Project Overview
February 16, 2009
Margie McGlinchey
margiemcglinchey@mac.com
Steve Goodman
sgoodman@oaisd.org
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.
Core Principles of an RtI Framework
1.
2.
3.
4.
5.
6.
7.
8.
We can effectively teach all children.
Intervene early.
Use a multi-tier model of support.
Use a problem-solving method for decision
making.
Research-based interventions/instruction to
the extent available.
Monitor student progress to inform instruction.
Use data to make decisions.
Use assessment for different purposes.
Multi-Tiered Support
Intensive Intervention
Individualized, functional
assessment, highly
specific
Universal Prevention
Core Instruction,
all students,
preventive, proactive
Targeted Intervention
Supplemental, some
students, reduce risk
All Students in School
Integration of Academic and Behavior Supports
Intensive
Few
Some
Targeted
Universal
All
Continuum
Supports
Multi-Tiered
Supports
Behavior
Supports
Academic
Support
Behavior
Supports
Academic
Support of
Behavior
Supports
Academic
Support
Examples of Academic and Behavior Supports
Intensive Intervention
Universal Prevention
Behavior
•Identify expectations
•Teach
•Monitor
•Acknowledge
•Correct
Reading
•Evidence based
curriculum focused on:
•
•
•
•
•
Phonemic Awareness
Alphabetic Principal
Fluency
Vocabulary
Comprehension
•Adequate teaching time
•Trained instructors
•Progress monitoring
•Active participation with
frequent feedback
Behavior
• Individualized, functional assessment
based behavior support plan
Reading
• Scott Foresman Early Reading
Intervention
• Reading Mastery
• Corrective Reading
Targeted Intervention
Behavior
• Check-in, Checkout
• Social skills training
• Mentoring
• Organizational skills
• Self-monitoring
Reading
• Teacher-Directed PALS
• K PALS
• First Grade PALS
• Road to the Code
• REWARDS
• Peer Assisted Learning Strategies
• Read Naturally
Continuum of Supports
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.
MiBLSi Research/Philosophy
• Scientific knowledge base for reading
– National Research Council
– National Reading Panel
• Scientific knowledge base of human
behavior
– Applied Behavior Analysis
Goals of MiBLSi
• Increase reading performance.
• Reduce behavior problems.
• Have accurate knowledge of behavior
and reading performance.
• Use student performance information to
develop and implement interventions.
Participating Schools
2000 Model Demonstration Schools (5)
2004 Schools (21)
2005 Schools (31)
2006 Schools (50)
2007 Schools (165)
2008 Schools (95)
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
Integration of four critical elements
(Sugai, 2001)
Supporting
Staff Behavior
OUTCOMES
SYSTEMS
Supporting
Decision Making
INFORMATION
PRACTICES
Supporting Student Behavior
MiBLSi Support Structure
National
Initiatives
Connection
State
Support
Reading/
Discipline
Information
ISD/RESA/
DISTRICT
Team
School
Funding/
Professional
Development
School
School
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, & MarchandMartella, 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)
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
21
Michigan Educational Assessment Program: Example
School
Began
Implementation
Fall 2001
Changed MEAP
Fall 2005
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- 4th grade Reading Assessment
29 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)
(n = 4074)
24%
(n = 201)
56%
33%
24%
43%
20%
Team approach
Evidence-based
practices
Progress
monitoring
Data-based
decisions
Reading Support
Behavior Support
Integrated Functions Across All Tiers of Support
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
Holland Heights Elementary
Sandy Hill Elementary
Pentwater Elementary
Superior Hills Elementary
Teaching
Behavior
Expectations
in Hallway:
East
Elementary
Presentation: By grade, students will file into hallway. Facilitator will
announce expectation to the group, define it, and discuss the rationale.
Volunteers will then demonstrate the incorrect way to act safe and respectful in
the hallway (e.g., touching and pushing others, looking around and not paying
attention, talking in line, and turning around looking and talking to other
students.) Students that are observing will rate the performance by holding up
pre-made signs that either say, “wrong way” or “right way”. A set of students
will then demonstrate the expectation the right way (e.g., walking with hands at
sides and feet to self, watching where class is going, no talking, looking straight
ahead.) Students will then be asked to hold the signs up again. Volunteers will
be acknowledged with reinforcers (pencils/erasers).
Practice: Each individual class will be asked to demonstrate. The remaining
class(s) will rate the demonstrating classroom with performance cards.
Reinforcement: Provide specific verbal praise to students after practice
session. After completion of training, each student will get a punch on the card
with the school-wide settings listed 1) hallway, 2) bathroom, 3) lunchroom, 4)
bus, 5) playground, 6) LMC, 7) Assembly. When all settings have been trained,
the card will be worth a snow cone or free popcorn.
Follow-up Plan: Daily, for the first three weeks of school, teachers provide
precorrections (reminders about what the hallway expectations are as part of
transition to specials, re-entry after recess, and dismissal). Weekly, next four
weeks of school. Students will be reinforced with tickets. A video will be
created to show students as needed for reinforcement.
Materials Needed: Facilitator for lesson, Volunteers to do skit (classroom
teachers for particular grade levels, Kim, Miriam, Special teachers),
Performance cards, Video recorder, tickets, punch cards, and reinforcers.
Reduction in Major Discipline Referrals
Teaching
Behavior
Expectations
in Hallway:
East
Elementary
“What the Worlds Greatest Managers Do Differently”
Buckingham and Coffman 2002, Gallup Inc.
Interviews with 1 million works, 80,000 mangers, 400 companies
Create working environments where employees:
1. Know what is expected
2. Have the materials and equipment to do the job correctly
3. Receive recognition each week for good work.
4. Have a supervisor who cares, and pays attention
5. Receive encouragement to contribute and improve
6. Can identify a person at work who is a “best friend.”
7. Feel the mission of the organization makes them feel like
their jobs are important
8. See the people around them committed to doing a good
job
9. Feel like they are learning new things (getting better)
10. Have the opportunity to do their job well.
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
Relationship of Reading Rate and
MEAP Performance: One School
McGlinchey & Hixson (2004)
Steps for Successful Readers
(Schools in Kalamazoo County 2004-2006)
Probability of
“Staying on Track”
.85 (n=770)
.82 (n=849)
.83 (n=910)
Fluency
(Spr, 1st)
.62 (n=1178) Alphabetic .14 (n=336)
Principle
(Win, 1st)
Phonemic .16 (n=114)
Awareness
(Spr, Kdg)
Fluency
(Spr 2nd)
.05 (n=238)
.97 (n=372)
Fluency
(Spr, 5rd)
.92 (n=561)
Fluency
(Spr, 4rd)
.09 (n=185)
Fluency
(Spr, 3rd)
0 (n=190)
.03 (n=401)
Probability of
“Catching-Up”
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 and
a concern
about
Based
on her performance
progress,
this child’s
the have
end ofsome
year goal/skill
would
you progress
think sheonmay
sort of
(remember she is
only in Kindergarten)
developmental
delay?
End of Year goal is to demonstrate this skill at 35
phonemes per minute-grey area
The environmental
background
significant
Now
that you see this
student isinathe
context
factor in a schools achievement, given that so
of the whole
class. the
What
thoughts
And now…
restare
of your
the class.
many children start below, and end below
regarding the lack of significant growth?
expectations.
Same building different teacher
Wouldthis
it make
a difference
Would having
information,
makeatathe
difference
classroom
level?
in your instructional
decisions
at a building level?
90-30-30 Reading Block
Comstock East Elementary
A Tiered Literacy Approach
Bursley Elementary: Scheduling reading time
across school day
Importance of Protected Reading Block
at Loftis Elementary School
How do we do this in our school?
• 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
Implementation at Grade Level
“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, Principal
Edison Environmental
Science Academy
Example Grade Level Meeting
at East Elementary
Problem
Students cannot benefit from
interventions they do not
experience
Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Measures
Behavior
Systems
Process
Reading
• EBS Self-assessment Survey • Planning and Evaluation
Tool for Effective
• SET
Schoolwide Reading
• Benchmarks of Quality
Programs (PET)
• Checklist for Individual
Student Systems
• EBS Team Implementation
Checklist
• MiBLSi Reading
Support Implementation
Checklist
• Discipline Referrals
• DIBELS
Outcomes • Suspensions
• AIMSWeb
• MEAP
Focus on Implementing with Fidelity
using Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08
Average Change in Major Discipline Referrals:
One District Example (13 elementary schools)
10%
5%
Decrease 14.6%
0%
Increase 8%
-5%
-10%
-15%
-20%
Not Met Criteria (< 70) n=5,
range: 41-65
Met Criteria (> 70) n=8, range:
72-94
Core Support Program:
Provided to all, intended to reach most.
As the magnitude of the problem increases...
The required
resources to
address the
problem
increases
The need to The frequency
for collecting
enhance
and acting
environmental
upon
structures
information
increases
increases
Continuum of Supports
McIntosh (2008)
• Incorporate academic information into
individual behavior support
• Complete an FBA to determine if academic
task demands evoke problem behavior
If so…
• Teach needed skills at an instructional level
• Teach an alternative behavior: provide escape
– Teach a way to make it easier
• Don’t exclude from instruction!
MiBLSi Project Expectations
• Collect information on Discipline and Reading
– SWIS, DIBELS, PBS Surveys, etc.
– Share information with MiBLSi project staff
• School leadership team participate in MiBLSi
training
• Principal involvement in MiBLSi training
• School leadership team regular meeting outside
of training focusing on behavior/reading support
• Coaches meet with school leadership teams/
principal at least monthly
• Grade level team meetings
Investing in Coaches:
Avg. Referrals per Day
Average Major Discipline Referrals per Day per Month
Coach returns
from leave
7
6
5
4
3
2
1
0
Sep
05-06
Oct
Nov
06-07
One School’s Example
Dec
Jan
Feb
Mar
Apr
May
District Impact on Sustainability:
Four common areas
•
Competing initiatives
– Integrate/braid
– Fund/support
•
Data use for continuous regeneration
– Require regular review of fidelity and
outcome
– Cycle of review needs to fit cycle of impact.
•
Efficiency
– If it works now, make it easier to do next year
•
Stability/Leadership
– Role descriptions, etc.
Braiding MiBLSi with
School Building and District Initiatives
School Improvement
Response to Intervention
Reading First
No
Child Left
Behind
Student Support Team
Integration of MiBLSi is with Ed Yes! Performance Indicators
Strand I: Teaching for Learning
Standard
Benchmark
Aligned, Reviewed and
Monitored
Curriculum
Communicated
Key Characteristic
Standards Alignment
Staff
Students*
Content Appropriateness
Planning
Developmental
Appropriateness
Reflection and Refinement
Instruction
Delivered Curriculum
Delivery
Best Practice
Student Engagement
Aligned to Curriculum &
Instruction
*not directly addressed through MiBLSi
Assessment
Alignment/Content Validity
Multiple Measures
Michigan State Board of Education Positive Behavior Support Policy
The vision of the State Board of Education is to create learning environments that prepare students
to be successful citizens in the 21st century. The educational community must provide a system that
will support students’ efforts to manage their own behavior and assure academic achievement. An
effective behavior support system is a proactive, positive, skill-building approach for the teaching
and learning of successful student behavior. Positive behavior support systems ensure effective
strategies that promote pro-social behavior and respectful learning environments. Research-based
positive behavior support systems are appropriate for all students, regardless of age. The principles
of Universal Education reflect the beliefs that each person deserves and needs a positive, concerned,
accepting educational community that values diversity and provides a comprehensive system of
individual supports from birth to adulthood. A positive behavior support policy incorporates the
demonstration and teaching of positive, proactive social behaviors throughout the school
environment. A positive behavior support system is a data-based effort that concentrates on
adjusting the system that supports the student. Such a system is implemented by collaborative,
school-based teams using person-centered planning. School-wide expectations for behavior are
clearly stated, widely promoted, and frequently referenced. Both individual and school-wide
learning and behavior problems are assessed comprehensively. Functional assessment of learning
and behavior challenges is linked to an intervention that focuses on skill building. The effectiveness
of the selected intervention is evaluated and reviewed, leading to data-based revisions. Positive
interventions that support adaptive and pro-social behavior and build on the strengths of the student
lead to an improved learning environment. Students are offered a continuum of methods that help
them learn and maintain appropriate behavior and discourage violation of codes of student conduct.
In keeping with this vision, it is the policy of the State Board of Education that each school district
in Michigan implement a system of school-wide positive behavior support strategies.
Adopted September 12, 2006
…it is the policy of the State Board of Education that
each school district in Michigan implement a system
of school-wide positive behavior support strategies.
MiBLSi Points of Pride
• Implementation in over 340 schools across
Michigan
• State Personnel Development Grant (SPDG)
– U.S. Dept of Ed. grant, provides for MiBLSi
regionalization of support
• State Implementation and Scaling-up of
Evidence-based Practices (SISEP)
– U.S. Dept. of Ed. Grant awarded to 4
implementing states
– Allows for the scaling up of MiBLSi
• Project improvements in reading and behavior
outcomes
Percent of Students at DIBELS Benchmark (Spring)
and Major Discipline Referrals per 100 Students
“Cheshire,” Alice began
rather timidly, “Would you
tell me please, which way I
ought to go from here?”
“That depends a good
deal on where you want to
get to,” said the Cat.
“I don’t much care-” said
Alice.
“Then it doesn’t matter
which way you go,” said the
Cat.
Alice’s Adventures in Wonderland
by Lewis Carrol