Linking Behavior Support and Literacy Support

Rob Horner and George SugaiUniversity of Oregon and University of Connecticut

OSEP TA Center on Positive Behavior Supportwww.pbis.orgwww.swis.org

Goals Define logic that links behavior support and

academic supports.

Provide summary of recent research

Logic Children who engage in problem behavior

typically do so for one of two MAIN reasons: Get access to attention (adult/ peer) Avoid/escape work or demands

Good instruction improves behavior Good behavior support improves academic

engagement… and academic gains.

Linking Academic and Behavior Supports Behavior and Academic supports are

connected Kent McIntosh Amanda Sanford Jorge Preciado Moira McKenna

Steps for Successful Readers (Roland Good)

Phonemic Awareness

(Spring, Kdg)

Fluency with Connected Text

(Spring, 1st)

Alphabetic Principle

(Winter, 1st)

Probability: On-Track .64 (n=348)

Probability: On-Track .86 (n=138)

Probability: Catch-Up .17 (n=183)

Probability: Catch-Up .22 (n=180)

Probability of remaining an average reader in fourth grade when an average reader in first grade is .87Probability of remaining a poor reader at the end of fourth grade when a poor reader at the end of first grade is .88 (Juel, 1988)

Fluency with Connected Text

(Spring, 2nd)

Fluency with Connected Text

(Spring, 3rd)

Probability: Catch-Up .03 (n=114)

Probability: Catch-Up .06 (n=213)

Probability: On-Track .83 (n=246)

Probability: On-Track .81 (n=196)

We need to have the odds with us!

Changing the Odds: Kindergarten Students at Benchmark On PSF Across Two Years

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10

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80

90

100

Schools

Perc

en

t o

f S

tud

en

ts

Year 1

Year 2

Changing the Odds: First Grade Students at Benchmark On ORF Across Two Years

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10

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90

Schools

Perc

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t at

Ben

ch

mark

2004-2005

2005-2006

Big Ideas to Improve ReadingBig Ideas to Improve ReadingClear goals/objectives Research-based

instructional practicesInstructional timeInstructional leadershipResponsive intervention

programsAssessmentProfessional development

Guiding Questions In Reading Do you know what percent of Kindergartners are on

track for becoming a reader by the end of first grade? How much time is allocated and protected for

reading instruction daily? Does your school use a valid and reliable schoolwide

screening tool? Does your school use a research based basal

curriculum

School-Wide Support Systems for School-Wide Support Systems for Student SuccessStudent Success

ReadingBehavior

Universal InterventionCore Instruction, all studentsPreventive

Targeted InterventionSupplemental, somestudents, reduce risk

Intensive Intervention Individualized, functional assessment, highly specific

80%

7-15%

1-5%

Why Behavior and Reading Support? Both involve similar processes to achieve

desired outcomes and both are necessary for academic success

As disruptive student behavior decreases, teaching time increases, allowing all children to learn more.

As major discipline referrals decrease, school staff are free to address other school needs like supporting instruction.

Major Discipline Referrals per 100 Students by Cohort

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0.2

0.4

0.6

0.8

1

1.2

1.4

Cohort 1 Cohort 2

Maj

or D

isci

plin

e Re

ferr

als

per

100

Stud

ents

04-05 05-06

n = 18

n = 8

0%10%20%30%40%50%60%70%80%90%

100%

2000 2001 2002 2003 2004 2005

Year

Perc

ent

of

stud

en

ts

School District

Participating School Example: Fourth Grade Reading MEAP Results

Began Implementation

Percent of Students at DIBELS Benchmark level: Schoolwide

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80

90

100

Cohort 1 Cohort 2 Cohort 3

Perc

en

t

Spr '04 Spr '05 Spr '06

n = 20n = 29 n = 14

“Control group”

Additional Developmentsin SWPBS

SW-PBS and Teacher Stress/Efficacy Schools that create a predictable, consistent,

positive, and safe social culture are better places for TEACHERS.

Scott Ross

Braiding Bully Proofing into SWPBS Scott Ross

Extending SWPBS to the Bus Louise Bronaugh

Sustaining SWPBS Jennifer Doolittle

Summary Effective educational environments meet both

the academic and social needs of students.

Effective behavior support enhances academic outcomes.

Effective instruction enhances social behavior.