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Transcript of Linking Behavior Support and Literacy Support Rob Horner and George Sugai University of Oregon and...
![Page 1: Linking Behavior Support and Literacy Support Rob Horner and George Sugai University of Oregon and University of Connecticut OSEP TA Center on Positive.](https://reader035.fdocuments.net/reader035/viewer/2022062221/56649e4b5503460f94b3fc33/html5/thumbnails/1.jpg)
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
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Goals Define logic that links behavior support and
academic supports.
Provide summary of recent research
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![Page 4: Linking Behavior Support and Literacy Support Rob Horner and George Sugai University of Oregon and University of Connecticut OSEP TA Center on Positive.](https://reader035.fdocuments.net/reader035/viewer/2022062221/56649e4b5503460f94b3fc33/html5/thumbnails/4.jpg)
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.
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Linking Academic and Behavior Supports Behavior and Academic supports are
connected Kent McIntosh Amanda Sanford Jorge Preciado Moira McKenna
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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!
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Changing the Odds: Kindergarten Students at Benchmark On PSF Across Two Years
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Schools
Perc
en
t o
f S
tud
en
ts
Year 1
Year 2
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Changing the Odds: First Grade Students at Benchmark On ORF Across Two Years
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Schools
Perc
en
t at
Ben
ch
mark
2004-2005
2005-2006
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Big Ideas to Improve ReadingBig Ideas to Improve ReadingClear goals/objectives Research-based
instructional practicesInstructional timeInstructional leadershipResponsive intervention
programsAssessmentProfessional development
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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
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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%
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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.
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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
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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
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Percent of Students at DIBELS Benchmark level: Schoolwide
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Cohort 1 Cohort 2 Cohort 3
Perc
en
t
Spr '04 Spr '05 Spr '06
n = 20n = 29 n = 14
“Control group”
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Additional Developmentsin SWPBS
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SW-PBS and Teacher Stress/Efficacy Schools that create a predictable, consistent,
positive, and safe social culture are better places for TEACHERS.
Scott Ross
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Braiding Bully Proofing into SWPBS Scott Ross
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Extending SWPBS to the Bus Louise Bronaugh
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Sustaining SWPBS Jennifer Doolittle
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Summary Effective educational environments meet both
the academic and social needs of students.
Effective behavior support enhances academic outcomes.
Effective instruction enhances social behavior.