Integrated Systems Model (ISM/OISM) Updates for

District Leaders

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Today we will learn about…

1. How the integrated systems work continues in the New Region 13 context

2. High relevance of integrated systems work under NCLB - school improvement guidance

3. Partnerships with SERRC/SST and DLT stipends - planning the year

4. Where RTI fits in the system

5. Data in support of the systems work

6. Relevance of the DLT for sustainability, capacity building and consistency of excellence

7. State improvement framework which matches CSP in ISM

Breadth and Depth of the Integrated Systems Model Work

National, State, and Regional Context

The Big Picture

• Schools in at least 26 states in the country are implementing a three-tiered model of academic and behavior supports

• By implementing the Integrated Systems Model in your district, you join over 225 districts in Ohio engaged in this important and exciting work

Connection to RtI

What is RtI?

RtI is the practice of providing high-quality instruction/intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions.

– NASDSE

ISM and RtI: Key Components

• Three-tiered model of service delivery• Use of a collaborative problem-solving process• Use of academic and behavior data systems for

making instructional decisions at each tier• Strong, research-based core academic and

behavior curricula, instructional practices and interventions

• Adapted from NASDSE

Legal Support for RtI and the Integrated Systems Model

IDEA 2004• Use of scientifically based instructional practices

• Response to these practices in eligibility determination

• Whole-school approaches to prevention and intervention• Scientifically-based early reading programs• Positive behavioral supports• Early intervening servicesNCLB• Research-based instruction and intervention• Reading instruction that includes: phonemic awareness, phonics,

fluency, vocabulary and comprehension

Integrated Systems Model Outcome Data: State

Spread of Implementation

• 431 buildings implementing

• 137 supported through SIG

• 645 PBS• 570 Academic• 779 working on some

elements• 226 Districts involved in

some level 0

5

10

15

20

25

Percentage of Ohio Schools

SW A & B SW B SW A partialAspect of Model Working On

Percentage of Ohio Buildings and Districts Implementing Tiered Supports

BuildingsDistricts

Spread of Implementation

• 11 IHE Grants for teacher preparation• 9 Ohio Universities certified to train school

psychologists have adopted the model• All intern school psychologists are evaluated

based on performance related to the 3-tiered framework

• Urban, Suburban & Rural Schools• Elementary, Middle and High Schools

Depth of Implementationwithin Buildings

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10

20

30

40

50

60

70

Percentage of elements in place

Phase I Phase II Phase IIIPlanning to Implementation Phases

Mean Level of Implementaion

Mean Level of Implementaion

• Implementation Evaluation Tool (IET)

• Direct assessment of implementation in a state-wide sample of buildings

– 13 in Phase 1

– 20 in Phase 2

– 20 in Phase 3

Integrated Systems Model Outcome Data: Region

Preliminary Results in Reading

•Grade 3 students in High Implementing schools show higher levels of reading achievement relative to Low Implementing schools•High Implementation is positively correlated with multiple measures of reading achievement including the Ohio Achievement Test

Regional Data: Improving PSF in Kindergarten

2001-2002 to 2006-2007

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DIBELS Data Over Time in Southwest Ohio

GRADE 2000-2001 2006-2007

K 43% on PSF 88% on PSF

1st 63% on ORF 70% on ORF

Preliminary Results in Behavior

• High Implementing schools have lower discipline rates than Low Implementing schools

• High Implementing Schools have a smaller gap in discipline rates across the NCLB subgroups

Continuation and Sustainability

• Hundreds of buildings across the state are continuing and furthering their implementation efforts this year

• These efforts were supported with State Improvement Grant (SIG) funding

• With implementation well underway, the State Personnel Development Grant (SPDG) focuses resources at supporting district leadership to forward and sustain the work of the Integrated Systems Model

District Success Activity

What are your district’s successes?

Sustainable School Improvement Requires Systems Change

(1) Identify NeedsIdentify biggest problems for improved student achievement Tools - Decision Framework, Measure Up

(4) Monitoring Focused Plan Ensure accurate implementation and effectiveness of plan •Review local and state data •Conduct mini diagnostic •Review use & allocation Of available re-sources Tools - Measure Up, D3A2

(3) Implement Focused Plan to Improve Student Achievement •Engage in targeted PD •Receive technical assistance from credentialed providers •Use and allocate available resources Tools - D3A2 PD; state standards: PD, admin., teaching profession

(2) Develop Focused Plan (CCIP) Identify goals & strategies for improved student achievement•What do research and data say?•What resources are available? Tools - CCIP, D3A2

Ohio’s Improvement Framework

School improvement is the goal-designing effective educational systems

so that All students are successful

• ISM, RTI, and the Ohio Improvement framework are school improvement efforts

• Full implementation of IDEIA and NCLB requires a coordinated school improvement process

The goal of ISM is to raise the achievement of all students and close

achievement gaps.

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

Data-based Decision Making

Schools and school systems that are predicated on continuous improvement and responsiveness to the changing needs of new generations of students work to deepen their understandings of race, class, gender, language, culture, and democracy and develop practices that promote the success of all students. NCCREST Position Statement

2005

Using assessment data to prevent failure

Using formative data within the ISM assists us with designing culturally responsive preventative and intervention systems of support so that we can increase the academic performance of ALL students

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The Big Questions ofSystems Level Assessment

Is our system working?

For whom is our system not working?

In what areas is our system exhibiting performance gaps?

www. swis.org

Main Menu Select Reports - School Ethnicity Report

Ethnicity Reports

• Key Questions– What proportion of enrolled students in school are from each

ethnicity?

– What proportion of referrals are contributed from students in each ethnicity?

– What proportion of students with at least one referral are from each ethnicity?

– What proportion of students within each ethnicity have received at least one office discipline referral?

Ethnicity % Enrolled vs % Referrals

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3040

50

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70

Native Asian Black Latino Pacific White Unkown NotListed

Percentages

% Enrolled % Referrals

Figure 1: (a) % of students enrolled, (b) % of ODRs by ethnicity

Using Disaggregated DIBELS Reports

• These reports provide a way for you to examine your data to determine if current instruction is meeting the needs of ALL students or if there are gaps in achievement between various groups of students

• Reports can be generated by:– Race/ethnicity– Gender– Free/reduced lunch– Special education– Special education disability category– DIBELS Accomodations

Demographics Breakdown

Demographics Breakdown

Disaggregated Reports

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DIBELS and OAT Data

• From Ohio State Improvement Grant Evaluation (2007) data:

• DIBELS data significantly predict spring OAT scores (Grades 3-6; predicts 93-98% of variance in scores)

• Oral Reading Fluency (ORF) benchmarks highly accurate in predicting OAT proficiency– ORF at risk status – 25% proficient on OAT– ORF low risk status – 90% proficient on OAT

Evaluation

• Structures

• Processes

• Functions

ISM Agreements

Last year’s stipend to support ISM work

What Do You Need?

• Tell us your ideas regarding the supports and services your district would like to see from the State Support Team in order to further the implementation of ISM in your distict

To continue to receive support for ISM

implementation from state support team…….

• Discuss ISM implementation and specific needs to support capacity building during partnership agreement/ISM DLT meetings

• Specifically indicate in partnership agreement and CCIP the services/supports needed to implement ISM

• Explicitly communicate to leaders within the district how the ISM work addresses school improvement efforts

• Share progress with key stakeholder groups (school board, parents, building staff)

• Advocate for continued support to implement ISM to regional service providers