Integrating Academic and Behavior Support Bob Algozzine

BEHAVIOR and READING

IMPROVEMENT CENTER university of north carolina at charlotte

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’Hare

October 30, 2008



Agenda

What is BRIC?

[BA]

What We Know about Academics and Behavior [BA]

Implementing Academic and Behavior Support [RW]

Question and Answer [All]



Question and Answer

Guidelines

Leave Firearms at the Door

Focus on What We Know

Don’t Worry…Be Happy!



What is BRIC?

The B ehavior and R eading I mprovement C enter is a…

 Five-Year Federally-Support Prevention Project

 Collaborative Partnership with CMS

 School-Based Intervention Model



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



What is BRIC?

The B ehavior and R eading I mprovement C enter 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.



What is BRIC?

B ehavior and R eading I mprovement C enter 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



OUTCOMES

Site-Based

Professional

Development

PRACTICES

Team-Based Decision-Making

Evidence-Based

Assessment and Instruction



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 same—they have to be carefully taught.

 It’s not the program that you use—it’s that you use the program.



What We Know about

Academics and Behavior

Demonstrate

Demonstrate

Practice

Prove

Academic Instruction

Intensive, Individual Interventions

•Individual Students

•Assessment-based

•High Intensity

Targeted Group Interventions

•Some students (at-risk)

•High efficiency

•Rapid response

5-10%



1-5% 1-5%

Behavior Instruction



•Assessment-based

•Intense, durable procedures

5-10% Targeted Group Interventions


•High efficiency

•Rapid response

Universal Interventions

•All students

•Preventive, proactive

80-90%

80-90%


•All settings, all students




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



…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.



500

450

400

350

300

250

200

150

100

50

All Students

Female

Male

Causasian

African American

Hispanic

0

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004

P. L. 94-142 IDEAs NCLB

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

2004

219

221

216

226

200

205



Reading Achievement Levels attained by 4 th Graders

Category

Proficient

Basic

Below Basic

Level of Performance

Superior performance or demonstrated competence over challenging subject matter

Partial mastery of knowledge and skills needed for proficient work

…have not yet attained a degree of mastery over the rudiments…

Percent of

Students

34%

35%

31%

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

Benchmark

Strategic

Intensive



Oral Reading Fluency attained by 3 rd Graders

DIBELS Oral Reading Fluency

110+

80-109

0-79

Percent of

Students

60%

24%

16%

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]

Academic Outcomes



•Assessment-based

•High Intensity

Targeted Group Interventions


•High efficiency

•Rapid response

20-30%



20-30%

1-5%

Behavior Outcomes



•Assessment-based

•Intense, durable procedures

5-10% Targeted Group Interventions


•High efficiency

•Rapid response


•All students


40-60%

80-90%


•All settings, all students


16

14

12

10

20

18

8

6

4

2

0



Number Served as Percent of Total Enrollment

LD

SED

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



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 behavior…“I don’t do behavior.”



Teaching vs. Discipline

When children don’t read, we teach.

When children don’t compute, we teach.

When children don’t write, we teach.

When children don’t behave, we discipline .



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.



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.



Teach reading and behavior…not because they are related, but because they are not related.



What comes first?



Implementing

Academic and

Behavior

Support

Integrating Academic and Behavior Support Bob Algozzine

Integrating Academic and Behavior Support

Bob Algozzine and Richard White

Agenda

Question and Answer

What is BRIC?

What is BRIC?

What is BRIC?

What is BRIC?

What is BRIC?

What We Know about

Academics and Behavior

Demonstrate

Demonstrate

Practice

Prove

Implementing

Academic and

Behavior

Support

Related documents

Products

Support

Integrating Academic and Behavior Support Bob Algozzine