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Academic Achievement + Social Behavior = Multi-tiered system of support

Presentation for 2013 SW-PBS Summer Training Institute. Academic Achievement + Social Behavior = Multi-tiered system of support. Missouri Department of Elementary and Secondary Education. June 2013. Learner Objectives.

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Academic Achievement + Social Behavior = Multi-tiered system of support

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  1. Presentation for 2013 SW-PBS Summer Training Institute Academic Achievement + Social Behavior = Multi-tiered system of support Missouri Departmentof Elementary and Secondary Education June 2013

  2. Learner Objectives • Identify the rationale and logic behind an integrated multi-tiered system of support. • Identify research on the key features of a multi-tiered system of support (academic and behavior). • Identify how practices within these shared features could be implemented in a school setting.

  3. Learner Objective #1 Identify the rationale and logic behind an integrated multi-tier prevention system.

  4. Shared Features OSEP National Center on Positive Behavioral Intervention and Supports, www.pbis.org

  5. Shared Features of a Multi-Tiered System of Support • Continuum of Tiered Instructional Supports, including a Strong Tier 1 • Assessment (Universal Screening/Progress Monitoring) • Data-Based Decision Making • Evidence-Based Practices • Fidelity to Process, Instruction/Intervention, and Assessment

  6. ACADEMIC and BEHAVIOR SYSTEMS Tier 1: Core, Universal Instruction& Supports General academic and behavior instruction and support provided to all students in all settings.  12/7/09, Batsche, Florida Dept. of Education http://www.fldoe.org/

  7. ACADEMIC and BEHAVIOR SYSTEMS Tier 2: Targeted, Supplemental Interventions & Supports More targeted instruction, intervention, and supplemental support in addition to and aligned with the core academic and behavior curriculum. 12/7/09, Batsche Florida Dept. of Education http://www.fldoe.org/

  8. ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports Most intense instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. 12/7/09, Batsche Florida Dept. of Education http://www.fldoe.org/

  9. Why Integrate Academics and Behavior? • Transactional relationship between reading ability and behavioral interventions. (Cook et al., 2012; Fleming et al., 2004; McIntosh et al., 2006; McIntosh et al., 2008; McIntosh et al., 2012) • High quality academic instruction(e.g. content matched to student need, frequent opportunities to respond, frequent feedback) can reduce problem behavior. (Filter & Horner, 2009; Preciado et al., 2009; Sanford 2006) • Implementation of SW-PBS leads to increased academic achievement (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen et al., 2011) Batsche 2013

  10. What Does the Research Say About Integration of Multi-Tiered Systems of Support? • “Viewed as outcomes, achievement and behavior are related; viewed as causes of the other, achievement and behavior are unrelated.” (Algozzine, et al, 2011) • Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing. (McIntosh et al., 2008; Mcintosh et al., 2012) Batsche 2013

  11. Let’s Drill Down Further…

  12. Transactional Relationship Transactional – adjective • a communicative action or activity involving two parties or things that reciprocally affect or influence each other (Merriam Webster Dictionary, 2013) ACADEMIC BEHAVIOR ACHIEVEMENT (READING) (Cook et al., 2012; Fleming et al., 2004; McIntosh et al., 2006; McIntosh et al., 2008; McIntosh et al., 2012)

  13. Another Reciprocal Relationship (Filter & Horner, 2009; Preciado et al., 2009; Sanford 2006;Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen et al., 2011)) Implementation of SW-PBS leads to increased academic achievement High Quality Academic Instruction Reduces Problem Behavior

  14. Outcome vs. Cause Viewed as outcomes, achievement and behavior are related; viewed as causes of the other, achievement and behavior are unrelated.” (Algozzine, et al, 2011)

  15. Function of Behavior Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing. (McIntosh et al., 2008; Mcintosh et al., 2012)

  16. Shared Features of a Multi-Tiered System of Support • Continuum of Supports • Data-Based Decision Making • Assessment (Universal Screening/Progress Monitoring) • Evidence-Based Practices • Fidelity to Process, Instruction/Intervention, and Assessment • Strong Tier 1

  17. Integration of Shared Features Adapted from Batsche 2013

  18. Skills Integration-What are Academic Skills and Academic Behaviors? Academic Skills • goal setting tied to state/district standards • core academic standards • Developmental standards Academic Behaviors-Student Engagement • Behaviors associated with successful completion of the academic skills • On task, listening, following directions, ignoring distractions, self-monitoring, goal setting Inter-/Intra-Personal Behaviors • Behaviors that support social interaction and cooperation • Self control, discipline, perseverance Batsche, 2013 Batsche, 2013

  19. Examples: Working Toward Skills Integration • Freedom Elementary • Check and Connect (SWPBS), Check In/Check Out (SWPBS) • These programs are helping staff get concrete on both social and academic behaviors that are positive and that are concerning. • Both grades and behavior are considered. • East Elementary • SW-PBS behavior matrices • Check In/Check Out (PAWS): clear criteria for selection, classroom minors form

  20. Data Integration Integrated Data: District, Building, Class, Individual (separately/combination) • Attendance • Office discipline referrals (ODRs) • Major discipline events/ISS, OSS • MAP/EOC by subject area • District assessment(s) • Universal screening-Benchmark assessments, Progress Monitoring • Classroom observation data • Common formative assessment • Disaggregate for Racial/Ethnic groups, ELL, Special Education, F/R Lunch

  21. Examples: Working Towards Data Integration • Freedom Elementary • Data Days: • Simultaneous review of behavior and academic data; instructional planning relies on both • Wednesday morning late start. • East Elementary • Data Days: • Multi-disciplinary problem-solving teams, generate Individual Learning Plans for students

  22. Tier Integration • The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction. • Linked directly to core instruction materials and benchmarks • Focus on essential skills • More EXPOSURE and more FOCUS than in core instruction

  23. Examples: Working Towards Tier Integration • Freedom Elementary • Grade-level teaming and data days facilitate curriculum and intervention discussions that enhance Tier 1/2/3 integration. • East Elementary • Data days discussion of students highlights Tier 1 gaps that need to be addressed and Tier 2 intervention needs that may be unmet or changing. • Tiger teams create SMART goals for students that address student needs relative to grade level performance.

  24. Resources • Utah http://www.updc.org/umtss/ • Kansas http://www.kansasmtss.org/ • Michigan Integrated Behavior and Learning Support Initiative (MiBLSi) http://miblsi.cenmi.org/Home.aspx • Washington (RTI/ State Personnel Development Grant)http://www.k12.wa.us/RTI/AcademicsBehavior/default.aspx • Illinois (State Personnel Development Grant) http://www.illinoisrti.org/home

  25. Resources: Oregon • Oregon (State Personnel Development Grant) Effective Behavioral and Instructional Support Systems (EBISS) http://www.ode.state.or.us/search/page/?id=3474 Elementary Manual: http://www.oregonrti.org/files/u9/Elementary%20EBIS%20Handbook%202010-11%20final.pdf Secondary Manual:  http://www.oregonrti.org/files/u2/2011-12%20TTSD%20Secondary%20EBIS%20Handbook%20Final%209-12-11.pdf

  26. Resources: Florida • Florida • PS-RTI http://floridarti.usf.edu/ • Florida’s MTSS http://www.florida-rti.org/ • Problem Solving worksheet: http://www.florida-rti.org/_docs/AppendixB.pdf

  27. Waynesville School District Mike Morriss, Principal Freedom Elementary mmorriss@waynesville.k12.mo.us James Robbins, Assistant Principal Freedom Elementary JiRobbins@waynesville.k12.mo.us Hilary Bales, Principal Freedom Elementary hbales@waynesville.k12.mo.us

  28. Rebecca Holland RTI Development Site Coordinator University of Central Missouri rholland@ucmo.edu Thea Scott Director of Three-Tiered Model Coordination Department of Elementary and Secondary Education Thea.Scott@dese.mo.gov

  29. Contact Us dese.mo.gov communications@dese.mo.gov

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