The hidden achievement factor - SXSW
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This document discusses the effects of behavior systems on academic outcomes. It outlines key components of multi-tiered behavior support systems including understanding behavior science, team-based problem solving, data analysis, aligned behavior curriculum, acknowledgement of appropriate behaviors, consistent responses to violations, and individualized interventions. It shows how implementing these components fully at all tiers leads to improved student progress and campus culture, while limited or inconsistent implementation is associated with reduced student progress, staff buy-in, and instructional effectiveness. The document provides recommendations for districts to develop their knowledge and implementation of behavior support systems from limited to high levels.
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This chapter discusses multi-tiered systems of support (MTSS) and response to intervention (RTI). MTSS is defined as a continuum of evidence-based practices to rapidly respond to academic and behavioral needs through frequent data-based monitoring. RTI involves monitoring student response to instruction and intervention. Both concepts are important in the RTI model. The general process involves providing effective classroom instruction, monitoring progress, providing interventions for students who aren't responding, and repeating this process until students reach performance goals. Key considerations for MTSS and RTI include ensuring intervention integrity, using evidence-based interventions, assessing consistent student response, setting criteria for response, and frequent progress monitoring.
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Pass-Fail System
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1) The document discusses common grading-related problems such as grade inflation, which is an increase in average grades assigned to students even with the same achievement levels. It identifies causes of grade inflation such as institutional pressure to retain students and changing grading policies.
2) Some questionable grading practices are also examined, including averaging scores, using zeros, and lowering grades for behavioral issues. Guidelines for appropriate grading emphasize using the most recent, comprehensive evidence related to important learning goals.
3) In conclusion, grade inflation and questionable grading practices can undermine an accurate assessment of student achievement. Appropriate grading priorities should be given to recent, comprehensive evidence aligned with learning objectives.
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- Grades are a teacher's subjective judgment of a student's performance based on criteria like exams, classwork, and projects. Grades serve several functions like guiding students' education plans and helping schools and employers evaluate students.
- There are different types of grading systems like percentages or pass/fail. Problems can include grade inflation or questionable practices. Effective grading focuses on mastery, avoids competition, and keeps students informed of their progress. A good reporting system is clear, understood by students and teachers, and promotes learning while being efficient.
paul-s.-roche--resume-2 (1)
Paul Roche is an experienced instructor with over 10 years of experience teaching both online and traditionally. He is passionate about engaging learners and is adept in a variety of online teaching tools. Roche has experience in curriculum design and instruction in clinical settings as a respiratory therapist and instructor. He has a master's degree in online technology and instruction and bachelor's degrees in interdisciplinary studies and respiratory therapy.
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- 1. The Hidden Achievement Factor: Effects of Behavior Systems on Academic Outcomes Stacy B. Morgan, M.S. stacy@emergenttree.com
- 2. Understanding and application of the science of behavior Team based problem solving Frequent analysis of data trends Aligned behavior curriculum for all students Frequent acknowledgement of appropriate behaviors Consistent responses to behavioral violations Standardized interventions Individualized, function-based interventions OUTCOMES ALL TIERS TIER ONE TIER TWO TIER THREE X X X X X X X Implementing ineffective strategies, misunderstanding of purpose of system ReducedStudentProgress X X X X X X X Missing diverse perspectives, incomplete knowledge of issue, reduced staff buy-in X X X X X X X Delayed response to student/campus need, Atrophy of existing systems X X X X X X X Regression during campus transitions, Inequality in student services, Lack of maintenance X X X X X X X Reduced instructional effect, Punitive campus culture X X X X X X X Reduced instructional effect, Student confusion on expected behaviors X X X X X X X Disproportionate number of students with significant behaviors, Increased need for teacher support X X X X X X X Elevated potential for crisis, Increased risk of litigation, Reduced focus on instruction X X X X X X X X Implementing comprehensive behavior supports resulting in student progress and improved campus/district culture Exponential Progress © 2014 Emergent Tree Education, Inc.
- 3. Limited Implementation Partial to High Levels of Implementation LimitedKnowledge Identify district staff to research process through Journal Articles, OSEP center or various state websites. Contact outside support such as University, Service Center or Consultant support. Attend behavior focused conferences such as TABS, APBS, or TBS annual conferences. Conduct training in foundational knowledge, science of behavior Focus on the purpose of critical features rather than implementation PartialtoHighLevels ofKnowledge Work with in-District staff to set up training, coaching and evaluation systems Identify pilot campuses with high probability of success as part of long-term implementation strategies Develop strategies for horizontal and vertical alignment of systems Integrate maintenance strategies through visibility, funding, training and evaluation Unaligned, Inconsistent Practices Pockets of quality practices, Inability to explain effect Pocket of quality practices, Lack or large-scale buy-in Aligned, Consistent Practices © 2014 Emergent Tree Education, Inc.