Reading and Behavior Integration in an Response to Intervention Model

Steve Goodman

sgoodman@oaisd.orgFebruary 6, 2009

New Hampshire

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.

Participating Schools2004 Schools (21)2005 Schools (31)2006 Schools (50)

2000 Model Demonstration Schools (5)

2007 Schools (165)2008 Schools (95)

MiBLSi Mission Statement

To 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.

Prerequisites for MiBLSi Implementation

• Commitment by…

– 80% of building staff

– Administration at building and district levels

– Agreement to implement for at least three years

• Reading/Behavior one of top three building goals

• Building team and coach identified

Percent of Students at DIBELS Benchmark (Spring) and Major Discipline Referrals per 100 Students

Began Implementation

Fall 2001

Changed MEAPFall 2005

Michigan Educational Assessment Program: Example School

Behavior SupportsAcademic Support Behavior SupportsAcademic Support Behavior SupportsAcademic SupportMulti-Tiered Supports

Integration of Academic and Behavior Supports

Continuum of Supports

Universal PreventionCore Instruction, all students,preventive, proactive

Targeted Intervention Supplemental, some students, reduce risk

Intensive Intervention Individualized, functional assessment, highly specific

All

Some

Few

Examples of Academic and Behavior Supports

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

The Link Between Reading and Behavior

(Kent McIntosh, 2008)

• The relationship increases as students progress through school

– (Fleming et al., 2004; Morrison et al., 2001; Nelson et al., 2004; Roeser & Eccles, 2000)

• The relationship is strongest for students with externalizing behavior

– (Kellam et al., 1998; Nelson et al., 2004)

• Students who experience problems in both areas have worst outcomes

– (McKinney, 1989; Reinke, 2007)

Why look at both

Behavior and Reading support

• 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)

Improving the social behavior of students results in:

• More minutes spent in academic instruction(Putnam, Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey and O’Leary-Zonarich, 2002)

17

Cost of Behavior Problems

1,792 office discipline referrals @ 15 minutes per incident =

26,880 minutes =448 hours/8 days=

56 days lost instructional time

I spend more time visiting and assisting teachers in the classrooms than I ever have because I spend much less time on discipline issues. Because we have more time, we have been able to re-structure our day to incorporate more time to teach reading.

Sherryl Martin, Principal

Riverton Elementary, Ludington

MiBLSi Schools and Reading MEAP:Average Total Office Discipline Referrals per

100 Students per Day 2004-2005

MEAP- 4MEAP- 4thth grade Reading Assessment grade Reading Assessment29 Elementary Schools In Michigan29 Elementary Schools In Michigan

Schoolwide: Over 55% of major discipline referrals from classroom

Schoolwide: Under 55% of major discipline referrals from classroom

Probability of scoring below 75% proficiency on 4th grade MEAP (Reading): .78

Probability of scoring above 75% proficiency on 4th grade MEAP (Reading): .75

High quality instruction engages students, and leads to reduction in

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

Children who fall behind academically will be more likely to:

• Find academic work aversive

• Find escape-maintained problem behaviors reinforced

Pathways to Multiple Problems(McIntosh, 2008)

• Social behaviour deficit model

– Social skills problems may lead to academic

problems (Dishion, French, & Patterson, 1995; Hinshaw, 1992; Reid and Patterson, 1991; Wehby, Lane, & Falk, 2003)

• Academic skill deficit model– Academic problems may lead to behavior

problems (Lee et al., 1999; Roberts et al.,2001)

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

33%

43%

56%

24%

20%

(n = 201)

24%

(n = 4074)

Talk with others at your tableTalk with others at your table

Why would you integrate two major Why would you integrate two major initiative of Behavior and Reading initiative of Behavior and Reading Supports?Supports?

Your TurnYour Turn

If antisocial behavior is not changed by the end of grade 3, it should be treated as a chronic condition much like diabetes. That is, it cannot be cured but managed with the appropriate supports and continuing interventions

(Walker, Colvin & Ramsey, 1995)

Big Ideas to Improve Behavior

• Specify appropriate behavior

• Teach appropriate behavior

• Monitor behavior

• Encourage appropriate behavior

• Correct inappropriate behavior

Approximately 75% of children identified with reading problems by third grade are found to be struggling in reading at ninth grade

(Shapiro, 2004)

Big Ideas to Improve Reading• Clear goals/objectives

• Research-based instructional practices

• Instructional time

• Instructional leadership

• Responsive intervention program

• Assessment

• Professional development

McGlinchey & Hixson (2004)

Relationship of Reading Rate and MEAP Performance: One School

Steps for Successful Readers (Schools in Kalamazoo County 2004-2006)

Phonemic Awareness(Spr, Kdg)

Fluency(Spr, 1st)

Alphabetic Principle(Win, 1st)

Fluency(Spr 2nd)

Fluency(Spr, 3rd)

Fluency(Spr, 4rd)

Fluency(Spr, 5rd)

.16 (n=114)

.14 (n=336)

.05 (n=238)

.03 (n=401)

0 (n=190)

.09 (n=185)

Probability of “Catching-Up”

.62 (n=1178)

.83 (n=910)

.82 (n=849)

.85 (n=770)

.92 (n=561)

.97 (n=372)

Probability of “Staying on Track”

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)

Based on her performance and progress, would you think she may have some sort of developmental delay?

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 this student in the context of the whole class. What are your thoughts regarding the lack of significant growth?

The environmental background is a significant factor in a schools achievement, given that so many children start below, and end below expectations.

Same building different teacher

Would having this information, make a difference in your instructional decisions at a building level?

Would it make a difference at the classroom level?

90-30-30 Reading Block

Comstock East Elementary

 

 

 

 

  

 

 

     

A Tiered Literacy Approach

Importance of Protected Reading Block at Loftis Elementary School

How do we do this in our schools?• Use existing teams/committees as much as

possible

• Embed project activities into current initiatives (i.e., school improvement, safe schools, character education, etc.)

• Establish three levels of implementation, each with different functions

– School-wide

– Grade level

– Individual student

Braiding MiBLSi with School Building and District Initiatives

Reading First

School Improvement

Response to Intervention

No Child Left Behind

Student Support Team

Leadership Team Roles• Principal: Create and enhance system of

support for staff implementation activities through securing resources, acknowledging success, and demonstrating priority/visibility of program

• Additional Team Member: Develop plan and provide leadership with implementation activities at building level, provide communication with school community

• Coach: Facilitate the process for school-wide implementation, problem solve, celebrate success

We may need to confirm/develop our current commitment status

Main Ideas:

– Confirm commitment from administration

– Review school-improvement goals (reading/Behavior in top three goals)

– Share current status of reading/behavior student performance with staff, ask if satisfied with this

– Ask staff if things are likely to improve if we continue in same way

Talk with others at your tableTalk with others at your table

• What is the level of commitment for What is the level of commitment for implementation at your school?, implementation at your school?, District? District?

• How might you increase or sustain How might you increase or sustain commitment?commitment?

Your TurnYour Turn

Implementation at Grade Level

Example Grade Level Meeting at East Elementary

“Grade level meetings are awesome… Teachers ask what they can do differently to make sure students come better prepared for success next year… Meetings focus on two grades at a time to insure connection.”

Chuck Tansey, PrincipalEdison Environmental Science Academy

Organizer (30 minute presentation)

Main Messagesadapted from McIntosh (2008) and Horner (2008)

• To improve overall academic achievement, focus on school-wide academic AND behavior support

• To improve overall behavior, focus on school-wide academic AND behavior support

• Implementation of any evidence-based practice requires a more coordinated focus than typically expected.