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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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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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
James Robbins, Assistant Principal
Freedom Elementary
Hilary Bales, Principal
Freedom Elementary
Rebecca Holland
RTI Development Site Coordinator
University of Central Missouri
Thea Scott
Director of Three-Tiered Model Coordination
Department of Elementary and Secondary Education
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