Relationship Between Academics and Behavior….. a New or Perhaps an Old Perspective Utah Mentor Teacher Academy March 24,

1. Relationship Between Academics and Behavior….. a New or Perhaps an Old Perspective Utah Mentor Teacher Academy March 24, 2011 Ray Beck, Ed.D.

2. Big Ideas….Agenda • Re-examine the relationship between academics and behavior (UNC Studies) • Building and maintaining “fluency” in basic skills (One-Minute Fluency Series) • So You’ve Identified…Aggression, Disruptions, Off-Task, Non-Compliance, Unprepared, Social Skills….Now What? (RIDE: Behavior Intervention Bank)

3. Connect, Collaborate and Contribute The Challenge.. From the workshop embed ideas, strategies, tactics, interventions and practices into an…. “Action Plan”

4. The Relationship Between Academic Achievement and Social Behavior

5. Behavior and Reading Improvement Center UNC—Charlotte • Five-year study of reading and a behavior support program • Followed 350 K—2 students • Questions: • Is there is a correlation between academic achievement and social behavior? • Is there is a functional relationship (cause and effect) between academic achievement and social behavior? • Is there is a functional relationship (cause and effect) between reading and behavior problems?

6. Building Fluency Agenda • What is Fluency? • Why is Fluency so Important • Is there a research-base? • How does Fluency fit with RtI? • How does it work and what are the steps? • Screening and Assessment • Interventions • Progress Monitoring • Data-based Decisions • What about “can’t do it…or won’t do it?

7. What is Fluency? • When we think of “fluency”……… • Rapid • Quick • Smooth • Effortless • Automatic • With ease • Almost without thinking

8. Fluency is a combination of….. ACCURACY and SPEED

9. Why is Fluency in Basic Skills Important?

10. How We Learn…Alison Gopnik, NY Times, 1/16/05 • Learning…two different things • The process of guided discovery • Teaching the skill • Mastering what one discovers • Is made to be second nature, perform the skill effortlessly and quickly • What makes knowledge automatic is what gets your to Carnegie Hall----practice, practice, practice • Mastery allows for our abilities to be used for discovery in the wider world

11. National Reading Panel ReportApril 2000 Five Essential Components of Reading Instruction… • Phonemic Awareness • Explicit Phonics • Vocabulary Development • Oral Reading Fluency • Comprehension

12. National Math Panel Report and RecommendationsMarch 2008 • …fluency with whole numbers….add & subtract by 3rd grade”, multiply & divide by 5th grade, solve problems involving percent, ratio and rate by 7th grade • …need both automatic recall of math facts and understanding of big concepts

13. Math Meltdown..USA TODAY, Tuesday July 8, 2008 • National Mathematics Advisory Panel reports U.S. students lack a deep understanding of basic skills • “We have been graduating hundreds of kids who need a calculator to figure out that 9 x 5 is 45” • “We are ending up with kids in upper level math courses who do not know how to add, subtract, multiply and divide, lost when it comes to fractions”

14. USA Today - Possible reasons and recommendations • De-emphasis in memorization in favor of “conceptional thinking” • There has to be more emphasis on memorization to get kids to have the ability to “instantly” recall basic addition, subtraction, multiplication and division.

15. STUDENTS WHO ARE FLUENT: • Better retention • Transfer the skill to more complex skills • On-task longer • Better generalization across settings

16. RTI… and how it fits with the Fluency idea A Brief Overview…..

17. What Is RtI? Response to Interventionis an assessment and intervention process for systematically monitoring student progress and making decisions about the need for instructional modifications or increasingly intensified services using progress monitoring data Johnson, E., Mellard, D., Fuchs, D. and McKnight, M. (Aug 2006), National Research Center on Learning Disabilities

18. Tier III FEW 5% Tier II SOME 15% Tier I ALL 80% ThreeTiered Process

19. RtI….Five Key Elements ASSESSMENT INTERVENTIONS PROGRESS MONITORING INSTRUCTIONAL MODIFICATIONS DATA-BASED DECISIONS

20. RtI…A Process Step 1…. Find (assessment) a. Screen all students b. Select students at-risk (not for special education) • Sort students in need of further study: • Functional Behavior Assessment • Can’t Do It… vs. Won’t Do It • Functional Behavior Analysis • Comprehensive Evaluation/Assessment

21. RtI…A Process (continued) Step 2…. Do Something (interventions) • Describe desired behavior, don’t label student b. Decide on an evidence-based intervention c. Deliver the intervention “with fidelity”

22. RtI….A Process (continued) Step 3…..Watch (progress monitoring) a. Monitor progress (growth) • Directly • Daily, Weekly, Monthly • Frequency (rate), Percent, Latency, Duration, Magnitude • Equal interval graphs, 3-Cycle Academic Charts b. Monitor, Monitor and Monitor

23. RtI… A Process (continued) Step 4… Informed decisions a. If it doesn’t work, try, try again b. Use data, not hunches

24. RtI….A Process (continued) Step 5…..Change or modify interventions a. If appropriate, refer for more intensive services, including special education

25. BIG IDEA….Building Fluency in Basic Skills • Using “One-Minute” for… • Assessment (Screen and Identify) • Interventions (Fluency-based Practice) • Progress Monitoring (Direct & Daily) • Decision Rules (Data-Based)

26. Who’s It For… STUDENTS WHO NEED TO: • Remember the skill over time • Transfer the skill to more complex tasks • Stay on-task longer • Generalize the skill across settings

27. Building “FLUENCY” requires…. • Setting High Expectations • Sequencing The Curriculum • Providing Practice • Monitoring Performance Directly & Daily • Making Performance-Based Decisions

28. To become “fluent” remember….“Skill Development” • ASSESS (Direct & Continuous) • TEACH (Acquisition) • PRACTICE • FLUENCY (Accuracy plus speed)

29. ASSESSMENT • Basic Skill Problem • Tool Skill Problem • Can’t Do It…or Won’t Do It?

30. Let’s Assess Your: • Tool Skills – Think / Write Numbers Serial • Basic Skills – See / Write Math Facts • Can’t Do It….or Won’t Do It

32. BIG IDEA….Building Fluency in Basic Skills • Using “One-Minute” for… • Assessment (Screen and Identify) • Interventions (Fluency-based Practice) • Progress Monitoring (Direct & Daily) • Decision Rules (Data-Based)

33. Major Components • Screen (One-Minute Probes) • Identify (1/2 or less median of class) • Intervene (One-minute Skill Sheets) • Monitor progress (direct, daily, one-minute) • Use data-based decisions rules

34. Screening and Indentifying Students • Three to five trials using the same probe (sheet) • Record the best score of the last two trials • List all students and record “best score” • Determine median score of entire class • Identify students in lower quartile (1/2 or below the median score) for follow up assessment

37. FunctionalAssessment • A process to help establish why or for what purpose does the behavior serve. • Does the student behave in order to gain (get) something, or to avoid (escape) something?

38. Can’t or Won’t? Functional Assessment will help in determining whether the student: CAN’T do it…or WON’T do it

39. One-Minute Academic Functional Assessment If the student “can’t” do the work, is it because: • The material is too hard? …..or • Needs more practice? ….or • Needs more help?

40. One-MinuteAcademic Functional Assessment If the student “won’t” do the work, is it because… • There is little reason or motivation?

41. Linking Assessment Results With Intervention Ideas

42. From a “Behavior” Paradigm to an“Academic” Paradigm….. Academic engagement is not only critical in building basic academic skills, but in supporting appropriate social behaviors as well

43. Traditional ABC Paradigm

44. Academic ABC Paradigm

45. Prevention/Intervention Model…PBIS (Positive Behavioral Interventions & Supports) B Instructional A Antecedent C Consequence Arrange environment ahead of time Includes: Cues, Prompts, Reminders, Physical arrangements Task manipulation Responses toBehavior Positive Negative TEACH Interventions When & how to engage in specific behaviors

46. Case Study Marcus is a 14 year old middle school student who has a history of out-of-control and aggressive behavior that when it occurs requires a procedure to protect the safety of students and staff. He has been known to make verbal threats and become physically aggressive. His academic record has consistently been below average.

47. Request for consultation Colleague has asked for assistance with Marcus…. • Describe: Yells, swears, throws chairs, overturn desks, threatens others • Function: 1) Get something or.. 2) Get out of something? 3) Can’t do it or… 4) Won’t do it? • Intervention suggestion: Antecedent, Instruction, or Consequence

48. Video Example “Marcus”

49. Building Fluency in Basic Skills... A Research-based Intervention

50. Steps • Select the Skill, the Learning Channel and Set the Aim • Provide Practice (One-Minute Timings) • Monitor Performance • Decide when to change • Managing the classroom