RTI Toolkit: A Practical Guide for Schools RTI ... · RTI Toolkit: A Practical Guide for Schools RTI: Integrating Academics and Behavior Dr. David Karam & Jim Wright, Presenters 7

RTI Toolkit: A Practical Guide for Schools

RTI: Integrating Academics and Behavior Dr. David Karam & Jim Wright, Presenters 7 May 2015 OCM BOCES Syracuse, NY

Jim Wright 364 Long Road Tully, NY 13159 Email: [email protected] Workshop Materials: http://www.interventioncentral.org/OCMBOCES

‘How RTI Works’ Series © 2015 Jim Wright www.interventioncentral.org 1

Social-Emotional RTI: Critical Elements Directions: With your team, review each essential element of the Social-Emotional RTI model that appears below. Check 'Y[es]' if your school has fully implemented this element or 'N[o]' if the element is missing or more work is needed. When finished, select the TOP 4 elements that should be the focus of your immediate attention.

Tier 1: Classroom Y N

1. Strong Core Instruction. Teachers are versed in strategies to reach struggling learners. They structure lessons to include the effective elements of direct instruction such as matching instructional level to students, increased opportunities to respond, and timely performance feedback (Burns et al., 2008).

Y N

2. Group Behavior Management. Teachers employ a range of techniques to promote classwide positive behaviors, such as teaching behavioral expectations, training in basic routines, and providing active supervision (Fairbanks et al., 2007).

Y N

3. Individual Intervention Plans. Teachers are able to identify students who require individualized Tier 1 classroom intervention plans for behavioral or social-emotional issues; clearly define the student behavior(s) to be the target of the intervention; locate research-based intervention ideas that match students' needs; and write individualized classroom intervention plans (Wright, 2014).

Y N

4. Intervention Progress-Monitoring. Teachers can select or create data tools such as Daily Report Cards to measure student response to classroom behavior or social-emotional interventions, set social-emotional or behavioral outcome goals, and track student progress frequently--e.g., daily (Pelham et al., 2005).

Y N

5. Schoolwide Screening. At least 3 times per year, the building collects schoolwide screening data (via Office Discipline Referrals; brief rating scales, or multiple-gating procedures) to identify students at risk for behavior problems that require RTI services (Gresham, et al., 2013)

Tier 2/3: Interventions Y N

6. Assignment to RTI Services. Standard, objective procedures are in place to assign students to targeted or intensive interventions. At Tier 2, the Behavior Data Analysis Team uses schoolwide screening data to identify students to be placed in Tier 2 services (Kovaleski et al., n.d.). The RTI Problem-Solving Team assigns and oversees Tier 3 services (Wright, 2012).

Y N

7. Evidence-Based Programs or Practices. All programs or practices employed at Tier 2/3 are supported by research (Kratochwill & Shernoff, 2004).

Y N

8. Intervention Intensity. Tier 2/3 services are sufficiently intensive to match the level of severity of behavioral or social-emotional issues of students assigned to them. Intensity includes frequency and duration of sessions (Tier 2: at least 3 x, 30 minutes per week; Tier 3: daily for 30 minutes); and group size (Tier 2: up to 7 students; Tier 3: up to 3 students) (Burns & Gibbons, 2008).

Y N

9. Intervention Progress-Monitoring. At Tier 2/3, data are collected with sufficient frequency (e.g., at least weekly at Tier 3) to determine whether the student is making appropriate progress with the intervention (Burns & Gibbons, 2008).

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Jim Wright, Presenter www.interventioncentral.org 2


Y N

10. Intervention Integrity. At Tiers 2 and 3, data is collected on all intervention plans to ensure that those plans are being delivered as designed and according to best practice. (Examples of intervention integrity data include recording student attendance; verifying intervention follow-through using procedural checklists; and collecting permanent products such as sticker charts, etc.) (Gansle & Noell, 2007).

Tier 3: RTI Problem-Solving Team Y N

11. RTI Team: Meeting Process. The RTI Team follows a 4-step investigative meeting structure patterned on the "problem-solving" model: (1) Problem Identification; (2) Problem Analysis; (3) Plan Development; and (4) Plan Evaluation (Bergan, 1995).

Y N

12. RTI Team: FBA/BIP. For students with intensive behavioral needs, the RTI Team has the capacity to conduct Functional Behavior Assessments and to use the results to construct Behavior Intervention Plans (Hawken et al., 2008).

Y N

13. RTI Team: Wraparound Meetings. For students who receive outside mental health services, the RTI Team can hold "wraparound" meetings (to which parents and agency personnel are invited) and use a consensus-building process to develop a unified care/intervention plan spanning home, school, and community (Eber et al., 2002).

RTI: Coordination Across Building/District Y N

14. Routing of RTI Referrals. The school has designated a process to take referrals of students for behavior or social-emotional issues, to evaluate whether they are ready to advance to a higher Tier, and to route referrals to their appropriate destination (e.g., back to the classroom teacher, to the Tier 2 Behavior Data Analysis Team, to the Tier 3 RTI Problem-Solving Team).

Y N

15. Behavioral/Social-Emotional: Non-Responder Decision Rules. The school uses decision rules to evaluate a student's RTI behavioral intervention history to determine if that student has failed to respond adequately to general-education interventions and may require a referral to the Special Education Eligibility Team.

Y N

16. RTI Leadership Team. The building or district has an active RTI Leadership Team that meets regularly to oversee the planning, rolling out, and trouble-shooting of the RTI Behavior/Social-Emotional model (Wright, 2007, 2012).

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References Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2), 111-123. Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York. Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists. Eber, L., Sugai, G., Smith, C. R., & T. M. Scott. (2002). Wraparound and positive behavioral interventions and supports in the schools. Journal of Emotional and Behavioral Disorders, 10(3), 171-180. Fairbanks, S., Sugai, G., Guardino, S., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, 288-310. Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and practice of assessment and intervention (pp. 244-251).

Gresham, F. M., Hunter, K. K., Corwin, E. P., & Fischer, A. J. (2013). Screening, assessment, treatment, and outcome evaluation of behavioral difficulties in an RTI mode. Exceptionality, 21, 19-33. Hawken, L. S., Vincent, C. G., & Schumann, J. (2008). Response to intervention for social behavior: Challenges and opportunities. Journal of Emotional and Behavioral Disorders. 16, 213-225. Kovaleski, J. F., Roble, M., & Agne, M. (n.d.). The RTI data analyis teaming process. [RTI Action Network website]. Retrieved from http://www.rtinetwork.org/essential/assessment/data-based/teamprocess Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Review,33 (1), 34-48. Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence based assessment of attention deficit hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449-476. Wright, J. (2012). RTI success in secondary schools: A toolkit for middle and high schools. Port Chester, NY: National Professional Resources, Inc. Wright, J. (2014). Strategies for struggling learners in the era of CCSS and RTI. Port Chester, NY: National Professional Resources, Inc.

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‘How the Common Core Works’ Series © 2013 Jim Wright www.interventioncentral.org 1

How To: Implement Strong Core Instruction When teachers must present challenging academic material to struggling learners, they can make that material more accessible and promote faster learning by building assistance directly into instruction. Researchers use several terms to refer to this increased level of student instructional support: explicit instruction, direct instruction, supported instruction (Rosenshine, 2008). The checklist below summarizes the essential elements of a supported-instruction approach. When preparing lesson plans, instructors can use this resource as a 'pre-flight' checklist to make sure that their lessons reach the widest range of diverse learners.

1. Increase Access to Instruction Instructional Element Notes Instructional Match. Lesson content is appropriately matched to

students' abilities (Burns, VanDerHeyden, & Boice, 2008).

Content Review at Lesson Start. The lesson opens with a brief review of concepts or material that have previously been presented. (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).

Preview of Lesson Goal(s). At the start of instruction, the goals of the current day's lesson are shared (Rosenshine, 2008).

Chunking of New Material. The teacher breaks new material into small, manageable increments, 'chunks', or steps (Rosenshine, 2008).

2. Provided 'Scaffolding' Support Instructional Element Notes Detailed Explanations & Instructions. Throughout the lesson, the

teacher provides adequate explanations and detailed instructions for all concepts and materials being taught (Burns, VanDerHeyden, & Boice, 2008).

Think-Alouds/Talk-Alouds. When presenting cognitive strategies that cannot be observed directly, the teacher describes those strategies for students. Verbal explanations include ‘talk-alouds’ (e.g., the teacher describes and explains each step of a cognitive strategy) and ‘think-alouds’ (e.g., the teacher applies a cognitive strategy to a particular problem or task and verbalizes the steps in applying the strategy) (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).

Work Models. The teacher makes exemplars of academic work (e.g., essays, completed math word problems) available to students for use as models (Rosenshine, 2008).

Active Engagement. The teacher ensures that the lesson engages the student in ‘active accurate responding’ (Skinner, Pappas & Davis, 2005) often enough to capture student attention and to optimize learning.

Collaborative Assignments. Students have frequent opportunities to work collaboratively--in pairs or groups. (Baker, Gersten, & Lee, 2002; Gettinger & Seibert, 2002).

Checks for Understanding. The instructor regularly checks for student understanding by posing frequent questions to the group (Rosenshine, 2008).

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Group Responding. The teacher ensures full class participation and boosts levels of student attention by having all students respond in various ways (e.g., choral responding, response cards, white boards) to instructor questions (Rosenshine, 2008).

High Rate of Student Success. The teacher verifies that students are experiencing at least 80% success in the lesson content to shape their learning in the desired direction and to maintain student motivation and engagement (Gettinger & Seibert, 2002).

Brisk Rate of Instruction. The lesson moves at a brisk rate--sufficient to hold student attention (Carnine,1976; Gettinger & Seibert, 2002).

Fix-Up Strategies. Students are taught fix-up strategies (Rosenshine, 2008) for use during independent work (e.g., for defining unknown words in reading assignments, for solving challenging math word problems).

3. Give Timely Performance Feedback Instructional Element Notes Regular Feedback. The teacher provides timely and regular

performance feedback and corrections throughout the lesson as needed to guide student learning (Burns, VanDerHeyden, & Boice).

Step-by-Step Checklists. For multi-step cognitive strategies, the teacher creates checklists for students to use to self-monitor performance (Rosenshine, 2008).

4. Provide Opportunities for Review & Practice Instructional Element Notes Spacing of Practice Throughout Lesson. The lesson includes

practice activities spaced throughout the lesson. (e.g., through teacher demonstration; then group practice with teacher supervision and feedback; then independent, individual student practice) (Burns, VanDerHeyden, & Boice).

Guided Practice. When teaching challenging material, the teacher provides immediate corrective feedback to each student response. When the instructor anticipates the possibility of an incorrect response, that teacher forestalls student error through use of cues, prompts, or hints. The teacher also tracks student responding and ensures sufficient success during supervised lessons before having students practice the new skills or knowledge independently (Burns, VanDerHeyden, & Boice, 2008).

Support for Independent Practice. The teacher ensures that students have adequate support (e.g., clear and explicit instructions; teacher monitoring) to be successful during independent seatwork practice activities (Rosenshine, 2008).

Distributed Practice. The teacher reviews previously taught content one or more times over a period of several weeks or months (Pashler et al., 2007; Rosenshine & Stevens, 1995).

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References Baker, S., Gersten, R., & Lee, D. (2002).A synthesis of empirical research on teaching mathematics to low-achieving students. The Elementary School Journal, 103(1), 51-73. Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists. Carnine, D.W. (1976). Effects of two teacher presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199-206. Gettinger, M., & Seibert, J.K. (2002). Best practices in increasing academic learning time. In A. Thomas (Ed.), Best practices in school psychology IV: Volume I (4th ed., pp. 773-787). Bethesda, MD: National Association of School Psychologists. Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., and Metcalfe, J. (2007) Organizing Instruction and Study to Improve Student Learning (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov. Rosenshine, B. (2008). Five meanings of direct instruction. Center on Innovation & Improvement. Retrieved from http://www.centerii.org Rosenshine, B., & Stevens, R. (1995). Functions for teaching well-structured tasks. Journal of Educational Research, 88, 262–268. Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.

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How To: Motivate Students Through Teacher Praise

As the majority of states across America adopt the Common Core Standards for reading and mathematics, teachers at all grade levels are eager to find tools that will encourage students to work harder to reach those ambitious outcome goals. Additionally, schools adopting Response to Intervention are seeking evidence-based strategies to motivate struggling students that can also be easily delivered in general-education classrooms.

Teacher praise is one tool that can be a powerful motivator for students. Surprisingly, research suggests that praise is underused in both general- and special-education classrooms (Brophy, 1981; Hawkins & Heflin, 2011; Kern, 2007).

Praise: What the Research Says

Effective teacher praise consists of two elements: (1) a description of noteworthy student academic performance or general behavior, and (2) a signal of teacher approval (Brophy, 1981; Burnett, 2001). The power of praise in changing student behavior is that it both indicates teacher approval and informs the student about how the praised academic performance or behavior conforms to teacher expectations (Burnett, 2001). As with any potential classroom reinforcer, praise has the ability to improve student academic or behavioral performance—but only if the student finds it reinforcing (Akin-Little et al., 2004). Here are several suggestions for shaping praise to increase its effectiveness:

Describe Noteworthy Student Behavior. Praise statements that lack a specific account of student behavior in observable terms are compromised—as they fail to give students performance feedback to guide their learning. For example, a praise statement such as 'Good job!' is inadequate because it lacks a behavioral description (Hawkins & Heflin, 2011). However, such a statement becomes acceptable when expanded to include a behavioral element: "You located eight strong source documents for your essay. Good job!"

Praise Effort and Accomplishment, Not Ability. There is some evidence that praise statements about general ability can actually reduce student appetite for risk-taking (Burnett, 2001). Therefore, teachers should generally steer clear of praise that includes assumptions about global student ability (e.g., "You are a really good math student!"; "I can tell from this essay that writing is no problem for you."). Praise should instead focus on specific examples of student effort or accomplishment (e.g., "It's obvious from your grade that you worked hard to prepare for this quiz. Great work!"). When praise singles out exertion and work-products, it can help students to see a direct link between the effort that they invest in a task and improved academic or behavioral performance.

Match the Method of Praise Delivery to Student Preferences. Teachers can deliver praise in a variety of ways and contexts. For example, an instructor may choose to praise a student in front of a class or work group or may instead deliver that praise in a private conversation or as written feedback on the student's assignment. When possible, the teacher should determine and abide by a student's preferences for receiving individual praise. It is worth noting that, while most students in elementary grades may easily accept public praise, evidence suggests that middle and high-school students actually prefer private praise (Burnett, 2001). So, when in doubt with older students, deliver praise in private rather than in public.

Praise: Use in the Classroom

Praise is a powerful motivating tool because it allows the teacher to selectively encourage different aspects of student production or output. For example, the teacher may use praise to boost the student's performance, praising

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effort, accuracy, or speed on an assignment. Or the teacher may instead single out the student's work product and use praise to underscore how closely the actual product matches an external standard or goal set by the student. The table below presents descriptions of several types of praise-statements tied to various student goals:

Praise: Goal Example Student Performance: Effort. Learning a new skill requires that the student work hard and put forth considerable effort--while often not seeing immediate improvement. For beginning learners, teacher praise can motivate and offer encouragement by focusing on effort ('seat-time') rather than on product (Daly et al., 2007).

"Today in class, you wrote non-stop through the entire writing period. I appreciate your hard work."

Student Performance: Accuracy. When learning new academic material or behaviors, students move through distinct stages (Haring et al., 1978). Of these stages, the first and most challenging for struggling learners is acquisition. In the acquisition stage, the student is learning the rudiments of the skill and strives to respond correctly. The teacher can provide encouragement to students in this first stage of learning by praising student growth in accuracy of responding.

"This week you were able to correctly define 15 of 20 biology terms. That is up from 8 last week. Terrific progress!"

Student Performance: Fluency. When the student has progressed beyond the acquisition stage, the new goal may be to promote fluency (Haring et al., 1978). Teacher praise can motivate the student to become more efficient on the academic task by emphasizing that learner's gains in fluency (a combination of accuracy and speed of responding).

"You were able to compute 36 correct digits in two minutes on today's math time drill worksheet. That's 4 digits more than earlier this week--impressive!"

Work Product: Student Goal-Setting. A motivating strategy for a reluctant learner is to have him or her set a goal before undertaking an academic task and then to report out at the conclusion of the task about whether the goal was reached. The teacher can then increase the motivating power of student goal-setting by offering praise when the student successfully sets and attains a goal. The praise statement states the original student goal and describes how the product has met the goal.

"At the start of class, you set the goal of completing an outline for your paper. And I can see that the outline that you produced today looks great—it is well-structured and organized."

Work Product: Using External Standard. Teacher praise often evaluates the student work product against some external standard. Praise tied to an external standard reminds the student that objective expectations exist for academic or behavioral performance (e.g., Common Core State Standards in reading and mathematics) and provides information about how closely the student's current performance conforms to those expectations. When comparing student work to an external standard, the teacher praise-statement identifies the external standard and describes how closely the student's work has come to meeting the standard.

"On this assignment, I can see that you successfully converted the original fractions to equivalent fractions before you subtracted. Congratulations—you just showed mastery of one of our state Grade 5 math standards!"

Praise: Troubleshooting

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One reason that praise is often underused in middle and high school classrooms may be that teachers find it very difficult both to deliver effective group instruction and to provide (and keep track of) praise to individual students. Here are several informal self-monitoring ideas to help teachers to use praise with greater frequency and consistency:

Keep Daily Score. The teacher sets a goal of the number of praise-statements that he or she would like to deliver during a class period. During class, the teacher keeps a tally of praise statements delivered and compares that total to the goal.

Select Students for Praise: Goal-Setting and Checkup. Before each class, the teacher jots down the names of 4-5 students to single out for praise. (This activity can be done routinely as an extension of lesson-planning.) After the class, the teacher engages in self-monitoring by returning to this list and placing a checkmark next to the names of those students whom he or she actually praised at least once during the class period.

Make It Habit-Forming: Tie Praise to Classroom Routines. Like any other behavior, praise can be delivered more consistently when it becomes a habit. Here is an idea that takes advantage of the power of habit-formation by weaving praise into classroom routine: (1) The teacher first defines various typical classroom activities during which praise is to be delivered (e.g., large-group instruction; student cooperative-learning activities; independent seatwork, etc.). (2) For each type of activity, the teacher decides on a minimum number of group and/or individual praise statements that the instructor would like to deliver each day or class period as a part of the instructional routine (e.g., 'Large-group instruction: 5 praise-statements or more to the class or individual students', 'Independent seatwork: 4 praise-statements or more to individual students'). (3) The teacher initially monitors the number of praise-statements actually delivered during each activity and strives to bring those totals into alignment with the minimum levels previously established as goals. (4) As delivery of praise becomes associated with specific activities, the onset of a particular class activity such as large-group instruction serves as a reminder (trigger or stimulus) to deliver praise. In effect, praise becomes a habit embedded in classroom routine.

References

Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344-362.

Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5-32.

Burnett, P. C. (2001). Elementary students' preferences for teacher praise. Journal of Classroom Interaction, 36(1), 16-23.

Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., & Olson, S. C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement, instruction, and intensity. School Psychology Review, 36, 562-581.

Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing Co.

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Hawkins, S. M., & Heflin, L. J. (2011). Increasing secondary teachers’ behavior-specific praise using a video self-modeling and visual performance feedback intervention. Journal of Positive Behavior Interventions,13(2) 97–108.

Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.

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‘Classroom First Responder’ Series © 2015 Jim Wright www.interventioncentral.org 1

How to: Improve Group Responding: Numbered Heads Together Description. Teacher questioning during whole-group instruction is a key method that instructors use to monitor student understanding of content. Ideally, instructors should use a mix of closed-response queries (i.e., limited number of correct responses) and open-response questions (i.e., wide range of acceptable answers, opinions, or judgments). Students should also be given sufficient wait-time to formulate an adequate answer, and the teacher should provide targeted performance feedback (Maheady et al., 2006). Numbered Heads Together is an instructional technique built upon peer collaboration that provides the supports and structure necessary to promote effective teacher questioning and student responding (Maheady et al., 2006). This technique can be useful for students with emotional/behavioral disorders (EBD) (Hunter & Haydon, 2013). Procedure: During whole-group instruction, Numbered Heads Together is implemented using the following steps: 1. Create teams. The teacher divides the class into 4-person teams. Ideally, each team includes a mix of

high, average, and low-achieving students. Students in each team assign themselves the numbers 1 through 4. (Note: If a team has only 3 members, one student takes two numbers: 3 and 4.)

2. State a question. The teacher poses separate queries to the class. After each question, the instructor tells students to "put your heads together, think of the best answer you can, and make sure that everybody in your group knows that answer."

3. Allow think-time. The teacher gives students 30 seconds to discuss an answer in their groups.

4. Elicit student responses. The teacher randomly selects a number from 1-4 and says, "All number [1, 2, 3, or 4] students who know the answer, raise your hand." The teacher then calls on one student with hand raised and asks him or her to give the answer. The teacher next says, "How many [1, 2, 3, or 4] students think that that answer is correct? Raise your hand." [Optional: The teacher can call on additional students with hand raised to elaborate on a previous student's answer.]

5. Give teacher feedback. Finally, the instructor gives feedback about the answer, e.g., verifying that it is correct, elaborating on the answer, providing corrective feedback for an incorrect response.

Tips for Use. Teachers may wish to create standing groups for Numbered Heads Together to allow for more rapid transition into student teams. Also, the instructor might post a checklist that reminds students of appropriate NHT behaviors and briefly review that checklist as a pre-correction strategy prior to moving into the NHT activity. References Hunter, W., & Haydon, T. (2013). Examining the effectiveness of numbered heads together for students with emotional and behavioral disorders. Beyond Behavior, 22(3), 40-45. Maheady, L., Michielli-Pendl, J., Harper, G. F., & Mallette, B. (2006). The effects of numbered heads together with and without an incentive package on the science test performance of a diverse group of sixth graders. Journal of Behavioral Education, 15(1), 25-39.

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Documents

RTI Toolkit: A Practical Guide for Schools RTI ... · RTI Toolkit: A Practical Guide for Schools RTI: Integrating Academics and Behavior Dr. David Karam & Jim Wright, Presenters 7