integrating academic and behavior at tiers ii and iii steve goodman michigan’s integrated behavior...

Integrating Academic and Behavior at Tiers II and III

Steve GoodmanMichigan’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

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


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

(Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)

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


problemsproblems


problemsproblems

Process: Referral for behavior problems

Student is Student is referred for referred for

behavior concernbehavior concern


behavior concernbehavior concern

Conduct behavior Conduct behavior functional functional

assessmentassessment

Conduct behavior Conduct behavior functional functional


Does behavior Does behavior serve to serve to

escape/avoid escape/avoid academic task?academic task?

Develop integrated Develop integrated academic and academic and

behavior support behavior support planplan



Yes

Develop behavior Develop behavior support plansupport plan

Develop behavior Develop behavior support plansupport plan

No

Process: Referral for academic problems


Academic concernAcademic concern


Academic concernAcademic concern

Does student’s Does student’s behavior interfere behavior interfere

with learning with learning opportunitiesopportunities





Develop academic Develop academic support plansupport plan

Develop academic Develop academic support plansupport plan

Conduct functional Conduct functional behavior assessment behavior assessment Conduct functional Conduct functional

behavior assessment behavior assessment

Yes

Conduct functional Conduct functional academic academic


Conduct functional Conduct functional academic academic


No

• 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


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



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


DesiredAlternative

TypicalConsequence



w/o complaints

AcceptableAlternative

Ask for break, ask for help



ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task


What we could put up with (for now)

DesiredAlternative


TypicalConsequence



w/o complaints





ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

Academic Skill

DevelopmentReading:

decoding skills

What we need to do

DesiredAlternative


TypicalConsequence



w/o complaints





ProblemBehavior


level


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

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

95

100

11/511/611/711/811/911/1011/1111/1211/1311/1411/1511/1611/1711/1811/1911/2011/2111/2211/2311/2411/2511/2611/2711/2811/2911/30

12/112/212/312/412/512/612/712/812/912/1012/1112/1212/1312/1412/1512/1612/1712/1812/1912/2012/2112/2212/2312/2412/2512/2612/2712/2812/2912/3012/31

1/11/21/31/4

GoalBehavior Education Program 2005

Daily Report Card

Daily Report Card with choice of incentives from “treasure chest”


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


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.

integrating academic and behavior at tiers ii and iii steve goodman michigan’s integrated behavior...

Documents

academic problemsprocess

behavior interventionemphasis

reading taskcycle of

risk problem behavior

problem behavior filter

student engagement

reading instruction

student success level