ACADEMIC ACHIEVEMENT +

SOCIAL BEHAVIOR = MULTI-TIERED SYSTEM OF

SUPPORT

Missouri Departmentof Elementary and Secondary Education

June 2013

Presentation for 2013 SW-PBS Summer Training Institute

Learner Objectives

Identify the rationale and logic behind an integrated multi-tiered system of support.

Identify research on the key features of a multi-tiered system of support (academic and behavior).

Identify how practices within these shared features could be implemented in a school setting.

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Learner Objective #1

Identify the rationale and logic behind an integrated multi-tier prevention system.

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Shared Features

OSEP National Center on Positive Behavioral Intervention and Supports, www.pbis.org

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Shared Features of a Multi-Tiered System of Support

Continuum of Tiered Instructional Supports, including a Strong Tier 1

Assessment (Universal Screening/Progress Monitoring)

Data-Based Decision Making Evidence-Based Practices Fidelity to Process, Instruction/Intervention,

and Assessment

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ACADEMIC and BEHAVIOR SYSTEMS

Tier 1:

Core, Universal Instruction & Supports

General academic and behavior instruction and support provided to all students in all settings.

 12/7/09, Batsche, Florida Dept. of Education http://www.fldoe.org/

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ACADEMIC and BEHAVIOR SYSTEMS

Tier 2: Targeted, Supplemental

Interventions & Supports

More targeted instruction, intervention, and supplemental support in addition to and aligned with the core academic and behavior curriculum.

12/7/09, Batsche

Florida Dept. of Education http://www.fldoe.org/

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ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized

Interventions & Supports

Most intense instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.

12/7/09, Batsche

Florida Dept. of Education http://www.fldoe.org/

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Why Integrate Academics and Behavior?

Transactional relationship between reading ability and behavioral interventions. (Cook et al., 2012; Fleming et al., 2004; McIntosh et al., 2006; McIntosh et al., 2008; McIntosh et al., 2012)

High quality academic instruction(e.g. content matched to student need, frequent opportunities to respond, frequent feedback) can reduce problem behavior. (Filter & Horner, 2009; Preciado et al., 2009; Sanford 2006)

Implementation of SW-PBS leads to increased academic achievement (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen et al., 2011)

Batsche 2013

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What Does the Research Say About Integration of Multi-Tiered Systems of Support?

“Viewed as outcomes, achievement and behavior are related; viewed as causes of the other, achievement and behavior are unrelated.” (Algozzine, et al, 2011)

Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing. (McIntosh et al., 2008; Mcintosh et al., 2012)

Batsche 2013

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Let’s Drill Down Further… 11

Transactional Relationship

Transactional – adjective a communicative action or activity involving

two parties or things that reciprocally affect or influence each other (Merriam Webster Dictionary, 2013)

ACADEMIC BEHAVIORACHIEVEMENT(READING) (Cook et al., 2012; Fleming et al., 2004; McIntosh et al., 2006; McIntosh et al.,

2008; McIntosh et al., 2012)

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Another Reciprocal Relationship

(Filter & Horner, 2009; Preciado et al., 2009; Sanford 2006;Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen et al., 2011))

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High Quality Academic Instruction Reduces Problem Behavior

Implementation of SW-PBS leads to increased academic achievement

Outcome vs. Cause

Viewed as outcomes, achievement and behavior are related; viewed as causes of the other, achievement and behavior are unrelated.” (Algozzine, et al, 2011)

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Function of Behavior

Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing. (McIntosh et al., 2008; Mcintosh et al., 2012)

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Shared Features of a Multi-Tiered System of Support

Continuum of Supports Data-Based Decision Making Assessment (Universal Screening/Progress

Monitoring) Evidence-Based Practices Fidelity to Process, Instruction/Intervention,

and Assessment Strong Tier 1

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Integration of Shared Features

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Adapted from Batsche 2013

Skills Integration-What are Academic Skills and Academic Behaviors?

Academic Skills goal setting tied to state/district standards core academic standards Developmental standards

Academic Behaviors-Student Engagement Behaviors associated with successful completion of the academic skills On task, listening, following directions, ignoring distractions, self-monitoring, goal

setting

Inter-/Intra-Personal Behaviors Behaviors that support social interaction and cooperation Self control, discipline, perseverance Batsche, 2013

Batsche, 2013

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Examples: Working Toward Skills Integration

Freedom Elementary Check and Connect (SWPBS), Check In/Check Out

(SWPBS) These programs are helping staff get concrete on both

social and academic behaviors that are positive and that are concerning.

Both grades and behavior are considered. East Elementary

SW-PBS behavior matrices Check In/Check Out (PAWS): clear criteria for

selection, classroom minors form

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Data Integration

Integrated Data: District, Building, Class, Individual (separately/combination)

Attendance Office discipline referrals (ODRs) Major discipline events/ISS, OSS MAP/EOC by subject area District assessment(s) Universal screening-Benchmark assessments, Progress Monitoring Classroom observation data Common formative assessment Disaggregate for Racial/Ethnic groups, ELL, Special Education, F/R

Lunch

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Examples: Working Towards Data Integration

Freedom Elementary Data Days:

Simultaneous review of behavior and academic data; instructional planning relies on both

Wednesday morning late start. East Elementary

Data Days: Multi-disciplinary problem-solving teams, generate

Individual Learning Plans for students

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Tier Integration

The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction.

Linked directly to core instruction materials and benchmarks

Focus on essential skills More EXPOSURE and more FOCUS than in core

instruction

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Examples: Working Towards Tier Integration Freedom Elementary

Grade-level teaming and data days facilitate curriculum and intervention discussions that enhance Tier 1/2/3 integration.

East Elementary Data days discussion of students highlights Tier 1

gaps that need to be addressed and Tier 2 intervention needs that may be unmet or changing.

Tiger teams create SMART goals for students that address student needs relative to grade level performance.

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Resources Utah

http://www.updc.org/umtss/ Kansas

http://www.kansasmtss.org/ Michigan Integrated Behavior and Learning Support Initiative

(MiBLSi)

http://miblsi.cenmi.org/Home.aspx Washington (RTI/ State Personnel Development

Grant)http://www.k12.wa.us/RTI/AcademicsBehavior/default.aspx Illinois (State Personnel Development Grant)

http://www.illinoisrti.org/home

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Resources: Oregon

Oregon (State Personnel Development Grant) Effective Behavioral and Instructional Support

Systems (EBISS)http://www.ode.state.or.us/search/page/?id=3474

Elementary Manual: http://www.oregonrti.org/files/u9/Elementary%20EBIS%20Handbook%202010-11%20final.pdf

Secondary Manual:  http://www.oregonrti.org/files/u2/2011-12%20TTSD%20Secondary%20EBIS%20Handbook%20Final%209-12-11.pdf

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Resources: Florida

Florida PS-RTI http://floridarti.usf.edu/ Florida’s MTSS http://www.florida-rti.org/ Problem Solving worksheet: http://www.florida-

rti.org/_docs/AppendixB.pdf

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Waynesville School District29

Mike Morriss, Principal

Freedom Elementary

mmorriss@waynesville.k12.mo.us

James Robbins, Assistant Principal

Freedom Elementary

JiRobbins@waynesville.k12.mo.us

Hilary Bales, Principal

Freedom Elementary

hbales@waynesville.k12.mo.us

Rebecca Holland

RTI Development Site Coordinator

University of Central Missouri

rholland@ucmo.edu

Thea Scott

Director of Three-Tiered Model Coordination

Department of Elementary and Secondary Education

Thea.Scott@dese.mo.gov

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dese.mo.govcommunications@dese.mo.gov

Contact Us31