1. Integrating Academic and Behavior at Tiers II and III Steve Goodman Michigan’s Integrated Behavior and Learning Initiative (MiBLSi) sgoodman@oaisd.org miblsi.cenmi.org The 2010 Vermont Positive Behavior Interventions and Supports (VTPBiS) Celebration and Sustainability Forum October 1, 2010 10:30 – 12:00

2. Presentation Description This workshop will provide a follow ‐ up to the keynote presentation with a focus on the membership, roles, responsibilities and activities of the academic/behavior Targeted/Intensive Team within a school.

3. First, do we have Universal supports in place?

4. Emphasis is placed on establishing Universal Behavior/Academic Support with Fidelity Reduces number of students requiring more intensive intervention Reduces the intensity of many of the at- risk behaviors. Greater allocation of resources for those in greater need Less demand on limited school/district

5. Importance of “firming- up” the Schoolwide and Strategic Support. Students needing strategic/targeted interventions Students needing intensive/ individualized Interventions Less problems allow for allocation of resources to appropriately meet needs Not enough resources to address needs of student who are not at desired levels Students performing at desired levels Too few performing at desired levels

6. Tier II Supports for interrelated behavior and academic problems

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

8. 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)

9. 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

10. 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

11. 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

12. 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

13. Take a moment to discuss with a colleague How would you explain to your staff the logic that you might address “at risk” problem behavior through reading instruction? Your Turn

14. Tier II Supports for interrelated behavior and academic problems

15. Process: Referral for behavior problems Student is referred for behavior concern Conduct behavior functional assessment Does behavior serve to escape/avoid academic task? Develop integrated academic and behavior support plan Yes Develop behavior support plan No

16. 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 functional behavior assessment Yes Conduct functional academic assessment No

17. Please describe your school’s process to identify specific contributing factors to academic/behavior problems?Please describe your school’s process to identify specific contributing factors to academic/behavior problems? Are these integrated or separate processes?Are these integrated or separate processes? Your Turn

18. Tier III Support Example: Eddie 3 rd Grade Student Problem: Disruptive and argumentative *fictional student with fictional data for illustration of process

19. 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

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

21. 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

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

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

24. Avoid Task Avoid Adult

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

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

27. It was a pretty good composition. I felt proud knowing 10 it was the best one at my school. After I’d read it five times,2 4 I was impatient to start reading it out loud. 33 I followed the book’s directions again. First I read the 43 composition out loud without trying to sound impressive, just 52 to hear what the words sounded like. I did that a couple of. 65 times. Then I moved over to my full-length mirror and read the 78 composition out loud in front of it a few times. At first I just 92 read it. Then I practiced looking up and making eye contact.103 Of course I was making eye contact with myself, and that felt115 pretty silly, but that was what the book said to do.126 Accuracy: ________________ 41/57 = 71.9% Demonstration Reading Data for Eddie: Low Accuracy/Low Rate I sawcompany pressed important I fourtims I company book some important long doctor that work

28. 28 Example: Individual Student Report for Eddie Eddie Williams Deficit in Target Skills (below goal) Deficit in Prerequisite Skills (below goal) Phonemic Awareness Alphabetic Principal Vocabulary Fluency and Comprehension

29. 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

30. 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

31. 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)

32. 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

33. 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

34. 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

35. 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

36. 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

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

38. 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?

39. Progress Monitoring Academics: Decoding x x

40. Daily Report Card Daily Report Card with choice of incentives from “treasure chest”

41. Take a moment to discuss with a colleague What are your “Aha’s” and questions about an integrated behavior and academic support plan? Your Turn

42. A Systems Approach

43. Team-Based Support Process

44. Roles and Responsibilities Responsibility School Staff School Leaders hip Team Ad-hoc Academ ic/Behav ior Team Intensiv e Support Team Document Behavior and/or Academic Problems with Accuracy (SWIS and other documentation systems) XXXX Develop, document, get feedback and monitor the referral process X Understand the referral process and provide feedback on the efficiency and feasibility XXX Process referrals (review forms, assign to an ad- hoc assessment/planning team) X Continue with the problem solving process after a referral has been received by the intensive support team X

45. Level of Involvement with the Intensive Support Process INTENSIVE SUPPORT TEAM Behavior / Academic Expert Principal Experienced Teacher(s) Social Worker/School Psychologist/Reading Specialist AD-HOC ASSESSMENT/PLANNING TEAMS Someone familiar with the context Someone experienced with functional support Those who know the student well SCHOOL LEADERSHIP TEAM Principal, coach(es) It’s you! SCHOOL STAFF teachers paraprofessionals aides volunteers INTENSIVE SUPPORT TEAM Behavior / Academic Expert Principal Experienced Teacher(s) Social Worker/School Psychologist/Reading Specialist AD-HOC ASSESSMENT/PLANNING TEAMS Someone familiar with the context Someone experienced with functional support Those who know the student well SCHOOL LEADERSHIP TEAM Principal, coach(es) It’s you! SCHOOL STAFF teachers paraprofessionals aides volunteers Low High

46. Structures for Supporting Intensive Needs Building Leadership Team Intensive Support Team Ad-Hoc Assessment Team Student Problem Referral (using multiple sources of data) Add those who know student: Student’s Teacher Parent Feedback/ Data Documen t and monitor processe s to determine where support is needed

47. Request for Assistance Process Request for Assistance form is completed. Submitted forms include background information and existing data. Referral is reviewed by intensive support team. Teacher is notified and meeting is scheduled. Assessment Conducted and Plan Developed. Within 10 Days from when the request was submitted Within 30 days from when the request was submitted.

48. Request for Assistance Forms Critical Features: 1. Quick and easy to complete 2. Information about the student 3. Information about the person making the referral 4. Information about the problem behavior (data is preferable over a narrative) 5. Information about the context

49. Request for Assistance Form AcceptableBetterIdeal Takes less than ½ hour to complete Takes less than 20 minutes to complete Takes less than 10 minutes to complete The problem behavior is described precisely, but data is not currently available The problem behavior is described precisely, but only 1 data source is available Problem behavior is precisely defined and documented through ODRs, data from current/previous interventions. A description of how the student is doing academically. Academic information provided includes only grades and a narrative description. Academic data is provided (grades, DIBELS benchmark scores and progress monitoring if available)

50. Sample Request Forms

51. Take a moment to discuss with a colleague What is your school’s process for obtaining and providing supports for students with tier II – III needs? Does this process integrate both behavior and academic supports? Your Turn

52. Integration of four critical elements (Sugai, 2001) SYSTEMS PRACTICES INFORMATION Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES

53. What happens when you do not build local capacity to keep moving forward

54. Outcome Data: Tier 2/3 Tracking Form

55. Access to Tier 3 Students with 6+ major referrals Students with Tier 3 Interventions % of students with Intensive needs who are receiving intensive supports

56. Response to Tier 3 Interventions # of students on function based support plans who are responding # of students participating in function based support plans % of students on on function based support plans who are responding

57. Example Rules: Check In Check Out Responding –Earned an average of 80% of points during the past month –Met his/her goal 80% of the time during the past month –Received no major discipline referrals Fading –Met his/her goal for 30 consecutive days Not Responding –Has 3 consecutive data points below the goal (80%) –Plan is being implemented with fidelity

58. Monitoring Fidelity and Effectiveness How you are currently tracking the effectiveness of your the Tier 2/3 supports.How you are currently tracking the effectiveness of your the Tier 2/3 supports. Your Turn

59. 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.