiered prevention model Both incorporate a team approach at school level, grade level, and individual level Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model –(Stewart, Benner, Martella, & Marchand- Martella, 2007) “Schoolwide Behavior Support” and “Schoolwide Reading Support”

16. 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)

17. Quality instruction can reduce student engagement in problem behavior 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

18. 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)

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

20. I spend more time visiting and assisting teachers in the classrooms than I ever have because I spend much less time on discipline issues. Because we have more time, we have been able to re-structure our day to incorporate more time to teach reading. Sherryl Martin, Principal Riverton Elementary, Ludington

21. 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)

22. 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

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

24. Universal Targeted Intensive Social Behavior Social Studies Science Reading Math Phys. Ed. Art Interaction of behavior and academics Student Profile Example: Eddie

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

26. 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?

27. 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?

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

29. 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

30. Integrated Behavior and Reading Applied to Preschool

31. WHY PRESCHOOL? RtI/MTSS provides a framework for assessment and services Initial attempts to implement this model are emerging Early intervention to potentially remediate learning gaps prior to Kindergarten entry Increase collaboration between various stakeholders throughout the early childhood community Intensive and systematic interventions are essential for students who are at-risk Intervention should be multiple years to obtain the greatest benefit Dion, Brodeur, Gosselin, Campeau, & Fuchs (2010); Jackson, Pretti-Frontczak, Harjusola-Webb, Grisham-Brown, Romani (2009)

32. BENEFITS TO PRESCHOOL RTI/MTSS “Early learning begets later learning and early success begets later success” (Heckman(2000) as cited in Greenwood et al. (2011), p. 5) Enhance early literacy instruction Development of social-emotional competency Greenwood, Bradfield, Kaminski, Linas, Carta, & Nylander (2011)

33. CHALLENGES IN PRESCHOOL RTI/MTSS Lack of universal preschool Differences in early childhood programming Differences in early childhood training Debate of developmentally appropriate practices Lack of tier one research, based instructional practices Lack of research surrounding tier two and three instruction Greenwood, et al., (2011)

34. Key Features of MTSS/RtI Universal screening Data-based decision making and problem solving Continuous progress monitoring Focus on successful student outcomes Continuum of evidence-based interventions –a core curriculum is provided for all students –a modification of this core is arranged for students who are identified as nonresponsive –a specialized and intensive curriculum for students with intensive needs Focus on fidelity of implementation Sugai, 2008

35. Elementary vs. Preschool Universal Screening –Reliable and valid tools –Tools are emerging Data-based decisions –Cut scores available –Based on local norms Progress monitoring –Multiple measures available –Minimal measures available Focus on student outcomes –The goal for both elementary and preschool

36. Elementary vs. Preschool Continuum of EBI’s –a core curriculum is provided for all students –Based on the common core –Based on preschool curriculums and Early Learning Standards –a modification of this core is arranged for students who are identified as nonresponsive –a specialized and intensive curriculum for students with intensive needs Fidelity of implementation

37. CURRENT RESEARCH OVERVIEW “The ways in which RtI can be linked to efforts to support preschool children with and without disabilities and children with known risk factors has yet to be widely discussed or examined empirically” (VanDerHeyden, Snyder, Broussard, Ramsdell, 2007, p. 233)

38. BEHAVIOR

39. WHAT IS PBIS FOR YOUNG CHILDREN? –Builds positive relationships among children and adults –Purposeful arrangement of classroom environments –Design age- appropriate schedules and routines, and –Explicit teaching of skills and behaviors

42. Big Ideas to Improve Behavior Identify & define behavior expectations Teach behavior expectations Monitor expected behavior Encourage/acknowledge appropriate behavior Correct inappropriate behavior through a continuum of consequences Use data for decision making

43. Examples Be Safe

47. Teaching Behavior Expectations Many opportunities for modeling and practice Focus on one behavior expectation per week Sent home parent handouts explaining each expectation Review, review, review!

48. Behavior Resources Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Al’s Pals Second Steps

49. LITERACY

50. Goal of preschool emergent literacy instruction is to.... build the foundation for conventional reading and writing skills!

51. Current Literacy Research 6 Strong Variables: Alphabet Knowledge (names and sounds) Phonological Awareness– (detect and manipulate sounds – not rhyming) Rapid Automatic Naming (1. letters, digits; 2. objects) Writing or writing name (write letters in isolation) Phonological Memory (remembers spoken info.) 5 Moderate Variables: Concepts About Print (print conventions, books) Print Knowledge (AK, CAP, early decoding) Reading Readiness (AK, CAP, PA, vocab., memory) Visual Processing (matching, discrimination) Oral Language (Vocab., grammar) National Institute of Literacy (2008)

52. Current Literacy Research Early literacy skills impact long-term success (Hamre et al., 2010; Justice et al, 2009) Quality of preschool language and literacy instruction is low (Hamre et al., 2010; Justice et al, 2009) Within a preschool setting literacy instruction occurs only 5-8% of the time (Carta et al., 2010) –Translating to 25-minutes within a 3-hour time block

53. Current Literacy Research We know which precursor and early literacy skills lead to increased conventional literacy skills in the early grades. We know we can impact important early skills using different programs and different settings. We know that there are many things parents and preschools can do to improve literacy development We need to ACT on this knowledge!

54. Emergent Literacy Assessment Phonological Awareness Literacy Screen (PALS) Early Literacy Skills Assessment (ELSA) Get it, Got it, Go (IGDI) Preschool Early Literacy Indicators (PELI) Michigan Literacy Progress Profile (MLPP) Curriculum-based assessments Teacher Created Assessments

55. Highlighted Tools: PALS (Phonological Awareness Literacy Screen) ELSA (Early Literacy Skills Assessment) Get It, Got It, Go (IGDI) PELI (Pre-School Early Literacy Inventory) Does Tool Measure Relevant Skills? (NELP Findings) Strong Indicators of Early Literacy Skills -Alphabet Knowledge -Phonological Awareness -Rapid Automatic Naming – Letters/Digits -Writing/Writing Name -Phonological Memory -Oral Language (Definitional Vocabulary; Listening Comprehension; Grammar) Moderate Indicators of Early Literacy Skills -Concepts About Print -Print Knowledge -Visual Processing -Oral Language (Expressive/Receptive Vocab.) Is Tool User Friendly? -Time to administer -Ease of administration -Cost Are Technical Characteristics Adequate? -Reliable, valid, accurate -Sensitive to individual skill growth/adequate progress -Designed for multiple administrations each year Is Understanding and Use of Data Evident? -Ease of obtaining and interpreting results -Cut-off scores available -Planning for instruction is evident from results -Data may be entered on-line/report options Is Tool Culturally Sensitive? -Language formats -Content -Normative scores with diverse populations Is Tool Compatible with Adopted Curriculum? -Skills measured are congruent/correlated Are Parents Included As Partners? -Parent friendly information exchange and support -Parent input is sought and incorporated Essential Components of Literacy Assessments Definition of Terms – Screening: Use of a brief procedure or instrument designed to identify those who need further assessment/support. Progress Monitoring: Determines through frequent measurement if students are making progress or need more intervention. Diagnostic Assessment: Helps to plan instruction with in-depth information about student skills. Outcome Assessment: Comprehensive evaluation of program effectiveness/skill acquisition in relation to benchmarks/goals.

56. name Alphabet Knowledge Phonemic Awareness Comprehension Vocabulary/Oral Language FallWinterFallWinterFallWinterFallWinter L. 221715 162827 K. 91451210182421 J. 205181318152625 B 046156181419 S 0 0 0 0 N 47 71516182826 E 465115 18172724 J 423815 181921 E 525171210162125 E 16361115161724 L 105061514182926 M 51341415182221 G 2548141513153125 B 4851111418143019 C 205215 12182624 A 013618122318 I 2151115 average 20.1333333333.375813.187513.2666666716.187522.9333333322.5

57. What does high-quality emergent literacy instruction encompass? According to the NAEYC (2009), “Developmentally appropriate teaching practices provide an optimal balance of adult-guided and child-guided experiences,” (p.17).

58. Child-Guided Experiences “The key to early literacy development is a rich, well-organized environment that can support teachers’ goals for children in other words, a high-quality literacy environment.” (Cunningham, 2010, p. 501)

61. Adult-Guided Experiences Read Aloud Centers with specific literacy objectives Intentional re-teaching

62. Large group: Read Aloud “A My Name is Alice” Small group: Teacher and student use mirror to practice alliteration Puppet play that focuses on beginning sounds Writing activity – class made book on beginning /p/ sound Transitions, songs and games like Willabee Wallabee Walice Direct & Indirect Instruction Teaching alliteration – Beginning sounds of words 62 Landry, 2011