Implementing MTSS – A Blended Approach: What & Why? Steve Goodman Michigan’s Integrated Behavior...

Implementing MTSS – A Blended Approach: What & Why?

Steve GoodmanMichigan’s Integrated Behavior and Learning Initiative (MiBLSi)

[email protected]

miblsi.cenmi.org

4th Annual North Dakota RTI Conference

Fargo, North Dakota

June 16, 2014

9:15 – 11:30

Presentation DescriptionIntegration of supporting students around behavior and academics is gaining more attention as schools implement programs involving Response to Intervention. Integrated behavior and academic support models share common components that include: (a) team approach, (b) focus on evidence-based practices that are implemented with fidelity, (c) progress monitoring and, (d) using data to make decisions to improve student outcomes. This session describes the logic for integration of behavior and academics in a Response to Intervention model. Key features of an integrated schoolwide model will be discussed. Examples of implementation, systems of supports and outcomes will be provided.

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1. Participants will better understand the critical features of an integrated behavior and reading MTSS model

2. Participants will better understand why an integrated approach can be advantageous over separate behavior and reading systems

Objectives/Goals of Session:

The ModelThe ModelThe ModelThe Model

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”.

Continuum of Behavior Supports

All students in school

Universal PreventionFor all students

Targeted InterventionFor some students

Intensive InterventionFor few students

Social Behavior

Social Studies

Science

Reading

Math

Phys. Ed.Art

Student Profile: Eddie

Academic OR Behavior Support Systems

• National Center on Positive Behavioral Interventions and Supports directly supports over 18,000 U.S. schools in implementing PBIS (Sugai, 2012, October).

• 68% of schools are in some stage of district-wide RTI implementation, with 24% stating that RTI was part of their typical practices (GlobalScholar, 2011).

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Difference in Academic or Behavior Approaches to Multi-Tiered Systems

AcademicAcademic BehaviorBehavior

Terminology Tier II: Strategic Tier II: Targeted

Sp. Ed. eligibility determination

RtI- referenced in IDEA

No

Reference group Broader standard Local Context

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MTSS is a framework to provide all students with the best opportunities to succeed academically and behaviorally in school. MTSS focuses on providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals. Data are used to allocate resources to improve student learning and support staff implementation of effective practices.

Multi-Tiered System of Supports (MTSS)

Core Features of MTSS(Sugai & Horner, 2009)

1. Interventions that are supported by scientifically based research.

2. Interventions that are organized along a tiered continuum that increases in intensity (e.g., frequency, duration, individualization, specialized supports, etc.)

3. Standardized problem-solving protocol for assessment and instructional decision making.

4. Explicit data-based decision rules for assessing student progress and making instructional and intervention adjustments.

5. Emphasis on assessing and ensuring implementation integrity.

6. Regular and systemic screening for early identification of students whose performance is not responsive to instruction.

Parallel vs. Integrated Systems of Behavior and Reading Support

Parallel Systems Parallel Systems Integrated Systems Integrated Systems

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90%80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Behavior and Reading 3-Tier Model

Cir. 2003

Behavior and Reading 3-Tier Model

ReadingBehavior

Universal InterventionCore Instruction, all studentsPreventive

Targeted InterventionSupplemental, somestudents, reduce risk

Intensive Intervention Individualized, functional assessment, highly specific

80%

7-15%

1-5%

Cir. 2006

Parallel Systems to Integrated Systems

of Academic and Behavior Supports

Behavior SupportsAcademic Supports Educational Supports

Cir. 2011

Examples of Behavior and Reading Practices

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

Systems of Academic and Systems of Academic and Behavior PracticesBehavior Practices

Systems of Academic and Systems of Academic and Behavior PracticesBehavior Practices

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• Academic and Behavior MTSS systems share elements of quality instruction and effective systems change principles

(McIntosh, Goodman, & Bohanon, 2010; Stollar, Poth, Curtis, & Cohen, 2006)

• Use these shared elements to make a more cohesive system

Why Integrate Academic and Behavior Systems?

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• Focus on prevention of problems• Supports for all students (intensity based on

need)• Instructional focus on skill development

necessary for success in school and beyond• Commitment to evidence-base practices• Use of teams to coordinate and manage

implementation as whole school initiative• Use of data for selecting and modifying

interventions

Similarities in Academic or Behavior Approaches to Multi-Tiered Systems

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Strong relationship between academic and behavior skills• Quality instruction can reduce student

engagement in problem behaviors (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)

• Implementation of schoolwide positive behavior support leads to increased academic time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

Why is Integration Important?

Proficiency on 4th Grade and Percent of

Major Discipline Referrals from Classroom: 132 Elementary Schools

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

100 Students per Day

Reducing Problem Behavior Resulting in More academic Time: Portage North Middle School

“I see a definite difference! … I am able to spend more time visiting classrooms.” Celeste Shelton-Harris, Principal

“We have more time to discuss academic concerns and we are getting a lot more accomplished.” Johanna Toth,6th grade teacher

Cycle of Academic and Behavioral

Failure: Aggressive Response

(McIntosh, 2008)

Teacher presents student with grade

level academic task

Student engages in problem behavior

Teacher removes academic task or removes student

Student escapes academic task

Student’s academic skills do not improve

So, which is it…

Academic problems lead to behavior problems?

or

Behavior problems lead to academic problems?

Not sure…

Probably a combination of both

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

33%

43%

56%

24%

20%

(n = 201)

24%

(n = 4074)

TeamsTeamsTeamsTeams

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• Strategic integration- Skills sets of academic and behavior expertise on team.

• Team reviews both academic and behavior data

• Team supports integrated academic and behavior practices

• Team helps to ensure that the interactive function of student academic and behavior need is being addressed

Team Approach in an Integrated Model

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Example Teams in an Integrated Model

Level Level Purpose Purpose Whole School: addressed by School Leadership Team

• Focus on ALL students in school with emphasis on Prevention• Coordinate and manage schoolwide (integrated) interventions • Support schoolwide staff to implement integrated practices • Review academic and behavior data at schoolwide level and adjust

schoolwide plan for improving student outcomes

Grade Level addressed by grade level team

• Focus on “most” students within the grade level with a primary emphasis on both Prevention and Intervention

• Coordinate and manage grade level interventions in an integrated model linked to assessment results

• Support grade level staff to implement integrated practices • Review academic and behavior data at grade level to and adjust grade

level practices aligned within schoolwide plan for improving student outcomes

Individual Student addressed by student assistance/child study team

• Focus on specific students within the school who are having difficulty (emphasis on Intervention)

• Coordinate and manage individual student interventions in an integrated model linked to assessment results

• Provide individual student problem solving within the implementation of an integrated model

• Review academic and behavior data for students and adjust individual student support plan to improving student outcomes

Use of DataUse of DataUse of DataUse of Data

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• Data tools and processes are not typically integrated, they are designed and validated to work as separate units.

• Academic• Direct measurement• Benchmarks

• Increase acquisition• Periodic measures

• Behavior• Indirect measurement• Decrease behavior errors• Continuous measures

Data Collection Differences

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• Efficiency- the ideas and principles behind data collection and use for decision making are identical.

• Effectiveness- utilizing both having academic and behavior data leads to better decisions in each domain.

Focus of Integrating Academic and Behavior Data Collection and Analysis

Interaction of Behavior and Interaction of Behavior and AcademicsAcademics

Interaction of Behavior and Interaction of Behavior and AcademicsAcademics

• At the classroom level

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)

What does this information tell you about Julia’s needs?

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 Julia in the context of the whole class, how does this information change supports for Julia? Her classmates?

What does this information tell you about Julia’s needs and the needs of her classmates?

Same building, same grade, different teacher

Does this information change how you might support Julia? Her classmates?

Julia’s class

Same building, same grade, different teacher

Does this information change how you might support Julia? Her classmates?

What does this information tell you about Julia’s needs and the needs of her classmates?

Major discipline referrals per student per class

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• Integrated thinking- we approach providing of academic and behavior supports in similar manner

• Smarter integration- when it makes sense based on student need

• Provide academic interventions with behavior support components or behavior interventions with academic supports

Integration at Universal Supports Level

Integrated Practices at Universal Integrated Practices at Universal Level (Tier I Supports)Level (Tier I Supports)

Integrated Practices at Universal Integrated Practices at Universal Level (Tier I Supports)Level (Tier I Supports)

• Specific Reading interventions

• Collecting and acting on specific reading assessments (both fidelity and student outcomes)

• Utilize published curricula selected by school or district

• Allocated instructional time as component of daily schedule

• Direct link to high stakes test

• Direct importance as indicated through high stakes testing

• Teacher provided training a preservice

• Specific behavior interventions

• Collecting and acting on behavior specific data (though reading behavior is used as assessments (both fidelity and student outcomes)

• PBIS framework used for individualized school program materials

• Allocated time initial learning and review of expectations

• Indirect link to high stakes test

• Indirect importance as indicated through high stakes testing

• Teachers provided inservice training

• Scientifically-based interventions

• Continuum of supports with increased intensity based on need

• Standardized problem solving protocol for assessment and intervention selection

• Data-based decision rules for progress monitoring and program adjustments

• Assess and ensure implementation fidelity

• Screening for early identification for MTSS

• Embedded in school improvement

• Use of Team Approach

Reading Support Behavior SupportShared

Good instruction reduces problem behavior and good behavior support provides for instructional environments more conducive to learning

Continuum of Supports

Universal Prevention•Big Ideas •Conspicuous Strategies •Mediated Scaffolding •Strategic Integration •Primed Background Knowledge•Judicious Review

Common strategies of good instruction apply to both academic/behavior

How might you explain the value of How might you explain the value of integrating behavior supports with integrating behavior supports with academic supports to you academic supports to you colleague back at school?colleague back at school?

Your TurnYour Turn

Integrated Practices at Tiers II – Integrated Practices at Tiers II – III of SupportIII of Support

Integrated Practices at Tiers II – Integrated Practices at Tiers II – III of SupportIII of Support

Possibilities of Behavior/Academic Concerns around function of problem

Academic Problems

Behavior Problems

Interrelated Behavior and

Academic Problems

Nonrelated Behavior and Academic Problems

Integrated tier II supports for interrelated behavior and

academic problems

Integrated tier II supports for interrelated behavior and

academic problems

• Shorter program/intervention duration

• Match to focus of student need

• Small group instruction/intervention

• Grouping students with similar needs

• Moderate acute difficulties for academic and/or behavior

Possible Integrated Tier II Interventions for…

1. Students who seek adult attention during the instructional period.

2. Students who engage in problem behavior to seek peer attention during the instructional period.

3. Students who engage in problem behavior to escape or avoid academic instruction due to academic skill deficits.

4. Students who engage in problem behavior to escape working with adults or students during academic instruction.

5. Students with deficits in academic facilitative behaviors lead to behavior problems during instruction.

1. Students who seek adult attention during the instructional period

• Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on obtaining adult attention

• Provide increased opportunities for student responding and feedback from instructor

• Arrange the instructional environment so that appropriate adult seeking attention is easy and not disruptive to others (“Help tent” for independent work)

2. Students who engage in problem behavior to seek peer attention during the instructional period

• Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on obtaining peer attention

• Provide increased opportunities for peer mediated instruction

• Arrange the instructional environment so that appropriate peer seeking attention is easy and not disruptive to others proximity of students with monitoring of instructor

3. Students who engage in problem behavior to escape or avoid academic instruction due to academic skill deficits

• Develop skills in deficit, provide instruction at student success level

• Provide more practice in deficit area

• Check in- Check out

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

4. Students who engage in problem behavior to escape working with adults or students during academic instruction

• Provide opportunity for independent structured instruction (programed instruction, computer assisted instruction)

5. Students with deficits in academic

facilitative behaviors lead to behavior problems during instruction

• Review behavior expectations (identify, teach, practice and acknowledge) with specific focus on appropriate classroom behaviors

• Teach specific facilitative responses such as attending, organization skills, engagement strategies

Evidence Based Practices in Classroom Management

1. Maximize structure and predictability.

2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.

3. Actively engage students in observable ways.

4. Establish a continuum of strategies to acknowledge appropriate behavior.

5. Establish a continuum of strategies to respond to inappropriate behavior.

Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.

Classroom management to address problem

behavior related to academic problems

You may have the best classroom management but if student problem behavior is related to academic skill deficit, then classroom management may not be adequate

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

Take a moment to discuss with a colleagueTake a moment to discuss with a colleague

How would you explain to your staff the How would you explain to your staff the logic that you might address logic that you might address ““at riskat risk”” problem behavior through reading problem behavior through reading instruction?instruction?

Your TurnYour Turn

Integrated tier III supports for behavior and reading

Integrated tier III supports for behavior and reading

• Individualized instruction

• Based on functional assessment

• For chronic problems

Tier III Support Example: Eddie

• 3rd Grade Student

• Problem: Disruptive and argumentative

*fictional student with fictional data for illustration of process

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

Functional Assessment of Behavior and Academics

BehaviorTo obtain

• Objects/activities

• Attention from peers

• Attention from adults

To Escape/avoid

• Objects/activities

• Attention from peers

• Attention from adults

AcademicCan’t 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)

Won’t do• Motivational deficit

Process: Referral for behavior problemsStudent is Student is

referred for referred for behavior behavior concernconcern

Student is Student is referred for referred for

behavior behavior concernconcern

Develop behavior Develop behavior support plansupport plan

Develop behavior Develop behavior support plansupport plan

No

Universal Supports Universal Supports implemented with implemented with

fidelity?fidelity?

Improve fidelity of Improve fidelity of Universal SupportsUniversal SupportsImprove fidelity of Improve fidelity of Universal SupportsUniversal Supports

No

Conduct behavior Conduct behavior functional functional

assessmentassessment

Conduct behavior Conduct behavior functional functional


Yes

Document Document previous strategies previous strategies

implemented to implemented to address problemaddress problem

Document Document previous strategies previous strategies

implemented to implemented to address problemaddress problem

Conduct academic Conduct academic functional functional

assessment assessment


assessment assessment

Yes

Does behavior Does behavior serve to serve to

escape/avoid escape/avoid academic task?academic task?

Develop integrated Develop integrated academic and academic and

behavior support behavior support planplan



Process: Referral for academic problemsStudent is Student is

referred for referred for Academic Academic concernconcern

Student is Student is referred for referred for Academic Academic concernconcern

Does studentDoes student’’s s behavior interfere behavior interfere

with learning with learning opportunitiesopportunities





Develop academic Develop academic support plansupport plan

Develop academic Develop academic support plansupport plan

Conduct academic Conduct academic and behavior and behavior

functional functional assessment assessment

Conduct academic Conduct academic and behavior and behavior

functional functional assessment assessment





Universal Supports Universal Supports implemented with implemented with

fidelity?fidelity?

Improve fidelity of Improve fidelity of Universal SupportsUniversal SupportsImprove fidelity of Improve fidelity of Universal SupportsUniversal Supports

No

Yes

No

Yes

Document Document previous strategies previous strategies implemented implemented

to address problemto address problem

Document Document previous strategies previous strategies implemented implemented

to address problemto address problem

Demonstration Behavior Data from School-Wide Information System: Eddie

Problems in Classroom


Avoid Task

Avoid Adult

Demonstration Behavior Data from

School-Wide Information System: Eddie

Social Studies

Reading

Demonstration Reading Data: DIBELS Class Progress Report

Eddie

It was a pretty good composition. I felt proud knowing 10

it was the best one at my school. After I’d read it five times, 24

I was impatient to start reading it out loud. 33

I followed the book’s 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: ________________41/57 = 71.9%

Demonstration Reading Data for Eddie: Low Accuracy/Low Rate

I saw company pressed

important

I four timsI

company

book

some importantlong

doctor

that work

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Example:Individual Student Report for Eddie

Eddie Williams

Deficit in Target Skills (below goal)

Deficit in Prerequisite Skills (below goal)

Phonemic Awareness

Alphabetic Principle

Vocabulary

Fluency and Comprehension

What existing behavior academic What existing behavior academic information do you currently use to information do you currently use to develop support plans within your school?develop support plans within your school?

Your TurnYour Turn

TypicalConsequence

Told “good job”Grades

What we want

DesiredAlternative

Do work successfully

w/o complaints

Consequences strengthened

through Universal Supports

The Competing Pathways chart for our friend Eddie

Strengthened through Core Program

DesiredAlternative

TypicalConsequence



w/o complaints

Setting Events TriggeringAntecedents

Reading curriculum that is at frustration

level

Asked to complete reading

assignment

ProblemBehavior

Argues, threatens

uses profanity

MaintainingConsequences

Remove fromclass

Function

Avoid task

What we got


DesiredAlternative

TypicalConsequence



w/o complaints

AcceptableAlternative

Ask for break, ask for help



ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task


What we could put up with (for now)

DesiredAlternative

TypicalConsequence



w/o complaints





ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

DesiredAlternative


TypicalConsequence



w/o complaints





ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

Academic Skill

DevelopmentReading:

decoding skills

What we need to do

DesiredAlternative


TypicalConsequence



w/o complaints





ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

Academic Skill

DevelopmentReading:

decoding skills

DesiredAlternative


TypicalConsequence



w/o complaints




ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

Academic Skill

DevelopmentReading:

decoding skills

Strategies that are contraindicated

• Provide opportunity for escape but without addressing academic deficit

• Provide extra dose of academic intervention but at a level that is not successful for student and will not address need for skill development

Setting EventStrategies

AntecedentStrategies

ConsequenceStrategies

Teaching Strategies

Teach alternatives to problem behavior:1. Ask for break2. Ask for help

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

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 (don’t remove to a nicer area)

Reward expectations

Brainstorm Possible Interventions for Eddie

Academic Skills Strategies

Teach general academic skill developmentTeach problem-solving skills

Behavior Skills Strategies

Setting EventStrategies

AntecedentStrategies

ConsequenceStrategies

Teaching Strategies

Teach alternatives to problem behavior:1. Ask for break2. Ask for help

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

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 (don’t remove to a nicer area)

Reward expectations

Academic Skills Strategies

Teach general academic skill developmentTeach problem-solving skills

Behavior Skills Strategies

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

Action Plan for Intervention Strategies

TaskPerson

ResponsibleBy When

1. Reading assessment and curriculum individualization to develop decoding skills

Reading resource teacher

Two weeks- 3/16/10

2. Provide explicit instruction in decoding skillsReading resource teacher

Begin 3/28/10

3. Role-play how to make appropriate requests for help

Social worker By 3/10/10

4. 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

5. 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

6. Explain support plan to student Teacher 3/21/10

Evaluation Plan

• Behavioral goal

– Short term

– Long Term

• Evaluation procedures

– Data to be collected

• Review Date

Eddie’s Evaluation Procedures

Data to be Collected

Procedures for Data CollectionPerson

responsibleWhen

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?

Are reading skills improving?

Is appropriate behavior increasing?

Is problem behavior decreasing?

Progress Monitoring Academics: Decoding

x

x

• Please describe your schoolPlease describe your school’’s process to s process to identify specific contributing factors to identify specific contributing factors to academic/behavior problems?academic/behavior problems?

• Are these integrated or separate Are these integrated or separate processes?processes?

Your TurnYour Turn

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.

SYST

EMS

PRACTICES

DATASupporting

Staff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence andAcademic Achievement

SupportingDecisionMaking

Consider Fidelity of Implementation

• Are we implementing the practices correctly and consistently over time?

• Students cannot benefit from interventions they do not experience!

from Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Increase 8%

Decrease 14.6%

Focus on Implementing with Fidelityusing Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08

Average MEAP Reading Scores and fidelity in PBIS

implementation based on Benchmarks of Quality(Sample data from MiBLSi)

State Average

Integrated Systems of Behavior and Academic Support

• Given these economic times, schools are required to “do more with less”

• It may be necessary and more efficient to have a single, integrated system of supports vs. separate, parallel systems

• Incorporate academic and behavior into school improvement process

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Combined systems are more effective (Stewart, Benner, Martella, & Marchand-Martella, 2007)

• Seamless supports as opposed to separate systems

• Reduced siloed responsibility


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Integrated approaches may be more sustainable

• Less competition cross content area initiatives

• Capacity building of educator skills in one MTSS area can be applied in other areas of MTSS (data analysis, problem solving, etc.)


When we try to pick out anything by itself, we find that it is hitched to everything else in the universe

- John Muir

Implementing MTSS – A Blended Approach: What & Why? Steve Goodman Michigan’s Integrated Behavior...

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