1 A Response to Intervention in Closing the Achievement Gap for All Children Dr. Sylvia J. Imler Dr....

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A Response to Intervention in Closing the Achievement Gap for All Children

A Response to Intervention in Closing the Achievement Gap for All Children

Dr. Sylvia J. Imler Dr. Sally A. Lewis

Youngstown State UniversityYoungstown, Ohio

USA

6th Annual Hawaii International Conference on Education

January 6, 2008

Dr. Sylvia J. Imler Dr. Sally A. Lewis

Youngstown State UniversityYoungstown, Ohio

USA

6th Annual Hawaii International Conference on Education

January 6, 2008

2Sets the Occasion for Student Failure

ACADEMIC:Ineffective Instruction

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One Size Does Not Fit Most

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BEHAVIOR

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The ChallengePunishing problem behaviors (without a

proactive support system) is associated with

increases in (a) aggression, (b) vandalism, (c)

truancy, and (d) dropping out.• Mayer, 1995

• Mayer & Sulzar-Azaroff, 1991

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are needed to see this picture.

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“We did then what we knew how to do…When we knew

better, we did better.”

Maya Angelou

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Workshop Goals• Define Response to Intervention (RTI)

• Define the Ohio Integrated System Model (OISM) for Academic and Behavior Supports

• Discuss the rationale and benefits for OISM as a response to intervention

• Demonstrate OISM in action

• Critique OISM as a Response to Intervention (RTI)



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Response to Intervention (RTI)“Response to Intervention (RTI) is the practice of providing high-quality instruction and interventions matched to student needs, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions.” (NASDSE, 2005)

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RTI

RTI focuses on identifying the learning

and behavior needs of all students early

to provide appropriate evidence-based

interventions in order to close gaps and prevent the gaps from increasing. (NEA, 2006)

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RTI encourages:

• Universal screening (school-wide) to identify needs of all students

• Data-based decision making

• Early intervention to prevent failure

• Progress monitoring

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Intervention via instruction

• Use the core instruction

• Differentiated instruction

• Scientifically-based instruction

• Standards-based instruction

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Who is Responsible for RTI?

• District leaders• Building administrators• General Educators• Special Educators• Title personnel• Support Personnel• Parents

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One Response: OISM



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What is Ohio Integrated Systems Model (OISM) for Academic and Behavior Supports?

A Statewide Model to Close the Achievement Gap for Students with Disabilities and Other At-Risk Learners

OISM is a comprehensive school-wide prevention & intervention model that provides support systems which address both academic and behavioral needs of ALL students.

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OISM DVD



http://www.csesc.org/pass_oism-movie_part1.aspx

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RTI OISM



•Data-based decision making•Universal screening (school-wide) •Early intervention•Collaborative strategic planning

Stakeholders:•District leaders•Building administrators•General Educators•Special Educators•Title personnel•Support Personnel•Parents

•Data-based decision making•Universal screening (school-wide) •Early intervention •Collaborative strategic planning

Stakeholders:•District leaders•Building administrators•General Educators•Special Educators•Title personnel•Support Personnel•Parents

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Question:

As you learn about Ohio’s attempt to As you learn about Ohio’s attempt to

close the achievement gap, how has your close the achievement gap, how has your

country, province, or state responded?country, province, or state responded?



20Youngstown State University: Reducing the Achievement Gap in Ohio: Implementing OISM to Prepare Graduates of Youngstown State University to Meet the Needs of All Students

Dr. Sylvia J. Imler, Principal Investigator

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Purpose:Maximize learning for all students

Strong core curriculum; 80-90% of students are meeting performance indicators

Minimize need for interventions (number & intensity)

Use school-wide data to evaluate and improve the instruction for all students in reading/behavior

Characteristics:Explicit, focused, high-quality General education instruction in academic and social competencies

Based on concepts of universal design for learning

Core curriculum needs of currentstudent population

All students receive instruction in core curriculum

SCHOOL-WIDEQuickTime™ and a

None decompressorare needed to see this picture.

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Purpose:

1. ID students at risk for not reaching standards– Provide sufficient and

appropriate instruction so that performance rapidly reaches/exceeds standards, preventing school failure.

– Use school-wide data to determine • students in need of

additional instructional in reading or behavior &

• research-based intervention strategies to be used

TARGETED

Characteristics (Instruction):

1. Timely, focused, and explicit instruction

2. Monitor progress frequently 3. Flexible student grouping4. Identify students “at-risk” for

academic AND behavior problems

5. Scientifically-supported supplemental programs

6. Culturally responsive content

TARGETEDQuickTime™ and a

None decompressorare needed to see this picture.

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Purpose:• To provide sustained

support for children

• Not progressing with targeted supports OR

• Whose initial assessment data indicate need for support at all 3 tiers

• Use school-wide and functional behavior/reading assessment data to plan supports so student progresses in general curriculum.

INTENSIVE

Characteristics (Curriculum):

•Research-based, Ongoing supports

Literacy : Increase direct instruction with substantial opportunities to practiceBehavior: Increased explicit instruction in social skills with opportunities to practice in varied setting

•Instruction designed by skilled & trained intervention team •Small group (1:3)•Once a week on target skill•Regular progress reviews

INTENSIVE



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A RATIONALE FOR OISM



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What the data indicate…



Source of data: 2004-2005 OAT/OGT

32SWO SERRC/Mod. I--9/30/03

Disproportionality of Suspensions by Race/Ethnicity-Ohio State Discipline Report Card 2002

4

38

15

4

16

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1.2

16.5

1.8

0.1

1.5

78.9

0 10 20 30 40 50 60 70 80 90

Asian/Pacific Islander

African American

Hispanic

Native American/AlaskanNative

Multiracial

White/Caucasian

Racial/Ethnic Group

Percent

% of suspensions % of student population by race/ethnicity

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•Over 50% of U.S. crime is committed by 5-7% of children between ages of 10-20

•Over 82% of crime is committed by people who have not completed school

•70% of youth viewed as antisocial in school are arrested within 3 years of leaving school

•Problem behavior is the single most common reason why students with disabilities are removed from regular schools, work, and house settings

Source: Kincaid, D. University of South Florida

Student Problem Behavior: Social Cost

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Student Problem Behavior: Economic Cost

•The average cost of the most highly restrictive placements for SWD is $150,000

•Federal & state governments add 1,500 prison beds every week costing $30 billion/ year

•It is projected that soon more Americans will be in prison than will attend the nation’s 4-year colleges

Kincaid, h Florida

Source: Kincaid, D., University of South Florida

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Impact of 491 Office Referrals in an Elementary School in Ohio...

Administrative Time Lost

7,365 minutes123 hours20 work days

*Based on 15 minutes per

referral.

Student Instructional Time Lost

22,095 minutes368 hours61 school days

*Based on 45 minutes out of the classroom.

Adapted from Susan Barrett et.al.

*$6,500 or more spent per year for an instructional leader to process office referrals.

** Based on an average salary of $70,000

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Impact of 3057 Office Referrals

in a Middle School in Ohio...

Administrative Time Lost

45,855 minutes764 hours95 work days

*Based on 15 minutes per referral.

Student Instructional Time Lost

137,565 minutes2,292 hours382 school days

*Based on 45 minutes out of the classroom.

Adapted from Barrett 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

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Focus on Academics & Behavior

Question:Question: In light of the data presented, are In light of the data presented, are

you observing similar trends in your schools? you observing similar trends in your schools?

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OISM in ACTION



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Miranda

GROUP ACTIVITY

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Miranda

Miranda is a nine-year old, Latina third-grade student enrolled at an urban elementary school. Miranda has demonstrated a variety of academic and behavioral problems since kindergarten when her parents were divorced. Since that time Miranda has been sent to the principal’s office on 11 occasions for disrupting class, hitting other students, and refusing to participate in classroom activities. Although Miranda’s progress was satisfactory in kindergarten, it has declined substantially in all subject areas in the past two years.

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CRITICAL EVALUATION

• Identify perceptions of strengths and limitations of the Ohio Integrated Systems Model as it applies to the unique circumstances of your school.

• Identify implications for academics and behavioral practices.



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SUMMARY STATEMENT

Improved academic achievement and increased positive behavior are required outcomes for comprehensive school improvement. Research shows that effective behavioral systems melded with effective instruction are likely to result in improved academic gains (Horner & Sugai, 2000). The Ohio Integrated Systems Model (OISM) is a means to achieve this goal and is an effective response to intervention.



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Q & A



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Six Key Features of OISM

1. Administrative Leadership2. Collaborative Strategic Planning3. Scientifically-based Research4. Data-based Decision Making5. Culturally Responsive Practices6. Academic & Behavior Supports across 3-

tiers



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1. Administrative Leadership

• Directs system Vision & Mission

• Establishes partnerships with families & community

• Prepares and encourages leaders

• Demonstrates high expectations

• Models and supports continuous learning

• Maintains persistence and commitment

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Problem Definition

Problem Analysis

Evaluate the Plan

Goal SettingPlan Development & Implementation

2. Collaborative Strategic Planning

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2. Collaborative Strategic Planning continued…

Questions:1. How strong are our PREVENTION efforts?2. Is our response based upon INTERVENTION

rather than remediation?3. Is our response SYSTEMATIC?4. Is our response TIMELY?5. Is our response DIRECTIVE?

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3. Scientifically-based Research• Expected academic skills are directly taught & reinforced

within systematic instruction provided to all students.

• Core curriculum is examined for the extent to which essential evidenced- based skills are being taught with a priority on examining Reading and the big ideas of literacy instruction described in the National Reading Panel Report.

• School-wide data are examined to determine the extent to which the school’s/district’s core curriculum enables most students to reach standards and academic skill benchmarks.

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4. Data-based Decision Making

• Systematic use of evidence to support decision making

• Frequent, reliable, valid indicators of student performance in essential academic skills & behavior guide curriculum & school-wide behavior support plan

• Universal Screening

Academics

• Dynamic Indicators of Basic Early Literacy Skills (DIBELS) - http://dibels.uoregon.edu

• Curriculum-Based Measurement (CBM)

Behavior• School Wide Information System (SWIS) - http://www.swis.org

http://dibels.uoregon.edu/

http://www.swis.org/

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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

5. Culturally Responsive Practices

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6. Academic and Behavior Supports Across Three-Tiers

• Intensity of interventions increases with the complexity and intensity of academic or behavior problems

• 80-90% = School-wide• 5-10% = Targeted• 1-5 % = Intensive

Source: Ohio’s State Improvement Grant: A Statewide Model for Closing the Achievement Gap for Students’ with Disabilities and Other At-Risk Learners

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SOURCES• This presentation is based on materials produced by, and with permission of:

– the Ohio Department of Education’s (ODE’s) Office for Exceptional Children (OEC);– the Northeastern Ohio Special Education Regional Resource Center (NEOSERRC);

Michele DiMuzio, Instructional Coordinator, NEOSERRC.

• The Ohio Integrated Systems Model (OISM) was made possible by a State Improvement Grant (SIG) awarded by the U.S. Department of Education.

• Horner, R. H. and Sugai, G. (2000) School-wide Behavior Support: An emerging initiative (special issue.) Journal of Positive Behavioral Interventions, 2, 231-233.

• National Association of State Directors of Special Education (NASDSE), www.nasdse.org

• The National Center for Culturally Responsive Educational Systems (NCCRESt), www.nccrest.org

http://www.nasdse.org/

http://www.nccrest.org/

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Visit Our Website:

• Northeast Ohio OISM Consortium

www.ysu.edu/nooc

http://www.ysu.edu/nooc

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