Presentation Description

1. Moving Towards a True Integrations of Response to Intervention Systems in Academic and behavior Support Steve Goodman Michigan’s Integrated Behavior and Learning Initiative (MiBLSi) sgoodman@miblsimtss.org miblsi.cenmi.org 7th Annual School-Wide Positive Behavior Support Conference Nashville, Tennessee November 14, 2013 9:30 – 10:15

2. Presentation Description Integration of supporting students around behavior and academics is gaining more attention as schools implement programs involving Response to Intervention. Integrated behavior and academic support models share common components that include: (a) team approach, (b) focus on evidence-based practices that are implemented with fidelity, (c) progress monitoring and, (d) using data to make decisions to improve student outcomes. This session describes the logic for integration of behavior and academics in a Response to Intervention model. Key features of an integrated schoolwide model will be discussed. Examples of implementation, systems of supports and outcomes will be provided.

3. The Model

4. Moving Upstream:A Story of Prevention and Intervention

5. 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.

6. 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.

7. 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?”

8. 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”.

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

10. Reading Social Behavior Social Studies Science Math Art Phys. Ed. Student Profile: Eddie

11. MTSS is a framework to provide all students with the best opportunities to succeed academically and behaviorally in school. MTSS focuses on providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals. Data are used to allocate resources to improve student learning and support staff implementation of effective practices. Multi-Tiered System of Supports (MTSS)

12. Core Features of MTSS(Sugai & Horner, 2009) Interventions that are supported by scientifically based research. Interventions that are organized along a tiered continuum that increases in intensity (e.g., frequency, duration, individualization, specialized supports, etc.) Standardized problem-solving protocol for assessment and instructional decision making. Explicit data-based decision rules for assessing student progress and making instructional and intervention adjustments. Emphasis on assessing and ensuring implementation integrity. Regular and systemic screening for early identification of students whose performance is not responsive to instruction.

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

14. Systems of Academic and Behavior Practices

15. Focus on prevention of problems Supports for all students (intensity based on need) Instructional focus on skill development necessary for success in school and beyond Commitment to evidence-base practices Use of teams to coordinate and manage implementation as whole school initiative Use of data for selecting and modifying interventions Similarities in Academic or Behavior Approaches to Multi-Tiered Systems

16. Difference in Academic or Behavior Approaches to Multi-Tiered Systems

17. 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?

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

19. Academic or Behavior Support Systems • National Center on Positive Behavioral Interventions and Supports directly supports over 18,000 U.S. schools in implementing PBIS (Sugai, 2012, October). • 68% of schools are in some stage of district-wide RTI implementation, with 24% stating that RTI was part of their typical practices (GlobalScholar, 2011).

20. Behavior and Reading 3-Tier Model • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Academic Systems Behavioral Systems Cir. 2003

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

22. Parallel Systems to Integrated Systems of Academic and Behavior Supports Academic Supports Educational Supports Behavior Supports Cir. 2011

23. Critical Features of both “Schoolwide Behavior Support” and “Schoolwide Reading Support” Establish Commitment Establish and Maintain Team Self-Assessment (Fidelity and Outcomes) Continuum of Supports Establish Information Systems For developing treatments For progress monitoring For evaluation Build Capacity for Function-Based Support

24. 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.)

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

26. MiBLSi Schools and Reading MEAP:Average Total Office Discipline Referrals per 100 Students per Day 2004-2005

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

28. Cycle of Academic and Behavioral Failure: Aggressive Response(McIntosh, 2008) Teacher presents student with grade level academic task So, which is it… Academic problems lead to behavior problems? or Behavior problems lead to academic problems? Not sure… Probably a combination of both Student engages in problem behavior Student’s academic skills do not improve Student escapes academic task Teacher removes academic task or removes student

29. Relationship between behavior and reading Children of the Code: A Social Education Project http://www.childrenofthecode.org/

30. 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

31. Reducing Problem Behavior Resulting in More academic Time: Portage North Middle School “I see a definite difference! … I am able to spend more time visiting classrooms.” Celeste Shelton-Harris, Principal “We have more time to discuss academic concerns and we are getting a lot more accomplished.” Johanna Toth, 6th grade teacher

32. Instructional Time Recovered through Positive Behavior Support: One teacher’s experience Before: 2006-2006 school year 200 discipline referrals After: First semester 2007-2008 18 discipline referrals (Kalamazoo Central High School)

33. Integrated approaches may be more sustainable Less competition cross content area initiatives Capacity building of educator skills in one MTSS area can be applied in other areas of MTSS (data analysis, problem solving, etc.) Why is Integration Important? (cont.)

34. Integrated Systems of Behavior and Academic Support Given these economic times, schools are required to “do more with less” It may be necessary and more efficient to have a single, integrated system of supports vs. separate, parallel systems Incorporate academic and behavior into school improvement process

35. Academic and Behavior MTSS systems share elements of quality instruction and effective systems change principles (McIntosh, Goodman, & Bohanon, 2010; Stollar, Poth, Curtis, & Cohen, 2006) Use these shared elements to make a more cohesive system Why Integrate Academic and Behavior Systems?

36. Integrated Academic and Behavior Practices • Universal Prevention • Big Ideas • Conspicuous Strategies • Mediated Scaffolding • Strategic Integration • Primed Background Knowledge • Judicious Review Continuum of Supports

37. Tier I Supports in an Integrated Model Common strategies of good instruction apply to both academic/behavior • Big Ideas • Conspicuous Strategies • Mediated Scaffolding • Strategic Integration • Primed Background Knowledge • Judicious Review Good instruction will reduce problem behavior and good behavior support will provide instructional environments more conducive to learning

38. Reading Example: • Phonemic Awareness, Alphabetic Principle, Fluency with Connected Text, Vocabulary and Comprehension Strategies Behavior Example: • 3-5 behavior expectations (e.g., Be responsible, Be respectful, Be prepared) Integration Considerations: • Directly connecting behavioral expectations to academic accomplishment. (Be responsible means engaging in class instruction) Big Ideas (Focus on key components)

39. Reading Example: • Teach sounds of individual letters and then blend the sounds together to say the printed word Behavior Example: • Explicitly teach behavior expectations through examples and nonexamples connected to context Integration Considerations: • Directly teaching academic facilitative behaviors (attending, engagement responses) Conspicuous Strategies (Provide direct teaching on strategies used by successful people)

40. Reading Example: • Pointing to letter for student to sound out and then slide finger across word to say it fast Behavior Example: • Posted behavior expectations as prompt Integration Consideration: • Prompt what the student should be doing (academic engagement) rather than not doing (problem behavior), scheduling of instruction to increase successful responding and reduce behavior problems Mediated Scaffolding (Prompting and fading of prompts)

41. Reading Example: • Connect vocabulary instruction to student previous vocabulary and understanding Behavior Example: • Use student’s previous experiences to better understand conditions for when and where behavior expectations are appropriate. Integration Considerations: • Make connections from concepts previously learned in one area (e.g., reading) draw on this for background knowledge for another area (e.g., behavior) Primed Background Knowledge (Provide necessary knowledge and experiences)

42. Reading Example: • Phonemic awareness is combined with alphabetic principle to promote fluency with connected text Behavior Example: • Behavior expectations are transferred to new settings and context (sub teacher, field trip) Integration Consideration • Teach students to use skills learned in reading problem solving to apply to social problem solving (identifying context cues, understanding meaning) Strategic Integration (Previous learning applied to new more complex content and context)

43. Reading Example: • Reviewing vocabulary terms at end of initial lesson and also periodically based on student performance Behavior Example: • Behavior expectations are reviewed after each school vacation period Integration Consideration • Monitor student performance within the instructional setting regarding need for review in both behavior AND academic variables Judicious Review (Plan full and periodic review of skills and knowledge)

44. Interaction of Behavior and Academics At the classroom level

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

46. End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area) What does this information tell you about Julia’s needs? 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)

47. End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area) What does this information tell you about Julia’s needs and the needs of her classmates? 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?

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

49. Major discipline referrals per student per class Julia’s class Does this information change how you might support Julia? Her classmates? Same building, same grade, different teacher What does this information tell you about Julia’s needs and the needs of her classmates?

50. Consider Fidelity of Implementation • Are we implementing the practices correctly and consistently over time? • Students cannot benefit from interventions they do not experience! from Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008