Moving Towards a True Integrations of Response to Intervention

Systems in Academic and behavior Support

Steve GoodmanMichigan’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

Presentation DescriptionIntegration 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.

The ModelThe ModelThe ModelThe Model

Moving Upstream:

A Story of Prevention and Intervention

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.

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.

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?”

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”.

Continuum of Behavior Supports

All students in school

Universal PreventionFor all students

Targeted InterventionFor some students

Intensive InterventionFor few students

Social Behavior

Social Studies

Science

Reading

Math

Phys. Ed.Art

Student Profile: Eddie

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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)

Core Features of MTSS(Sugai & Horner, 2009)

1. Interventions that are supported by scientifically based research.

2. Interventions that are organized along a tiered continuum that increases in intensity (e.g., frequency, duration, individualization, specialized supports, etc.)

3. Standardized problem-solving protocol for assessment and instructional decision making.

4. Explicit data-based decision rules for assessing student progress and making instructional and intervention adjustments.

5. Emphasis on assessing and ensuring implementation integrity.

6. Regular and systemic screening for early identification of students whose performance is not responsive to instruction.

Continuum of SupportsContinuum of SupportsContinuum of SupportsContinuum of Supports

The need to enhance

environmental structures increases

The frequency for collecting and

acting upon information increases

As the magnitude of the problem increases….

The required resources to address the

problem increases

Systems of Academic and Systems of Academic and Behavior PracticesBehavior Practices

Systems of Academic and Systems of Academic and Behavior PracticesBehavior Practices

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• 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

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Difference in Academic or Behavior Approaches to Multi-Tiered Systems

AcademicAcademic BehaviorBehavior

Terminology Tier II: Strategic Tier II: Targeted

Sp. Ed. eligibility determination

RtI- referenced in IDEA

No

Reference group Broader standard Local Context

Data collection and analysis

• Direct measurement

• Benchmarks (increase/acquisition)

• Periodic measures

• Indirect measurement

• Decrease behavior errors

• Continuous measures

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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?

Parallel vs. Integrated Systems of Behavior and Reading Support

Parallel Systems Parallel Systems Integrated Systems Integrated Systems

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).

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90%80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

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

Behavior and Reading 3-Tier Model

Cir. 2003

Behavior and Reading 3-Tier Model

ReadingBehavior

Universal InterventionCore Instruction, all studentsPreventive

Targeted InterventionSupplemental, somestudents, reduce risk

Intensive Intervention Individualized, functional assessment, highly specific

80%

7-15%

1-5%

Cir. 2006

Parallel Systems to Integrated Systems

of Academic and Behavior Supports

Behavior SupportsAcademic Supports Educational Supports

Cir. 2011

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

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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.)

Proficiency on 4th Grade and Percent of

Major Discipline Referrals from Classroom: 132 Elementary Schools

MiBLSi Schools and Reading MEAP:Average Total Office Discipline Referrals

per 100 Students per Day 2004-2005

Distribution of Elementary Reading Intervention Level a Michigan Example (based on DIBELS assessment)

33%

43%

56%

24%

20%

(n = 201)

24%

(n = 4074)

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

So, which is it…

Academic problems lead to behavior problems?

or

Behavior problems lead to academic problems?

Not sure…

Probably a combination of both

Relationship between behavior and reading

Children of the Code: A Social Education Project

http://www.childrenofthecode.org/

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

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

Instructional Time Recovered through Positive Behavior Support: One teacher’s experience

Before:2006-2006 school year200 discipline referrals

After:First semester 2007-200818 discipline referrals

(Kalamazoo Central High School)

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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.)

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

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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?

Integrated Academic and Integrated Academic and Behavior PracticesBehavior Practices

Integrated Academic and Integrated Academic and Behavior PracticesBehavior Practices

Continuum of Supports

Universal Prevention•Big Ideas •Conspicuous Strategies •Mediated Scaffolding •Strategic Integration •Primed Background Knowledge•Judicious Review

Tier I Supports in an Integrated ModelCommon 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

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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)

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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)

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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)

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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)

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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)

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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)

Interaction of Behavior and Interaction of Behavior and AcademicsAcademics

Interaction of Behavior and Interaction of Behavior and AcademicsAcademics

At the classroom level

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?

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

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

Increase 8%

Decrease 14.6%

Focus on Implementing with Fidelityusing Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08

Average MEAP Reading Scores and fidelity in PBIS

implementation based on Benchmarks of Quality(Sample data from MiBLSi)

State Average

Examples of Behavior and Reading 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

• Specific Reading interventions

• Collecting and acting on specific reading assessments (both fidelity and student outcomes)

• Utilize published curricula selected by school or district

• Allocated instructional time as component of daily schedule

• Direct link to high stakes test

• Direct importance as indicated through high stakes testing

• Teacher provided training a preservice

• Specific behavior interventions

• Collecting and acting on behavior specific data (though reading behavior is used as assessments (both fidelity and student outcomes)

• PBIS framework used for individualized school program materials

• Allocated time initial learning and review of expectations

• Indirect link to high stakes test

• Indirect importance as indicated through high stakes testing

• Teachers provided inservice training

• Scientifically-based interventions

• Continuum of supports with increased intensity based on need

• Standardized problem solving protocol for assessment and intervention selection

• Data-based decision rules for progress monitoring and program adjustments

• Assess and ensure implementation fidelity

• Screening for early identification for MTSS

• Embedded in school improvement

• Use of Team Approach

Reading Support Behavior SupportShared

SYST

EMS

PRACTICES

DATASupporting

Staff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence andAcademic Achievement

SupportingDecisionMaking

When we try to pick out anything by itself, we find that it is hitched to everything else in the universe

- John Muir