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BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
Integrating Academic and Behavior SupportBob Algozzine and Richard White
Integrated Systems for ALL StudentsNational Forum for Implementers of School-Wide PBS
Hyatt Regency O’Hare
October 30, 2008
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
Agenda
What is BRIC? [BA]
What We Know about Academics and Behavior [BA]
Implementing Academic and Behavior Support [RW]
Question and Answer [All]
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
Question and AnswerGuidelines
Leave Firearms at the Door
Focus on What We Know
Don’t Worry…Be Happy!
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
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
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
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
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
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.
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
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
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
SYST
EMS
PRACTICES
DATASite-Based
ProfessionalDevelopment
Team-Based Decision-Making
OUTCOMES
Evidence-BasedAssessment
and Instruction
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
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.
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
What We Know about Academics and Behavior
DemonstrateDemonstrate
PracticeProve
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
Behavior Instruction1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based
•High Intensity
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
Academic Instruction
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
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
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
…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.
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
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
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
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%
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
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%
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
Behavior Outcomes
20-30%
1-5%
20-30%
5-10%
40-60%
80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based
•High Intensity
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
Academic Outcomes
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
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
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
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.”
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
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.
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
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.
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
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.
BEHAVIOR and READINGIMPROVEMENT CENTER
university of north carolina at charlotte
Teach reading and behavior…not because they are related, but because they are not related.