Integrating Academic and Behavior Support Bob Algozzine and Richard White Integrated Systems for ALL Students National Forum for Implementers of School-Wide PBS Hyatt Regency O

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Integrating Academic and Behavior SupportBob
Algozzine and Richard WhiteIntegrated Systems
for ALL StudentsNational Forum for Implementers
of School-Wide PBSHyatt Regency OHare October
30, 2008
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Agenda

• What is BRIC? BA
• What We Know about Academics and Behavior BA
• Implementing Academic and Behavior Support RW
• Question and Answer All

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Question and Answer

• Guidelines
• Leave Firearms at the Door
• Focus on What We Know
• Dont WorryBe Happy!

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What is BRIC?

• The Behavior and Reading Improvement Center is a
• Five-Year Federally-Support Prevention Project
• Collaborative Partnership with CMS
• School-Based Intervention Model

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What is BRIC?

• Research Scientists
• Bob Algozzine, Principal Investigator
• Nancy Cooke, Co-Principal Investigator
• Mary Beth Marr, Reading Research Specialist
• Shawnna Helf, Reading Research Specialist
• Richard White, Behavior Research Coordinator
• Kate Algozzine, Behavior Research Specialist

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What is BRIC?

• The Behavior and Reading Improvement Center
  provided support for school-wide academic and
  behavior instruction for children in grades K-3
  who were identified as having marked difficulty
  learning to read and/or behave successfully in
  school.

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What is BRIC?

• Behavior and Reading Improvement Center provided
• ongoing site-based professional development
• evidence-based assessment and instruction
• multi-level focus on reading and behavior
• continuous monitoring of implementation fidelity
• continuous monitoring of outcomes
• team-based decision-making and problem-solving

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OUTCOMES
DATA
SYSTEMS
Site-Based Professional Development
Evidence-Based Assessment and Instruction
PRACTICES
Team-Based Decision-Making
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What is BRIC?

• Guiding Principles
• An ounce of prevention is worth a pound of cure.
• Waiting for children to fail before providing
  assistance is inefficient, ineffective, and
  inhumane.
• Teaching reading and behavior are they samethey
  have to be carefully taught.
• Its not the program that you useits that you
  use the program.

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What We Know about Academics and Behavior
Demonstrate Demonstrate Practice Prove
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Behavior Instruction
Academic Instruction
1-5
1-5
5-10
5-10
80-90
80-90
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• Triangle as a Heuristic
• a rule-of-thumb in the construction of scientific
  theories
• a helpful procedure for arriving at a solution
  but not necessarily a proof
• a theoretical construct that is useful in
  thinking about prevention or an ideal notion not
  necessarily grounded in data

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• of all the children who enter the first grade of
  the American public schools every year at the
  approximate age of six, from one third to one
  fourth find it impossible to master the content
  of that grade. Many children nine, ten, and even
  eleven years of age are to be found in school of
  every American city who have not yet attained a
  degree of mastery over the rudiments to entitle
  them to rank as second graders. (p. 4)
• Horn, J. L. (1924). The education of exceptional
  children A consideration of public school
  problems and policies in the field of
  differentiated education. New York Century.

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2004
219
221
216
226
200
205

• Snyder, T.D., Dillow, S.A., and Hoffman, C.M.
  (2008). Digest of Education Statistics 2007 (NCES
  2008-022). National Center for Education
  Statistics, Institute of Education Sciences, U.S.
  Department of Education. Washington, DC. Table
  112

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• Reading Achievement Levels attained by 4th
  Graders
• Snyder, T.D., Dillow, S.A., and Hoffman, C.M.
  (2007). Digest of Education Statistics 2006 (NCES
  2007-017). National Center for Education
  Statistics, Institute of Education Sciences, U.S.
  Department of Education. Washington, DC U.S.
  Government Printing Office. Table 114, pp. 180-181

Category Level of Performance Percent of Students
Proficient Superior performance or demonstrated competence over challenging subject matter 34
Basic Partial mastery of knowledge and skills needed for proficient work 35
Below Basic have not yet attained a degree of mastery over the rudiments 31
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• Oral Reading Fluency attained by 3rd Graders
• McIntosh, K., Chard, D. J., Boland, J., B.,
  Horner, R. H. (2006). Demonstration of combined
  efforts in school-wide academic and behavioral
  systems and incidence of reading and behavior
  challenges in early elementary grades. Journal of
  Positive Behavior Interventions, 8, 146-154.
  Figure 2, p. 151

Category DIBELS Oral Reading Fluency Percent of Students
Benchmark 110 60
Strategic 80-109 24
Intensive 0-79 16
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Behavior Outcomes
Academic Outcomes
1-5
20-30
5-10
20-30
80-90
40-60
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• Snyder, T.D., Dillow, S.A., and Hoffman, C.M.
  (2008). Digest of Education Statistics 2007 (NCES
  2008-022). National Center for Education
  Statistics, Institute of Education Sciences, U.S.
  Department of Education. Washington, DC. Table 47

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• Triangle as Evidence
• a data-based outcome useful in planning and
  understanding academic and behavior instruction
  in schools
• a data-based outcome helpful in understanding use
  of resources in schools
• No time for teaching behavior
• No energy for teaching behavior
• No interest for teaching behavior
• No effort for teaching behaviorI dont do
  behavior.

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• Teaching vs. Discipline
• When children dont read, we teach.
• When children dont compute, we teach.
• When children dont write, we teach.
• When children dont behave, we discipline.

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• Lessons Learned
• Good teaching is good teaching and there are no
  boundaries on when, where, or for what it should
  occur.
• Teaching reading without attention to also
  teaching behavior is unsound practice.
• Teaching behavior without attention to also
  teaching reading (and other academic content) is
  unsound practice.

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What Do We Know about Relationship between
Academics and Behavior?

• Research has focused on ratings of achievement
  and behavior.
• Research has focused on relationship between
  literacy and delinquency.
• Little research has focused on simultaneous
  implementation or analysis of evidence-based
  school-wide academic and behavior instruction.
• Best practice for the future is teaching both
  academics and behavior until research
  demonstrates we should act differently.

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• Teach reading and behaviornot because they are
  related, but because they are not related.

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What comes first?
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Implementing Academic and Behavior Support