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Blending Academics and Behavior
Dawn Miller
Shawnee Mission School District
Steve Goodman
Michigan’s Integrated Behavior and Learning Initiative (MiBLSi)
miblsi.cenmi.org
Presentation Description
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 from Kansas and Michigan.
Why look an integrated
Behavior and Academic support model• Both are critical for school success
• Share critical feature of data-based decision making
• Both utilize three tiered prevention model
• Both incorporate a team approach at school level, grade level, and individual level
• Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model
– (Stewart, Benner, Martella, & Marchand-Martella, 2007)
Integrated Functions Across All Tiers of Support
Team approachTeam approach
Progress monitoringProgress
monitoring
Data-based decisions
Data-based decisions
Evidence-based practices
Evidence-based practices
Beh
avio
r S
uppo
rt Reading S
upportUniversal ScreeningUniversal Screening
Implementation of schoolwide positive behavior support leads to increased academic engaged time and enhanced academic outcomes
(Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)
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)
Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing
(McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)
Relationship between behavior and reading
Children of the Code: A Social Education Project
http://www.childrenofthecode.org/
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.
Michigan’s model for behavior and reading RtI
Steve [email protected]
http://miblsi.cenmi.org
National PBIS Leadership Forum October, 2010
Mission StatementTo develop support systems and sustained implementation of a data-driven, problem solving model in schools to help students become better readers with social skills necessary for success.
MiBLSi Project Scope
• 3 Project Directors
• 6 Project Coordinators
• 10 Regional Coordinators
• 13 Additional Project Staff
• 82 State Trainers
• 667 coaches
– 283 External Coaches
– 384 Internal Coaches
• Supporting 633 schools
• Within 250 LEAs and 43 ISDs
Examples of Academic and Behavior Practices
Continuum of Supports
Universal PreventionBehavior•Identify expectations•Teach•Monitor•Acknowledge•CorrectReading•Evidence based curriculum focused on:
• Phonemic Awareness• Alphabetic Principal• Fluency• Vocabulary• Comprehension
•Adequate teaching time•Trained instructors•Progress monitoring•Active participation with frequent feedback
Targeted InterventionBehavior• Check-in, Checkout• Social skills training• Mentoring• Organizational skills• Self-monitoringReading• Teacher-Directed PALS• K PALS• First Grade PALS• Road to the Code• REWARDS• Peer Assisted Learning Strategies• Read Naturally
Intensive InterventionBehavior• Individualized, functional assessment
based behavior support planReading • Scott Foresman Early Reading
Intervention• Reading Mastery• Corrective Reading
Phases of Implementation over 3 year periodPhase I: Building schoolwide foundations
– Strengthening the core programs provided to all students with a goal of prevention of behavior or reading problems. (8 training sessions)
Phase II: Developing a multi-tiered system of support for students in both reading and behavior.
– As the significance of student need increases, the intensity of support also increases. (7 training sessions)
Phase III: Developing a responsive system of ongoing evaluation and support
– Use data to continuously advancing student outcomes by improving support structures and activities (3 data review/planning sessions)
Practices of Behavior and Reading Supports
Reading Supports
Behavior Supports
Integrated Behavior and
Reading Supports
Independent Behavior and Academic Supports
Distribution of Elementary Reading Intervention Level a Michigan Example (based on DIBELS assessment)
33%
43%
56%
24%
20%
(n = 201)
24%
(n = 4074)
Proficiency on 4th Grade and Percent of Major Discipline Referrals from Classroom:
132 Elementary Schools
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
Average MEAP Reading Scores and fidelity in PBIS implementation based on Benchmarks of Quality
(Sample data from MiBLSi)
State Average
Looking at Julia’s data
Problem solving from an individual student level to systems level
End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area)
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)
What does this information tell you about Julia’s needs?
End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area)
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?
What does this information tell you about Julia’s needs and the needs of her classmates?
Same building, same grade, different teacher
Does this information change how you might support Julia? Her classmates?
0123456789
1011
6542 7816 5149 2811 3231 8777 8750 8684Students
Major Discipline Referrals
0123456789
1011
6366383442802324788943189726218196974278782525664336Students
Major Discipline Referrals
Julia’s class
Same building, same grade, different teacher
Does this information change how you might support Julia? Her classmates?
What does this information tell you about Julia’s needs and the needs of her classmates?
Major discipline referrals per student per class
MiBLSi Project Data
Elementary Schools with complete data sets: Average Major Discipline Referrals per 100
Students per Day
Percent of Students meeting DIBELS Spring Benchmark for Cohorts 1 - 5
(combined grades)
Percent of Students at DIBELS Intensive Level
across year by Cohort
