1. An integrated behavior and reading approach in Tier 3 supports Northeast PBIS Network Leadership Forum 10:00AM – 11:15AM May 2016 Steve Goodman sgoodman@miblsimtss.org

2. 2 This presentation will provide the logic of integrating both behavior and academics in a schoolwide model of supports with an emphasis on Tier II and Tier III. Examples and sample implementation tools will be provided. Session Description

3. 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.

4. 4 Combined systems are more effective (Stewart, Benner, Martella, & Marchand-Martella, 2007) Seamless supports as opposed to separate systems Reduced siloed responsibility Why is Integration Important?

5. 5 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) Why is Integration Important? (cont.)

6. Schools with High Implementation Fidelity Schools with Low Implementation Fidelity

7. Distribution of Elementary Reading Intervention Level a Michigan Example (based on DIBELS assessment) 33% 43% 56% 24% 20% (n = 201) 24% (n = 4074)

8. 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

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

10. 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

11. Continuum of Supports The need to enhance environmental structures increases The frequency for collecting and acting upon information increases As the magnitude of the problem increases…. The required resources to address the problem increases

12. 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

13. Two step process: 1.Place students into instructional groups based on their primary academic needs 2.Add accommodations and differentiation of instruction for social behavior Smarter Integration

14. Possible Integrated Tier II Interventions for students who… 1.Seek adult attention during the instructional period. 2.Engage in problem behavior to seek peer attention during the instructional period. 3.Engage in problem behavior to escape or avoid academic instruction due to academic skill deficits. 4.Engage in problem behavior to escape working with adults or students during academic instruction. 5.Have deficits in academic facilitative behaviors lead to behavior problems during instruction.

15. 1.Students who seek adult attention during instruction Teach, practice, and acknowledge behavior expectations, with specific focus on appropriate ways to obtain 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 (e.g., seating near teacher, help signal for independent work) Enroll in Check-in Check-out (CICO)

16. A program to add: –Mentoring by an adult in the school who looks out for the student –Structured process of feedback and recognition to a school day –Instruction in needed skills –School-home communication –Built-in monitoring of student progress Check-in Check-out (CICO)

17. 2.Students who engage in problem behavior to seek peer attention during instruction Teach, practice, and acknowledge behavior expectations with peers, with specific focus on appropriate ways to obtain peer attention Provide increased opportunities for peer mediated instruction (e.g., peer tutoring, group work) Teach peers to ignore misbehavior and acknowledge appropriate prosocial behavior Arrange the instructional environment to minimize peer disruptions (e.g., seating changes)

18. 3.Student engages in problem behavior to avoid or escape interactions with adults or peers during instruction Briefly teach and practice behavior expectations, and acknowledge with responses that are reinforcing for the student Provide opportunities for independent structured instruction (e.g., programmed instruction, computer-aided instruction) Teach needed social and emotional skills

19. 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

20. 4.Student engages in problem behavior to avoid or escape academic tasks Develop skills in specific deficit areas –Provide instruction at student success level –Use evidence-based interventions to address deficit areas Add reinforcement system to reward engagement Enroll in breaks Better CICO modification

21. 5.Student engages in problem behavior due to deficits in academic facilitative behaviors Teach, practice, and acknowledge behavior expectations, with specific focus on appropriate classroom behavior Teach specific academic facilitative skills (e.g., attending, organization, engagement) Enroll in Check-in Check-out (CICO)

22. 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.

23. Integrated tier III supports for behavior and reading Individualized instruction Based on functional assessment For chronic problems

24. Tier III Support Example: Eddie 3 rd Grade Student Problem: Disruptive and argumentative

25. 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

26. 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

27. No Yes Is initial concern academic, behavior, or both? Student is referred for additional support Behavior Academic Tier I behavior supports implemented with fidelity? No Tier I academic supports implemented with fidelity? Improve fidelity of Tier I academic supports and monitor progress Improve fidelity of Tier I behavior supports and monitor progress Yes Document previous strategies implemented to address problem Conduct functional behavior assessment Yes Both Document previous strategies implemented to address problem Develop integrated support plan and monitor progress Does student’s behavior interfere with learning? Conduct functional academic assessment No Develop academic support plan and monitor progress Yes Conduct integrated functional assessment Is function to escape/avoid academic tasks? No Develop behavior support plan and monitor progress Integrated Process Referral

28. Demonstration Behavior Data from School-Wide Information System: Eddie Problems in Classroom

29. Demonstration Behavior Data from School-Wide Information System: Eddie

30. Avoid Task Avoid Adult

31. Demonstration Behavior Data from School-Wide Information System: Eddie Reading Social Studies

32. Eddie W Demonstration Reading Data: DIBELS Class Progress Report Eddie

33. 41 57 16 risecome pretty goats answer child So live those Other fish any I’m cats

34. 34 Deficit in Target Skills (below goal) Deficit in Prerequisite Skills (below goal) Phonemic Awareness Alphabetic Principal Fluency and Comprehension

35. Typical Consequence Told “good job” Grades What we want Desired Alternative Do work successfully w/o complaints Consequences strengthened through Universal Supports The Competing Pathways chart for our friend Eddie Strengthened through Core Program

36. Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Setting Events Triggering Antecedents Reading curriculum that is at frustration level Asked to complete reading assignment Problem Behavior Argues, threatens uses profanity Maintaining Consequences Remove from class Function Avoid task What we got The Competing Pathways chart for our friend Eddie

37. Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Acceptable Alternative Ask for break, ask for help Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task The Competing Pathways chart for our friend Eddie What we could put up with (for now)

38. Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Acceptable Alternative Ask for break, ask for help Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task

39. Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Ask for break, ask for help The Competing Pathways chart for our friend Eddie Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task Academic Skill Development Reading: decoding skills What we need to do

40. Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Ask for break, ask for help The Competing Pathways chart for our friend Eddie Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task Academic Skill Development Reading: decoding skills

41. Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Ask for break, ask for help Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Function Avoid task Academic Skill Development Reading: decoding skills

42. 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

43. Setting Event Strategies Antecedent Strategies Consequence Strategies Teaching Strategies Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help Assess if reading curriculum is at appropriate level- place in appropriate level Use an intensive –evidence-based reading program (e.g.,Reading Mastery, Corrective Reading) Remove peer audience during reading time 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 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 Brainstorm Possible Interventions for Eddie Academic Skills Strategies Teach general academic skill development Teach problem- solving skills Behavior Skills Strategies

44. Setting Event Strategies Antecedent Strategies Consequence Strategies Teaching Strategies Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help Assess if reading curriculum is at appropriate level- place in appropriate level Use an intensive –evidence-based reading program (e.g.,Reading Mastery, Corrective Reading) Remove peer audience during reading time 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 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 Academic Skills Strategies Teach general academic skill development Teach problem- solving skills Behavior Skills Strategies

45. 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

46. Action Plan for Intervention Strategies Task Person Responsible By When 1.Reading assessment and curriculum individualization to develop decoding skills Reading resource teacher Two weeks- 3/16/10 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 workerBy 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 5.Allow Eddie to earn “coupons” to trade in at school store or for 5 minutes of art time as a reward for appropriate behavior throughout a class period TeacherBegin 3/28/10 6.Explain support plan to studentTeacher3/21/10

47. Evaluation Plan Behavioral goal –Short term –Long Term Evaluation procedures –Data to be collected Review Date

48. Eddie’s Evaluation Procedures Data to be Collected Procedures for Data Collection Person responsible When Daily report on whether or not he met his two behavior card goals during each class period 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 Begin immediately; continue at least to first review period. Major discipline referrals Major discipline referrals are entered into SWIS. Reports are generated prior to each progress review period Office secretary enters SWIS data and generate reports SWIS entered on regular basis DecodingWeekly progress monitoring on decoding probes Classroom teacher Weekly 1- minute assessments Are reading skills improving? Is appropriate behavior increasing? Is problem behavior decreasing? Are reading skills improving? Is appropriate behavior increasing? Is problem behavior decreasing?

49. Progress Monitoring Academics: Decoding x x

51. The main goal of integrated MTSS models is improved effectiveness and efficiency, not integration For Tier I, quality support in all domains is more important than integrated support For Tier II, provide academic support and then differentiate or accommodate for social behavior For Tier III, conduct functional assessments and build plans from these results Big Ideas for Smarter Integration

52. Supporting Staff Integrated interventions are complex Because of the complexity, it is important that staff are supported –Leadership –Training –Coaching –Continuous Improvement feedback

53. 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.