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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 . Agenda. What is BRIC? [BA] What We Know about Academics and Behavior [BA]

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Integrating Academic and Behavior SupportBob Algozzine and Richard WhiteIntegrated Systems for ALL StudentsNational Forum for Implementers of School-Wide PBSHyatt Regency O’Hare October 30, 2008

agenda
Agenda

What is BRIC? [BA]

What We Know about Academics and Behavior [BA]

Implementing Academic and Behavior Support [RW]

Question and Answer [All]

question and answer
Question and Answer

Guidelines

Leave Firearms at the Door

Focus on What We Know

Don’t Worry…Be Happy!

what is bric
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
what is bric1
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
what is bric2
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.

what is bric3
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
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OUTCOMES

DATA

SYSTEMS

Site-Based

Professional

Development

Evidence-Based

Assessment

and Instruction

PRACTICES

Team-Based Decision-Making

what is bric4
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.
what we know about academics and behavior
What We Know about Academics and Behavior

Demonstrate

Demonstrate

Practice

Prove

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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

Behavior Instruction

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%

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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
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…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.

slide14

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

slide15

Reading Achievement Levels attained by 4th 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

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Oral Reading Fluency attained by 3rd 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]

slide17

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

Behavior Outcomes

1-5%

20-30%

5-10%

20-30%

80-90%

40-60%

slide18

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

slide19

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.”
slide20

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.

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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.
what do we know about relationship between academics and behavior
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.
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