Integrating Academic and Behavior at Tiers II and III

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• Integrating Academic and Behavior at Tiers II and
  III
• Steve Goodman
• Michigans Integrated Behavior and Learning
  Initiative (MiBLSi)
• sgoodman_at_oaisd.org
• miblsi.cenmi.org
• The 2010 Vermont Positive Behavior Interventions
  and Supports
• (VTPBiS) Celebration and Sustainability Forum
• October 1, 2010
• 1030 1200

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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.

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First, do we have Universal supports in place?
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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

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Importance of firming-up the Schoolwide and
Strategic Support.

Students needing intensive/ individualized
Interventions
Students needing strategic/targeted
interventions
Students performing at desired levels
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Tier II Supports for interrelated behavior and
academic problems
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Possibilities of Behavior/Academic Concerns
around function of problem
Academic Problems
Behavior Problems
Interrelated Behavior and Academic Problems
Nonrelated Behavior and Academic Problems
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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)
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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 days 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

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Cycle of Academic and Behavioral Failure
Aggressive Response (McIntosh, 2008)
Teacher presents student with grade level
academic task
Student engages in problem behavior
Students academic skills do not improve
Student escapes academic task
Teacher removes academic task or removes student
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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

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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

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• Take a moment to discuss with a colleague
• How would you explain to your staff the logic
  that you might address at risk problem behavior
  through reading instruction?

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Tier II Supports for interrelated behavior and
academic problems
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Process Referral for behavior problems
Student is referred for behavior concern
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Process Referral for academic problems
Student is referred for Academic concern
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Your Turn

• Please describe your schools process to identify
  specific contributing factors to
  academic/behavior problems?
• Are these integrated or separate processes?

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Tier III Support Example Eddie

• 3rd Grade Student
• Problem Disruptive and argumentative

fictional student with fictional data for
illustration of process
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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

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Student Profile Example Eddie
Reading
Social Behavior
Social Studies
Science
Math
Art
Phys. Ed.
Interaction of behavior and academics
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Functional Assessment of Behavior and Academics

• Behavior
• To obtain
• Objects/activities
• Attention from peers
• Attention from adults
• To Escape/avoid
• Objects/activities
• Attention from peers
• Attention from adults

• Academic
• Cant 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)
• Wont do
• Motivational deficit

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Demonstration Behavior Data from School-Wide
Information System Eddie
Problems in Classroom
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Demonstration Behavior Data from School-Wide
Information System Eddie
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Demonstration Behavior Data from School-Wide
Information System Eddie
Avoid Adult
Avoid Task
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Demonstration Behavior Data from School-Wide
Information System Eddie
Reading
Social Studies
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Demonstration Reading Data DIBELS Class Progress
Report
Eddie
Eddie W
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Demonstration Reading Data for Eddie Low
Accuracy/Low Rate
I
pressed
saw
company
It was a pretty good composition. I felt
proud knowing 10 it was the best one at my
school. After Id read it five times, 24 I was
impatient to start reading it out loud. 33 I
followed the books 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 ________________
four
tims
I
I
important
doctor
book
long
company
some
important
work
that
41/57 71.9
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ExampleIndividual Student Report for Eddie
Eddie Williams
Phonemic Awareness
Alphabetic Principal
Deficit in Prerequisite Skills (below goal)
Vocabulary
Fluency and Comprehension
Deficit in Target Skills (below goal)
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The Competing Pathways chart for our friend Eddie
Strengthened through Core Program
What we want
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The Competing Pathways chart for our friend Eddie
Desired Alternative
Typical Consequence
Told good job Grades
Do work successfully w/o complaints
What we got
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The Competing Pathways chart for our friend Eddie
Desired Alternative
Typical Consequence
Told good job Grades
Do work successfully w/o complaints
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Function
Reading curriculum that is at frustration level
Asked to complete reading assignment
Argues, threatens uses profanity
Remove from class
Avoid task
What we could put up with (for now)
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The Competing Pathways chart for our friend Eddie
Desired Alternative
Typical Consequence
Told good job Grades
Do work successfully w/o complaints
What we need to do
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Function
Reading curriculum that is at frustration level
Asked to complete reading assignment
Argues, threatens uses profanity
Remove from class
Avoid task
Acceptable Alternative
Ask for break, ask for help
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The Competing Pathways chart for our friend Eddie
Desired Alternative
Typical Consequence
Told good job Grades
Do work successfully w/o complaints
Academic Skill Development
Reading decoding skills
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Function
Reading curriculum that is at frustration level
Asked to complete reading assignment
Argues, threatens uses profanity
Remove from class
Avoid task
Acceptable Alternative
Ask for break, ask for help
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Brainstorm Possible Interventions for Eddie
Antecedent Strategies
Consequence Strategies
Setting Event Strategies
Teaching Strategies
Behavior Skills Strategies
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
(dont remove to a nicer area) Reward
expectations
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
Teach alternatives to problem behavior 1. Ask
for break 2. Ask for help
Academic Skills Strategies Teach general
academic skill development Teach problem-solving
skills
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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

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Action Plan for Intervention Strategies
Task Person Responsible By When
Reading assessment and curriculum individualization to develop decoding skills Reading resource teacher Two weeks- 3/16/10
Provide explicit instruction in decoding skills Reading resource teacher Begin 3/28/10
Role-play how to make appropriate requests for help Social worker By 3/10/10
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
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
Explain support plan to student Teacher 3/21/10
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Evaluation Plan

• Behavioral goal
• Short term
• Long Term
• Evaluation procedures
• Data to be collected
• Review Date

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Eddies Evaluation Procedures
Data to be Collected Procedures for Data Collection Person responsible When
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?
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Progress Monitoring Academics Decoding
x
x
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Daily Report Card with choice of incentives from
treasure chest
Daily Report Card
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• Take a moment to discuss with a colleague
• What are your Ahas and questions about an
  integrated behavior and academic support plan?

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A Systems Approach
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Team-Based Support Process
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Roles and Responsibilities
Responsibility School Staff School Leadership Team Ad-hoc Academic/Behavior Team Intensive Support 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
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Level of Involvement with theIntensive Support
Process
High

• 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)
• Its you!
• SCHOOL STAFF
• teachers
• paraprofessionals

Low
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Structures for Supporting Intensive Needs
Building Leadership Team
Feedback/Data
Document and monitor processes to determine where
support is needed
Intensive Support Team
Student Problem Referral (using multiple
sources of data)
Ad-Hoc Assessment Team
Ad-Hoc Assessment Team
Add those who know student Students
Teacher Parent
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Request for Assistance Process
Request for Assistance form is completed.
Submitted forms include background information
and existing data.
Referral is reviewed by intensive support team.
Within 10 Days from when the request was
submitted
Teacher is notified and meeting is scheduled.
Assessment Conducted and Plan Developed.
Within 30 days from when the request was
submitted.
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Request for Assistance Forms

• Critical Features
• Quick and easy to complete
• Information about the student
• Information about the person making the
  referral
• 4. Information about the problem behavior (data
  is preferable over a narrative)
• 5. Information about the context

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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)
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Sample Request Forms
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• Take a moment to discuss with a colleague
• What is your schools process for obtaining and
  providing supports for students with tier II
  III needs?
• Does this process integrate both behavior and
  academic supports?

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Integration of four critical elements (Sugai,
2001)
Supporting Staff Behavior
Supporting Decision Making
OUTCOMES
SYSTEMS
INFORMATION
PRACTICES
Supporting Student Behavior
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What happens when you do not build local capacity
to keep moving forward
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Outcome Data Tier 2/3 Tracking Form
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Access to Tier 3
of students with Intensive needs who are
receiving intensive supports
Students with 6 major referrals
Students with Tier 3 Interventions
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Response to Tier 3 Interventions
of students on function based support plans who
are responding
of students on on function based support plans
who are responding
of students participating in function based
support plans
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Example Rules Check In Check Out

• Responding
• 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

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Your Turn

• Monitoring Fidelity and Effectiveness
• How you are currently tracking the effectiveness
  of your the Tier 2/3 supports.

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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.