1. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Integrating Academic and Behavior Support Bob Algozzine and Richard White Integrated Systems for ALL Students National Forum for Implementers of School-Wide PBS Hyatt Regency O’Hare October 30, 2008

2. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Agenda What is BRIC? [BA] What We Know about Academics and Behavior [BA] Implementing Academic and Behavior Support [RW] Question and Answer [All]

3. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Question and Answer Guidelines Leave Firearms at the Door Focus on What We Know Don’t Worry…Be Happy!

4. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte What is BRIC? The Behavior and Reading Improvement Center is a…  Five-Year Federally-Support Prevention Project  Collaborative Partnership with CMS  School-Based Intervention Model

5. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte What is BRIC? Research Scientists  Bob Algozzine, Principal Investigator  Nancy Cooke, Co-Principal Investigator  Mary Beth Marr, Reading Research Specialist  Shawnna Helf, Reading Research Specialist  Richard White, Behavior Research Coordinator  Kate Algozzine, Behavior Research Specialist

6. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte What is BRIC? The Behavior and Reading Improvement Center provided support for school-wide academic and behavior instruction for children in grades K-3 who were identified as having marked difficulty learning to read and/or behave successfully in school.

7. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte What is BRIC? Behavior and Reading Improvement Center provided…  ongoing site-based professional development  evidence-based assessment and instruction  multi-level focus on reading and behavior  continuous monitoring of implementation fidelity  continuous monitoring of outcomes  team-based decision-making and problem-solving

8. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte SYSTEMS PRACTICES DATA Site-Based Professional Development Team-Based Decision-Making OUTCOMES Evidence-Based Assessment and Instruction

9. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte What is BRIC? Guiding Principles  An ounce of prevention is worth a pound of cure.  Waiting for children to fail before providing assistance is inefficient, ineffective, and inhumane.  Teaching reading and behavior are they same—they have to be carefully taught.  It’s not the program that you use—it’s that you use the program.

10. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte What We Know about Academics and Behavior Demonstrate Practice Prove

11. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Behavior Instruction 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity 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 Academic Instruction

12. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Triangle as a Heuristic  a rule-of-thumb in the construction of scientific theories  a helpful procedure for arriving at a solution but not necessarily a proof  a theoretical construct that is useful in thinking about prevention or an ideal notion not necessarily grounded in data

13. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte …of all the children who enter the first grade of the American public schools every year at the approximate age of six, from one third to one fourth find it impossible to master the content of that grade. Many children nine, ten, and even eleven years of age are to be found in school of every American city who have not yet attained a degree of mastery over the rudiments to entitle them to rank as second graders. (p. 4) Horn, J. L. (1924). The education of exceptional children: A consideration of public school problems and policies in the field of differentiated education. New York: Century.

14. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Snyder, T.D., Dillow, S.A., and Hoffman, C.M. (2008). Digest of Education Statistics 2007 (NCES 2008-022). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Table 112 2004 219 221 216 226 200 205

15. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Reading Achievement Levels attained by 4 th Graders Snyder, T.D., Dillow, S.A., and Hoffman, C.M. (2007). Digest of Education Statistics 2006 (NCES 2007-017). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC: U.S. Government Printing Office. Table 114, pp. 180-181 CategoryLevel of PerformancePercent of Students ProficientSuperior performance or demonstrated competence over challenging subject matter 34% BasicPartial mastery of knowledge and skills needed for proficient work 35% Below Basic…have not yet attained a degree of mastery over the rudiments… 31%

16. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Oral Reading Fluency attained by 3 rd Graders McIntosh, K., Chard, D. J., Boland, J., B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8, 146-154. [Figure 2, p. 151] CategoryDIBELS Oral Reading FluencyPercent of Students Benchmark110+60% Strategic80-10924% Intensive0-7916%

17. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Behavior Outcomes 20-30% 1-5% 20-30% 5-10% 40-60% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity 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 Academic Outcomes

18. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Snyder, T.D., Dillow, S.A., and Hoffman, C.M. (2008). Digest of Education Statistics 2007 (NCES 2008-022). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Table 47

19. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Triangle as Evidence  a data-based outcome useful in planning and understanding academic and behavior instruction in schools  a data-based outcome helpful in understanding use of resources in schools  No time for teaching behavior  No energy for teaching behavior  No interest for teaching behavior  No effort for teaching behavior…“I don’t do behavior.”

20. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Teaching vs. Discipline When children don’t read, we teach. When children don’t compute, we teach. When children don’t write, we teach. When children don’t behave, we discipline.

21. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Lessons Learned  Good teaching is good teaching and there are no boundaries on when, where, or for what it should occur.  Teaching reading without attention to also teaching behavior is unsound practice.  Teaching behavior without attention to also teaching reading (and other academic content) is unsound practice.

22. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte What Do We Know about Relationship between Academics and Behavior?  Research has focused on ratings of achievement and behavior.  Research has focused on relationship between literacy and delinquency.  Little research has focused on simultaneous implementation or analysis of evidence-based school-wide academic and behavior instruction.  Best practice for the future is teaching both academics and behavior until research demonstrates we should act differently.

23. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Teach reading and behavior…not because they are related, but because they are not related.

24. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte What comes first?

25. BEHAVIOR and READING IMPROVEMENT CENTER university of north carolina at charlotte Implementing Academic and Behavior Support