SEPDAC March 2, 2007

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

Youngstown State UniversityBeeghly College of Education

Department of Counseling and Special Education

Grant Writing TeamGrant Writing Team

Dr. Sylvia J. Imler, PI

Dr. Sally A. Lewis

Dr. Marianne K. Dove Dr. Kenneth Miller

Committee Members for Phase I of GrantMrs. Michele DiMuzio Mr. Ron Hockman Mr. Paul Rorhbaugh Dr. Margaret Briley

ACTION PLAN

Goals Procedures Timeline Target Audience Outcomes Evaluation

Goals1. History and development of OISM.

2. Development & impact of new educator standards (principal, teachers, PD).

3. Assess the components of OISM across all licensure programs.

4. Collaborate with RSIT & SERRC partners to identify district needs.

5. Collaborate with RSIT & SERRC to utilize district data to develop action plan.

Goals6. Collaborate with district RSIT & SERRC to develop an

aligned system

7. Align OISM for academic and behavior supports with SPAs, accreditation agencies, state standards and the BCOE CF

8. Present the history and development of OISM to BCOE candidates

9. IHE faculty & university supervisors (along with NEOSERRC, Lincoln Way, and Columbiana County ESC) will identify potential sites

10. Identified/purchased library resources needed to integrate OISM

11. Evaluate whether or not goals and objectives were accomplished.

Target Audience BCOE administrators, full & part-time faculty &

support staff Middle childhood Early childhood School counseling Ed Admin Administration

Grant team, RSIT, SERRC Student teacher candidates Early/Middle Childhood TEC candidates STEP (Special Teacher Education Program) Adolescent/Young Adult candidates School Counseling candidates Ed Administration Candidates

Ed Majors

OUTCOMES

Knowledge of OISM to promote integration of OISM into curricula

OISM statement inclusive in course syllabi

Exhibit model of OISM icon throughout BCOE

Youngstown State University: Reducing the Achievement Gap in Ohio: Implementing OISM to

Prepare Graduates of Youngstown State University to Meet the Needs of All StudentsDr. Sylvia J. Imler, Principal Investigator

Outcomes continued….

Understand the impact of new educator standards for teachers, principals & PD at the pre-service level.

Assessment data will inform changes in BCOE policies, curricula and instructional strategies

Identify district needs

Develop an effective OISM plan for candidates and interns to implement.

Revise BCOE program curricula

PD opportunities

Placement at sites

Library resources to implement the six elements of OISM

EVALUATION

*Presentations

Syllabi to insure OISM statement included

*Post OISM graph throughout BCOE

Evaluate college/dept. policies, etc. for evidence of changes

based on data and syllabi

Triangulate data findings (RSIT/SERRC/District/YSU OISM

grant team)

EVALUATION cont…

Alignment of preparation/PD goals

Alignment with SPAs & accrediting agencies

Inclusion of OISM components in TWS & IWS

CT & US evaluation forms of candidates

Library Holdings updated to implement elements of OISM

Pretest Posttest

Mean Mean

a. I can accurately assess the academic needs of all students 2.95 3.16

b. I can accurately assess the behavioral needs of all students 2.85 3.16

c. I can accurately analyze data on student academic performance 2.99 3.22

d. I can accurately analyze data on student behavior 2.90 3.18

e. I can make effective decisions based on accurate interpretations of data 3.04 3.19

f. I can take necessary steps to insure academic progress for all students 3.06 3.22

g. I can create effective academic interventions based on assessment data 2.95 3.16

h. I can create effective behavioral interventions based on assessment data 2.91 3.16

i. I can implement scientifically-based practices in working with students 2.91 3.16

j. I can effectively engage in collaborative, strategic, planning processes to 3.23 3.33

address student needs

Notes: N=262. Responses were made on a Likert scale: 1=Strongly Disagree, 2=Disagree, 3=Agree, 4=Strongly Agree

BCOE Teacher Candidate Pre and Post BCOE Teacher Candidate Pre and Post Survey ComparisonSurvey Comparison

BCOE Faculty Evaluation of BCOE Graduates’ Abilities to Implement the OISM Elements

Every graduate of my department is able to: Standard Mean Deviation

a. accurately assess the academic needs of all students 3.00 1.40b. accurately assess the behavioral needs of all students 2.90 1.30c. can accurately analyze data on student academic performance 3.10 1.40d. can accurately analyze data on student behavior 2.90 1.20e. can make effective decisions based on accurate interpretations of data 3.20 1.20f. can take necessary steps to insure academic progress for all students 3.00 1.30g. can create effective academic interventions based on assessment data 2.80 1.10h. can create effective behavioral interventions based on assessment data 3.10 1.20i. can implement scientifically-based practices in working with students 3.40 1.20j. can effectively engage in collaborative, strategic, planning processes to 3.60 1.30 address student needs

Notes: N=17. Responses were made on a Likert scale:1=Strongly Disagree, 2=Disagree, 3=Neither Disagree or Agree, 4=Agree, 5= Strongly agree (45% completed survey)

University Supervisor Evaluation of BCOE Student Teacher Candidates’ Abilities to Implement

the Ohio Integrated Systems Model (OISM)

Standard Mean

Deviationa. accurately assessed the academic needs of all students 4.28 0.81b. accurately assessed the behavioral needs of all students 4.26 0.78c. accurately analyzed data on student academic performance 4.27 0.78d. accurately analyzed data on student behavior 4.22 0.92e. made effective decisions based on accurate interpretations of data 4.29 0.93f. took necessary steps to insure academic progress for all students 4.37 0.90g. created effective academic interventions based on assessment data 4.30 0.90h. created effective behavioral interventions based on assessment data 4.00 1.00i. implemented scientifically-based practices in working with students 4.27 0.88j. effectively engaged in collaborative, strategic, planning processes 4.47 0.79 to address student concernsNotes: N= 75 Responses were made on a Likert scale: 1=Strongly Disagree, 2=Disagree, 3=Neither Disagree or Agree, 4=Agree, 5= Strongly agree

Cooperating Teacher Evaluation of BCOE Student Teacher Candidates’ Abilities to Implement the

Ohio Integrated Systems Model (OISM) Standard

Mean Deviation

a. accurately assessed the academic needs of all students 4.16 0.99b. accurately assessed the behavioral needs of all students 3.96 1.06c. accurately analyzed data on student academic performance 4.09 1.00d. accurately analyzed data on student behavior 3.97 1.14e. made effective decisions based on accurate interpretations of data 4.04 1.03f. took necessary steps to insure academic progress for all students 4.15 1.00g. created effective academic interventions based on assessment data 4.10 1.00h. created effective behavioral interventions based on assessment data 4.00 1.00i. implemented scientifically-based practices in working with students 4.11 0.99j. effectively engaged in collaborative, strategic, planning processes 4.17 1.13 to address student concerns

Notes: N = 75 . Responses were made on a Likert scale: 1=Strongly Disagree, 2=Disagree, 3=Neither Disagree or Agree, 4=Agree, 5= Strongly agree

International Conference on School Reform, Vancouver, BC.

Photo taken by: Kenneth Miller