Developing School-Based Developing School-Based Systems of Support: Systems of Support:

Ohio’s Integrated Systems Ohio’s Integrated Systems ModelModel

Y.S.U.Y.S.U.

March 30, 2006March 30, 2006

ESEA PL 107-110No Child Left Behind

Legislative requirements inform and support an integrated systems approach between NCLB & IDEA 04

IDEIA 108-446

OperatingStandards for Ohio’s Schools

Operating Standards for Ohio’s Schools Serving Children with Disabilities

Academic Content Standards

•Accountability-data based decision making•Progress in the general curriculum for ALL students

•Systems of Intervention for ALL students•Scientifically Based Instruction•Increased parental involvement

Ohio’s Standards for the Ohio’s Standards for the Teaching ProfessionTeaching Profession• Standard 1(Students):Standard 1(Students): Teachers understand student Teachers understand student

learning and development, and respect the diversity of learning and development, and respect the diversity of the students they teachthe students they teach

• Standard 2(Content):Standard 2(Content): Teachers know and understand Teachers know and understand the content area for which they have instructional the content area for which they have instructional responsibilityresponsibility

• Standard 3(Assessment):Standard 3(Assessment): Teachers understand and use Teachers understand and use varied assessments to inform instruction, evaluate and varied assessments to inform instruction, evaluate and ensure student learningensure student learning

• Standard 4(Instruction):Standard 4(Instruction): Teachers plan and deliver Teachers plan and deliver effective instruction that advances the learning of each effective instruction that advances the learning of each individual studentindividual student

Ohio’s Standards for the Ohio’s Standards for the Teaching Teaching Profession Profession (continued)(continued)• Standard 5(Learning Environment):Standard 5(Learning Environment): Teachers create Teachers create learning environments that promote high levels of learning environments that promote high levels of learning and achievement for all studentslearning and achievement for all students

• Standard 6(Collaboration and Communication):Standard 6(Collaboration and Communication): Teachers collaborate and communicate with other Teachers collaborate and communicate with other educators, administrators, parents and the educators, administrators, parents and the community to support student learningcommunity to support student learning

• Standard 7(Professional Responsibility and Growth):Standard 7(Professional Responsibility and Growth): Teachers are professionals who assume responsibility Teachers are professionals who assume responsibility for professional growth, performance and involvement for professional growth, performance and involvement as an individual and a member of a learning as an individual and a member of a learning communitycommunity

The Ohio Integrated Systems Model for Academic and Behavior Supports

The Ohio Integrated Systems Model for Academic and Behavior Supports is a comprehensive school-wide prevention & intervention model that provides support systems which address both academic and behavioral needs of ALL students.

Summative Effects Summative Effects of an Integrated Modelof an Integrated Model

Shephard Kellam, Johns Hopkins UniversityShephard Kellam, Johns Hopkins University

Reading

Instruction

R BR BR B

Reading & Behavior

Instruction

Behavior

Instruction

Significance

BL

Ohio’s Integrated Systems Model for Academic and Behavior Supports

Academic Systems Behavioral Systems

Adapted from OSEP Effective School-Wide Interventions

5-10% Targeted Interventions5-10% Targeted Interventions

1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions

80-90% School-Wide Interventions 80-90% School-Wide Interventions

Decisions about tiers of support are data-based

Key Features of an Effective Key Features of an Effective Integrated ModelIntegrated Model

Administrative Leadership

Collaborative Strategic Planning

(CPS)

Scientifically-Based

Research

Data-Based Decision Making

Culturally Responsive

Practices

Academic & Behavior Supports Across 3-tiers

ADMINISTRATIVE ADMINISTRATIVE LEADERSHIPLEADERSHIP

Ohio’s Standards for Ohio’s Standards for PrincipalsPrincipals• Standard 1(Continuous Improvement):Standard 1(Continuous Improvement): Principals Principals

help create a shared vision and clear goals for help create a shared vision and clear goals for their schools and ensure continuous their schools and ensure continuous improvement toward achieving their goalsimprovement toward achieving their goals

• Standard 2(Instruction):Standard 2(Instruction): Principals support the Principals support the implementation of high-quality, standards-based implementation of high-quality, standards-based instruction that results in higher levels of instruction that results in higher levels of achievement for all studentsachievement for all students

• Standard 3(School Operations, Resources and Standard 3(School Operations, Resources and Learning Environment):Learning Environment): Principals allocate Principals allocate resources and manage school operations in resources and manage school operations in order to ensure a safe and productive learning order to ensure a safe and productive learning environmentenvironment

Ohio’s Standards for Ohio’s Standards for PrincipalsPrincipals

• Standard 4(Collaboration):Standard 4(Collaboration): Principals establish Principals establish and sustain collaborative learning and shared and sustain collaborative learning and shared leadership to promote student learning and leadership to promote student learning and achievement of all studentsachievement of all students

• Standard 5(Parents and Community Standard 5(Parents and Community Engagement):Engagement): Principals engage parents and Principals engage parents and community members in the educational community members in the educational process and create an environment where process and create an environment where community resources support student community resources support student learning, achievement and well-beinglearning, achievement and well-being

Building Leadership Team

• Representative of all stakeholders

(e.g. administration, general education, special education, related services, parent representation)

• Alignment with existing building teams

Collaborative Collaborative Strategic PlanningStrategic Planning

A Collaborative Team-based A Collaborative Team-based Question Question

and Data-Driven Processand Data-Driven Process

District - Wide(CIP/Strategic Plans)

Building - WideBuilding Leadership Team

Individual Child Intervention Team

Problem Definition

Problem Analysis

Evaluate the Plan

Goal Setting

Plan Development & Implementation

The Collaborative Strategic Planning Process

SCIENTIFICALLY BASED SCIENTIFICALLY BASED RESEARCHRESEARCH

What Is Scientifically What Is Scientifically Based Research?Based Research?

““Research that involves the Research that involves the application of rigorous, systematic, application of rigorous, systematic, and objective procedures to obtain and objective procedures to obtain reliable and valid knowledge reliable and valid knowledge relevant to educational activities relevant to educational activities and programs”and programs” - NCLB - NCLB

DATA-BASED DECISION DATA-BASED DECISION MAKINGMAKING

Data-based Decision Data-based Decision MakingMaking

• Systematic use of evidence to Systematic use of evidence to support decision makingsupport decision making

• Frequent, reliable, valid indicators of Frequent, reliable, valid indicators of student performance in literacy & student performance in literacy & behavior guide reading curriculum & behavior guide reading curriculum & school-wide behavior support planschool-wide behavior support plan

Culturally Culturally Responsive Responsive

Practices (CRP)Practices (CRP)

Specific educational practices, teaming processes, instructional strategies, and curricula content which have been established by research to increase the achievement of historically underachieving culturally diverse students

- NCCRESt 2004

Culturally Responsive Culturally Responsive PracticesPractices

Reading and Behavior Reading and Behavior Supports Across Three Supports Across Three

TiersTiers

Explicit InstructionExplicit Instruction

SBR Reading Program Selected To Fit Within A Comprehensive School-Wide Reading Model

Tier I: Schoolwide

Effective core reading curriculum

Tier II: TargetedInstructional strategies

Tier III: Intensive Individualized

instruction

a) Scientifically based programsb) Common decision rulesc) All resources are coordinatedd) Increasing intensity

School-wideSchool-widePositive Behavior Positive Behavior

SupportSupport

Impact of 3057 Office Referrals in a Middle School in Southwest

Ohio... Administrative Time Lost45,855 minutes764 hours95 work days

•Based on 15 minutes per referral.

Student Instructional Time Lost137,565 minutes2,292 hours

382 school days

•Based on 45 minutes out of the classroom.

Adapted from Sugai et.al

*** $35,000 or more spent per year for an instructional leader to process office referrals.

* Based on an average salary of $70,000

School-wide School-wide Positive Behavior Supports Positive Behavior Supports (PBS)(PBS)

• Establishing Establishing cclearlear school-wideschool-wide expectationsexpectations

• Providing Providing ccomprehensive instructionomprehensive instruction in in expected behaviors expected behaviors

• Establishing system for providing Establishing system for providing cconsistent onsistent encouragemenencouragement of expected behaviors t of expected behaviors and and correctioncorrection of behavior errors of behavior errors

• Building community Building community cconnectionsonnections

OISM Scale-Up OISM Scale-Up

• Ongoing Training & Coaching Ongoing Training & Coaching for BLT for BLT

• Shift in Focus to District Shift in Focus to District Leadership TeamsLeadership Teams

• Awareness-level PresentationsAwareness-level Presentations

• PartnershipsPartnerships– IHEIHE– ESCsESCs– RSITRSIT– OtherOther

Ohio’s Professional Development Ohio’s Professional Development StandardsStandards• Standard 1:Standard 1: Effective professional development is a Effective professional development is a

purposeful, structured and continuous process that occurs purposeful, structured and continuous process that occurs over timeover time

• Standard 2:Standard 2: Effective professional development is informed Effective professional development is informed by multiple sources of databy multiple sources of data

• Standard 3:Standard 3: Effective professional development is Effective professional development is collaborativecollaborative

• Standard 4:Standard 4: Effective professional development includes Effective professional development includes varied learning experiences that accommodate individual varied learning experiences that accommodate individual educators’ knowledge and skillseducators’ knowledge and skills

• Standard 5:Standard 5: Effective professional development results in Effective professional development results in the acquisition and refinement of skills and knowledgethe acquisition and refinement of skills and knowledge

• Standard 6:Standard 6: Effective professional development is evaluated Effective professional development is evaluated by its short and long-term impact on professional practice by its short and long-term impact on professional practice and achievement of and achievement of allall students students

Key Stakeholders…Key Stakeholders…

Importance of pre-service preparation Importance of pre-service preparation and partnering for PD:and partnering for PD:– Regional partnership Regional partnership – SEDPAC Grant – supporting planning and SEDPAC Grant – supporting planning and

alignment of all pre-service preparation alignment of all pre-service preparation programs with key components programs with key components

– Strategic use of field placement settingsStrategic use of field placement settings