Integrating Academic and Behavior at Tiers II and III Steve Goodman Michigan’s Integrated Behavior and Learning Initiative (MiBLSi) [email protected]miblsi.cenmi.org The 2010 Vermont Positive Behavior Interventions and Supports (VTPBiS) Celebration and Sustainability Forum October 1, 2010 10:30 – 12:00
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Integrating Academic and Behavior at Tiers II and III Steve Goodman Michigan’s Integrated Behavior and Learning Initiative (MiBLSi) [email protected].
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Integrating Academic and Behavior at Tiers II and III
Steve GoodmanMichigan’s Integrated Behavior and Learning Initiative (MiBLSi)
The 2010 Vermont Positive Behavior Interventions and Supports
(VTPBiS) Celebration and Sustainability Forum
October 1, 2010
10:30 – 12:00
Presentation Description
This workshop will provide a follow‐up to the keynote presentation with a focus on the membership, roles, responsibilities and activities of the academic/behavior Targeted/Intensive Team within a school.
First, do we have Universal First, do we have Universal supports in place?supports in place?
First, do we have Universal First, do we have Universal supports in place?supports in place?
Emphasis is placed on establishing Universal Behavior/Academic Support with Fidelity
• Reduces number of students requiring more intensive intervention
• Reduces the intensity of many of the at-risk behaviors.
• Greater allocation of resources for those in greater need
• Less demand on limited school/district
Importance of “firming-up” the Schoolwide and Strategic Support.
Students needing strategic/targeted
interventions
Students needing
intensive/ individualized Interventions
Less problems allow for allocation of resources to appropriately meet needs
Not enough resources to address needs of student who are not at desired levels
Students performing at desired levels
Too few performing at desired levels
Tier II Supports for interrelated Tier II Supports for interrelated behavior and academic behavior and academic
problemsproblems
Tier II Supports for interrelated Tier II Supports for interrelated behavior and academic behavior and academic
problemsproblems
Possibilities of Behavior/Academic Concerns around function of problem
Academic Problems
Behavior Problems
Interrelated Behavior and
Academic Problems
Nonrelated Behavior and Academic
Problems
High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior
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
Cycle of Academic and Behavioral Failure: Aggressive Response
(McIntosh, 2008)
Teacher presents student with grade
level academic task
Student engages in problem behavior
Teacher removes academic task or removes student
Student escapes academic task
Student’s academic skills do not improve
Tier II Supports for interrelated behavior
and academic problems
• “Good Instruction” is an appropriate academic AND behavior intervention
– Emphasis is placed on academic support in deficit area
• Two main strategies
– Improve opportunities for responding, more practice with feedback
– Provide access to evidence-based supplemental interventions
Examples of Tier II Supports
More practice• Choral responses• Partner responses • Written responses • “Randomly” call on students
Supplemental interventions that focus on specific skill deficit• Teacher-Directed PALS• Road to the Code• REWARDS• Peer Assisted Learning Strategies• Read Naturally
Take a moment to discuss with a colleagueTake a moment to discuss with a colleague
How would you explain to your staff the How would you explain to your staff the logic that you might address “at risk” logic that you might address “at risk” problem behavior through reading problem behavior through reading instruction?instruction?
Your TurnYour Turn
Tier II Supports for interrelated Tier II Supports for interrelated behavior and academic behavior and academic
problemsproblems
Tier II Supports for interrelated Tier II Supports for interrelated behavior and academic behavior and academic
• Please describe your school’s process to Please describe your school’s process to identify specific contributing factors to identify specific contributing factors to academic/behavior problems?academic/behavior problems?
• Are these integrated or separate Are these integrated or separate processes?processes?
Your TurnYour Turn
Tier III Support Example: Eddie
• 3rd Grade Student
• Problem: Disruptive and argumentative
*fictional student with fictional data for illustration of process
Functional Assessment of Behavior or
Academic Problems
• A process for identifying the conditions that reliably contribute to behavior and/or academic problem.
– Use of existing data
• SWIS
• DIBELS/AIMSWeb
– Teacher Interview
– Student Interview
– Observation
• This information is then linked to a support plan
Social Behavior
Social Studies
Science
Reading
Math
Phys. Ed.Art
Interaction of behavior and academics
Student Profile Example: Eddie
Functional Assessment of Behavior and Academics
BehaviorTo obtain
• Objects/activities
• Attention from peers
• Attention from adults
To Escape/avoid
• Objects/activities
• Attention from peers
• Attention from adults
AcademicCan’t do• Accuracy deficit
– Deficit in targeted skills– Deficit in prerequisite skills– Application of misrules
• Fluency deficit (not enough time doing it) • Generalization deficit• Mismatch between skill level and task
difficulty (too hard)
Won’t do• Motivational deficit
Demonstration Behavior Data from School-Wide Information System: Eddie
Problems in Classroom
Demonstration Behavior Data from School-Wide Information System: Eddie
Demonstration Behavior Data from School-Wide Information System: Eddie
Avoid Task
Avoid Adult
Demonstration Behavior Data from
School-Wide Information System: Eddie
Reading
Social Studies
Ed
die
W
Demonstration Reading Data: DIBELS Class Progress Report
Eddie
It was a pretty good composition. I felt proud knowing 10
it was the best one at my school. After I’d read it five times, 24
I was impatient to start reading it out loud. 33
I followed the book’s directions again. First I read the 43
composition out loud without trying to sound impressive, just 52
to hear what the words sounded like. I did that a couple of. 65
times. Then I moved over to my full-length mirror and read the 78
composition out loud in front of it a few times. At first I just 92
read it. Then I practiced looking up and making eye contact. 103
Of course I was making eye contact with myself, and that felt 115
pretty silly, but that was what the book said to do. 126
Accuracy: ________________41/57 = 71.9%
Demonstration Reading Data for Eddie: Low Accuracy/Low Rate
I saw company pressed
important
I four timsI
company
book
some importantlong
doctor
that work
28
Example:Individual Student Report for Eddie
Eddie Williams
Deficit in Target Skills (below goal)
Deficit in Prerequisite Skills (below goal)
Phonemic Awareness
Alphabetic Principal
Vocabulary
Fluency and Comprehension
TypicalConsequence
Told “good job”Grades
What we want
DesiredAlternative
Do work successfully
w/o complaints
Consequences strengthened
through Universal Supports
The Competing Pathways chart for our friend Eddie
Strengthened through Core Program
DesiredAlternative
TypicalConsequence
Told “good job”Grades
Do work successfully
w/o complaints
Setting Events TriggeringAntecedents
Reading curriculum that is at frustration
level
Asked to complete reading
assignment
ProblemBehavior
Argues, threatens
uses profanity
MaintainingConsequences
Remove fromclass
Function
Avoid task
What we got
The Competing Pathways chart for our friend Eddie
DesiredAlternative
TypicalConsequence
Told “good job”Grades
Do work successfully
w/o complaints
AcceptableAlternative
Ask for break, ask for help
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Reading curriculum that is at frustration
level
Asked to complete reading
assignment
Argues, threatens
uses profanity
Remove fromclass
Function
Avoid task
The Competing Pathways chart for our friend Eddie
What we could put up with (for now)
DesiredAlternative
AcceptableAlternative
TypicalConsequence
Told “good job”Grades
Do work successfully
w/o complaints
Ask for break, ask for help
The Competing Pathways chart for our friend Eddie
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Reading curriculum that is at frustration
level
Asked to complete reading
assignment
Argues, threatens
uses profanity
Remove fromclass
Function
Avoid task
Academic Skill
DevelopmentReading:
decoding skills
What we need to do
DesiredAlternative
AcceptableAlternative
TypicalConsequence
Told “good job”Grades
Do work successfully
w/o complaints
Ask for break, ask for help
The Competing Pathways chart for our friend Eddie
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Reading curriculum that is at frustration
level
Asked to complete reading
assignment
Argues, threatens
uses profanity
Remove fromclass
Function
Avoid task
Academic Skill
DevelopmentReading:
decoding skills
Setting EventStrategies
AntecedentStrategies
ConsequenceStrategies
Teaching Strategies
Teach alternatives to problem behavior:1. Ask for break2. Ask for help
Assess if reading curriculum is at appropriate level-place in appropriate level
Use an intensive –evidence-based reading program (e.g. ,Reading Mastery, Corrective Reading)
Remove peer audience during reading time
Prompt task completion
Make task less difficult
Do first activity together
Provide different tasks
Present “forced” choice of which reading items to complete on worksheet
Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes)
Give break & help when requested
Minimize rewards for problem behavior (don’t remove to a nicer area)
Reward expectations
Brainstorm Possible Interventions for Eddie
Academic Skills Strategies
Teach general academic skill developmentTeach problem-solving skills
Behavior Skills Strategies
Narrowing down the strategies
Consider:
Likelihood of successful outcome
Resources available? (cost, time, materials, staff)
Smallest change to create the biggest change
Likelihood of plan being implemented
Action Plan for Intervention Strategies
TaskPerson
ResponsibleBy When
1. Reading assessment and curriculum individualization to develop decoding skills
Reading resource teacher
Two weeks- 3/16/10
2. Provide explicit instruction in decoding skillsReading resource teacher
Begin 3/28/10
3. Role-play how to make appropriate requests for help
Social worker By 3/10/10
4. Design behavior card and “coupon” reinforcement/feedback system. Communicate to all relevant adults how the behavior card will be used
School psychologist
By 3/21/10
5. Allow Eddie to earn “coupons” to trade in at school store or for 5 minutes of art time as a reward for appropriate behavior throughout a class period
Teacher Begin 3/28/10
6. Explain support plan to student Teacher 3/21/10
Evaluation Plan
• Behavioral goal
– Short term
– Long Term
• Evaluation procedures
– Data to be collected
• Review Date
Eddie’s Evaluation Procedures
Data to be Collected
Procedures for Data CollectionPerson
responsibleWhen
Daily report on whether or not he met his two behavior card goals during each class period
Daily behavior report card. Make sure all staff (e.g., homeroom teacher, music teacher, etc.) understand purpose and use card consistently. Teacher responsible for filling out card on daily basis. Report data to team on Behavior Support Plan Chart.
School psychologist initiates and monitors
Begin immediately; continue at least to first review period.
Major discipline referrals
Major discipline referrals are entered into SWIS. Reports are generated prior to each progress review period
Office secretary enters SWIS data and generate reports
SWIS entered on regular basis
Decoding Weekly progress monitoring on decoding probes
Classroom teacher
Weekly 1-minute assessments
Are reading skills improving?
Is appropriate behavior increasing?
Is problem behavior decreasing?
Are reading skills improving?
Is appropriate behavior increasing?
Is problem behavior decreasing?
Progress Monitoring Academics: Decoding
x
x
Percent of points earned by Eddie on Daily Progress Report
Daily Report Card with choice of incentives from “treasure chest”
Take a moment to discuss with a colleagueTake a moment to discuss with a colleague
What are your “Aha’s” and questions What are your “Aha’s” and questions about an integrated behavior and about an integrated behavior and academic support plan?academic support plan?
Your TurnYour Turn
A Systems ApproachA Systems ApproachA Systems ApproachA Systems Approach
Team-Based Support Process
Roles and Responsibilities
Responsibility
Sch
oo
l Staff
Sch
oo
l Lead
ership
Team
Ad
-ho
c A
cadem
ic/Be
havio
r T
eam
Inte
nsive S
up
po
rt Team
Document Behavior and/or Academic Problems with Accuracy (SWIS and other documentation systems)
X X X X
Develop, document, get feedback and monitor the referral process
X
Understand the referral process and provide feedback on the efficiency and feasibility
X X X
Process referrals (review forms, assign to an ad-hoc assessment/planning team)
X
Continue with the problem solving process after a referral has been received by the intensive support team
X
Level of Involvement with theIntensive Support Process
INTENSIVE SUPPORT TEAM• Behavior / Academic Expert• Principal• Experienced Teacher(s)• Social Worker/School Psychologist/Reading Specialist
AD-HOC ASSESSMENT/PLANNING TEAMS• Someone familiar with the context• Someone experienced with functional support• Those who know the student well
SCHOOL LEADERSHIP TEAM• Principal, coach(es)• It’s you!
SCHOOL STAFF• teachers• paraprofessionals• aides• volunteers
INTENSIVE SUPPORT TEAM• Behavior / Academic Expert• Principal• Experienced Teacher(s)• Social Worker/School Psychologist/Reading Specialist
AD-HOC ASSESSMENT/PLANNING TEAMS• Someone familiar with the context• Someone experienced with functional support• Those who know the student well
SCHOOL LEADERSHIP TEAM• Principal, coach(es)• It’s you!
SCHOOL STAFF• teachers• paraprofessionals• aides• volunteersLow
High
Structures for Supporting Intensive Needs
Building Leadership Team
Intensive Support Team
Ad-Hoc Assessment Team
Ad-Hoc Assessment Team
Student Problem Referral (using multiple sources of data)
Add those who know student:Student’s TeacherParent
Feedback/Data
Document and monitor processes to determine where support is needed
Request for Assistance ProcessRequest for Assistance form is completed.
Submitted forms include background information and existing data.
Referral is reviewed by intensive support team.
Teacher is notified and meeting is scheduled.
Assessment Conducted and Plan
Developed.
Within 10 Days from when the request was submitted
Within 30 days from when the request was submitted.
Request for Assistance Forms
Critical Features:
1. Quick and easy to complete
2. Information about the student
3. Information about the person making the referral
4. Information about the problem behavior (data is preferable over a narrative)
5. Information about the context
Request for Assistance Form Acceptable Better Ideal
Takes less than ½ hour to complete
Takes less than 20 minutes to complete
Takes less than 10 minutes to complete
The problem behavior is described precisely, but
data is not currently available
The problem behavior is described precisely, but
only 1 data source is available
Problem behavior is precisely defined and documented through
ODRs, data from current/previous
interventions.
A description of how the student is doing academically.
Academic information provided includes only grades and a narrative
description.
Academic data is provided (grades,
DIBELS benchmark scores and progress
monitoring if available)
Sample Request Forms
Take a moment to discuss with a colleagueTake a moment to discuss with a colleague
What is your school’s process for What is your school’s process for obtaining and providing supports for obtaining and providing supports for students with tier II – III needs?students with tier II – III needs?
Does this process integrate both behavior Does this process integrate both behavior and academic supports?and academic supports?
Your TurnYour Turn
Integration of four critical elements (Sugai, 2001)
SYSTEMS
PRACTICES
INFORMATION
SupportingStaff Behavior
SupportingDecision Making
Supporting Student Behavior
OUTCOMES
What happens when you do not build local capacity to keep moving forward
Outcome Data: Tier 2/3 Tracking Form
Access to Tier 3
Students with 6+ major referrals
Students with Tier 3 Interventions
% of students with Intensive needs who are receiving intensive supports
Response to Tier 3 Interventions
# of students on function based support plans who are responding
# of students participating in function based support plans
% of students on on function based support plans who are responding
Example Rules: Check In Check OutResponding
– Earned an average of 80% of points during the past month
– Met his/her goal 80% of the time during the past month
– Received no major discipline referrals
Fading
– Met his/her goal for 30 consecutive days
Not Responding
– Has 3 consecutive data points below the goal (80%)
– Plan is being implemented with fidelity
Monitoring Fidelity and EffectivenessMonitoring Fidelity and Effectiveness
• How you are currently tracking the How you are currently tracking the effectiveness of your the Tier 2/3 effectiveness of your the Tier 2/3 supports.supports.
Your TurnYour Turn
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.