Introduction of the

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Session 1- Adapted from the ODE Presentation
Introduction of the Ohio Integrated Systems
Model for Academic and Behavior Supports ---
and --- Universal Screening for Problem
Definition
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Agenda -- Session 1

• Overview of Ohio Integrated Systems Model for
  Academic and Behavior Supports
• Culturally Responsive Educational Practices
• School wide Reading Supports
• School wide Behavior Supports
• Applying Step One of Collaborative Strategic
  Planning for Reading Behavior Supports

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We know that

• Schools employing high quality instructional
  practices that are responsive to the needs of
  students from diverse backgrounds demonstrate
  student achievement that is well above average
  despite high representation of culturally diverse
  students from economically disadvantaged
  backgrounds.
• - National Research Council

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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.
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SIG Required Activities
Action Plan
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Building Leadership Team

• Representative of all stakeholders (e.g.
  administration, general education, special
  education, related services, parent
  representation)
• Alignment with existing building teams

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Building Leadership Team
Responsibilities

• Meet regularly for collaborative strategic
  planning
• Examine school-wide data in reading and behavior
• Evaluate reading and behavior supports at each
  tier
• Develop system-level action plan including high
  quality professional development
• Provide necessary data for evaluation
• Promote participation through communication with
  entire school community

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What is HQPD?
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7 Guiding Principles of Quality Professional
Development

• Results-Oriented
• Individualized
• Job-Embedded
• Collaborative
• Research-Based
• Data-Driven
• Systematic

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Use of Implementation Checklists to Verify
Accuracy
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Implementation Checklists are

• A listing of critical skills required to
  implement the program accurately and consistently.

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Ohio Integrated Systems Model for Academic and
Behavior Supports
Academic System
Decisions about tiers of support are data-based
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Key Features of an Effective Integrated Model
Academic Behavior Supports Across 3-tiers
Administrative Leadership
Collaborative Strategic Planning (CPS)
Culturally Responsive Practices
Scientifically-Based Research
Data-Based Decision Making
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Schoolwide

• 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

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Schoolwide (contd)

• 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 current student
  population
• All students receive instruction in core
  curriculum

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Targeted

• Purpose
• 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

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Targeted (contd)

• Characteristics (Instruction)
• Timely and focused instruction.
• Instruction that is more explicit, and intensive,
  than typical classroom
• Student progress monitored more frequently
• Flexible student grouping
• Students identified at-risk for
  reading/behavior problems by school-wide data or
  insufficient progress in core curricula

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Targeted (contd)

• Characteristics (What are we teaching?)
• Scientifically supported supplemental programs
• Culturally relevant and socially valid content

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Intensive (contd)

• 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.

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Intensive (contd)

• Characteristics
• (Curriculum)
• Research-based, intensive, sustained
  interventions Ongoing supports, carefully
  designed, to provide explicit, systematic
  instruction
• (Time/Opportunity to Respond)
• Literacy Increase direct instruction in
  literacy skills everyday, individually or in
  small group with substantial opportunities to
  practice
• Behavior Increased opportunities receive
  explicit instruction in social skills with
  opportunities to practice in varied settings

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Key Features of an Effective Integrated Model
Academic Behavior Supports Across 3-tiers
Administrative Leadership
Collaborative Strategic Planning (CPS)
Culturally Responsive Practices
Scientifically-Based Research
Data-Based Decision Making
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Administrative Leadership

• System Vision Mission
• Partnerships with families community
• Prepares and encourages leaders
• High expectations
• Model of Continuous Learning
• Persistence and commitment

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Collaborative Strategic Planning

• A collaborative team-based question and data
  driven process

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The Collaborative Strategic Planning Process
Problem Definition
Problem Analysis
Evaluate the Plan
Plan Development Implementation
Goal Setting
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What Is Scientifically Based Research?

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

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Characteristics of SBR

• Accepted research standards for development of
  knowledge and understanding
• Strong theoretical connection between programs,
  problems, and students
• Results must be both statistically significant
  and meaningful outcomes

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SBR Characteristics (cont)

• Evaluation designs are sufficient to attribute
  effects to the program and not something else
• Positive outcomes are for at-risk students and
  are replicated
• Peer reviewed journals and conflicts of interest

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Data-based Decision Making

• Systematic use of evidence to support decision
  making
• Frequent, reliable, valid indicators of student
  performance in literacy behavior guide reading
  curriculum school-wide behavior support plan

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Reading and Behavior Supports

• Across 3 Tiers

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Explicit Standards-Driven Reading Instruction
with SBR Support

• Expected reading skills are directly taught
  reinforced within systematic instruction provided
  to all students.

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Explicit Instruction in Social Skills

• Expected behaviors social skills are directly
  taught reinforced within systematic instruction
  provided to all students.
• Behavior errors are viewed as a normative part of
  the human learning and are corrected in firm,
  fair, consistent and respectful ways.

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Culturally Responsive Practices (CRP)
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Culturally Responsive Practices
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
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We have a problem

• Current practices in schools are not adequately
  addressing the educational needs of students from
  culturally and linguistically diverse (CLD)
  backgrounds as indicated by achievement and
  discipline data from local school districts.

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2003-2004
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2003-2004
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Factors Contributing to Achievement Gaps

• Less opportunity for low-income and minority
  students to receive rigorous and challenging
  curricula
• Current use of inadequate educational practices
• Segregated special education services
• Reactionary disciplinary actions
• Eurocentric curricula
• Vague or no instruction in critical skills

• Cultural mismatch between student/families and
  school
• Educators lack in knowledge and use of
  culturally responsive educational practices

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How Cultural Mismatches Contribute to the Problem

• Hidden rules Take-it-for-granted norms
• Different funds of knowledge students bring
• Differences in communication styles

Leading to a system of advantage for some and a
system of disadvantage for others
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Creating the right conditions will raise the
achievement of all students and close achievement
gaps.
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Culturally responsive practices are grounded in
the evidence that

• Culturally diverse students excel academically
  when

• Their culture, language, heritage and experiences
  are valued and used to facilitate their learning
  and development
• They are provided culturally responsive,
  respectful and relevant programs, curricula, and
  resources and
• Have access to high quality educational
  practitioners

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West Manor Elementary Atlanta, GA

• ?99 African American.
• ?80 low-income
• Outscored 98 of GA elementary schools in 2nd
  grade reading in 2002.
• Outperformed 90 of GA elementary schools in 2nd
  grade math in 2002.

Source The Education Trust, Dispelling the Myth
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Lincoln Elementary SchoolMount Vernon, NY

• ?69 African American and Latino
• ?49 low-income
• Has outperformed nearly ¾ of NY elem. schools in
  both math and English for three years in a row.
• In 2002, outscored 98 of NY elem. schools in
  math and 99 in English.

Source Ed Trust. Dispelling the Myth Online and
New York State Department of Education. Overview
of School Performance In English Language Arts,
Mathematics, and Science and Analysis of Student
Subgroup Performance for Lincoln School. April
10, 2003
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Schoolwide Culturally Responsive Practices (CRP)

• Demonstrating an understanding of the importance
  of culture in teaching and learning
• Parent, family, caregiver involvement
• Structures in place to provide supportive and
  effective instruction that is responsive to
  cultural differences and maintain high learning
  standards for all students
• Using a variety of instructional methods to teach
  and assess students
• Linking new information to students prior
  knowledge and experiences

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Schoolwide CRP

• Explicit instruction of academic and behavior
  skills
• Clear, consistent, and frequent feedback to
  students about expectations and performance
  standards
• Multicultural Curricula
• Research-validated core curricula
• Confronting bias and stereotyping in classroom
  and non-classroom settings.

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Targeted CRP

• Accessing research-validated targeted programs or
  customized targeted programs incorporating the
  elements of strong intervention.
• Use of culturally relevant materials
• Frequent and ongoing monitoring of student
  progress.

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Intensive CRP

• Culturally Valid Intervention Planning
• Ecological Assessment
• Direct Assessments
• Cultural Brokers
• Cultural Reciprocity
• Family Participation
• Employing a response to intervention model to
  determine sufficient intensity of support services

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Culturally Responsive Educational Practices

• Culturally responsive practices benefit all
  students. These practices demonstrate ethics of
  care, respect, and responsibility in the
  professionals who serve culturally and
  linguistically diverse students. Specific
  practices that have been shown to increase the
  achievement of historically underachieving groups
  include the following characteristics of
  educators, assessment practices, instructional
  strategies and curricula content

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School-widePositive Behavior Support
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Definition of Positive Behavior Support

• PBS is a broad range of systemic and
  individualized strategies for achieving important
  social and learning outcomes while preventing
  problem behavior.
• PBSs key attributes include proactivity,
  data-based decision making, and a problem-solving
  orientation.

Horner, 2000 Lewis Sugai 1999 Sugai, et al.,
2000 Weigle, 1997
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PBS Big Ideas

• PBS is not a curriculum - it is a framework for
  systems to identify needs, develop strategies,
  and evaluate practice toward success
• The goal of PBS is to establish host environments
  that support adoption sustain use of
  evidence-based practices
• (Zins Ponti, 1990)

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The Challenge

• Punishing 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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Impact of 491 Office Referrals in an Elementary
School in Ohio...
Adapted from Barrett et.al.
Administrative Time Lost 7,365
minutes 123 hours 20 work days Based on 15
minutes per referral.
Student Instructional Time Lost 22,095
minutes 368 hours 61 school days Based on 45
minutes out of the classroom.
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...
Adapted from Barrett et.al.
Administrative Time Lost 45,855
minutes 764 hours 95 work days Based on 15
minutes per referral.
Student Instructional Time Lost 137,565
minutes 2,292 hours 382 school days Based on
45 minutes out of the classroom.
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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School-wide Positive Behavior Supports (PBS)

• Establishing clear school-wide expectations
• Providing comprehensive instruction in expected
  behaviors
• Establishing System for providing consistent
  encouragement of expected behaviors and
  correction of behavior errors
• Building community connections

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Community ConnectionsRelationships
Relationships Relationships

• Within the school community
• Within the broader community
• School-based and school-linked supports

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Clear Expectations

• 3-5 Overarching behavioral expectations
• Agreed upon
• Clearly communicated with behavioral examples
• Overtly taught in all settings (classroom
  non-classroom)
• Understood by all
• Posted distributed widely
• Consistently implemented by all adults

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Methods for Selecting School-wide Expectations

• Surveys/Checklists
• Nominal Group Process
• Interviews

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Schoolwide Behavioral Support
Video Clip

• Indiana University

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Model Procedures for Classroom Non-Classroom
Settings

• Identify the Setting
• Rules, Routines and Procedures
• Consequences for Infractions
• Encouragement Procedures
• Supervision Responsibilities
• Teaching Responsibilities

Sprick, R., et al
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Guiding Questions Data Collection and Planning
Across All Settings

• How is the specific setting organized?
• Can the students state the expectations for the
  setting?
• Have students been taught the appropriate
  behaviors for each setting?
• Is there adequate supervision for each setting?
• Are supervisors of the settings clear about the
  expectations?
• Are supervisors clear about the procedures for
  responding to irresponsible behaviors? Is there
  an appropriate match between infraction and
  consequence?

Sprick, R., et al
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EXAMPLE Teachable Expectations

• 1. Respect Yourself - in the classroom (do your
  work) - on the playground (follow safety rules)
• 2. Respect Others - in the classroom (raise
  your hand to speak) - in the stairway (single
  file line)
• 3. Respect Property - in the classroom (ask
  before borrowing) - in the lunchroom (pick up
  your mess)

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Respecting Others

• WHAT YOU SAY TO OTHERS
• Use nice words and actions
• Examples please, thank you, may I, excuse me
• Non-Examples put downs, name calling
• HOW YOU SAY THINGS
• Use a pleasant tone and volume of voice
• Examples calm voice, quiet voice, explain
• Non-Examples yelling, growling, arguing
•  WHAT YOU LOOK LIKE
• Show that you are calm and interested
• Examples open posture, nodding, eye contact,
  personal space
• Non-Examples in someones face, rolling eyes,
  mad face, shaking head, fists

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School-Wide Planning

• Organize Staff
• all meet
• use existing data including family, student
  community input
• Examine data
• by location and time
• Generate Proactive Solutions
• rules, routines, arrangements teaching and
  reinforcement
• consistent consequences beginning with
  re-teaching
• Consensus
• Monitor progress

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Prevention Strategies

• Rules
• agreed upon by school community - willing/able to
  encourage and enforce
• posted, brief, positively stated
• Routines
• avoid problem contexts, times, groupings, etc.
• consistent
• Physical Arrangements
• clear physical boundaries
• supervision of all areas

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Effective Instruction

• Model

- Tell why - Show how - Explain rules
This is a specific - SCIENCE-BASED - procedure
for teaching

• Lead

- Guided practice

• Assess

- Can they do it
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Effective Instruction
Effective instruction is

• Effective example selection and sequencing
• Task analysis
• Facilitate success
• Delivered at the level of the student

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Ineffective Instruction
Sets the Occasion for Student Failure
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Consistent Consequences Effective Reinforcement

• Use the least amount necessary
• Approximate and/or pair with natural reinforcers
• Make part of routine and System
• Pre-plan and teach consequences

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Consistent Encouragement

• Schoolwide
• Targeted
• Intensive

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Maintaining Desired/Expected Student
Behavior Encouraging Consequences

• Free-reading time
• Field trip
• Behavior Contracts
• Humor
• Power of Choice
• Food
• Coupons for Restaurants

• Verbal praise
• Certificates
• Displaying student work
• Stickers
• Tangible Rewards
• Grades
• Special Activities
• Game

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Consider Reinforcement

• How should we acknowledge appropriate behavior?
• When should we acknowledge appropriate behavior?
• What is the most natural manner?
• What backup reinforcers will we need?
• What are our goals for reinforcing?
• How will we monitor ourselves?

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Consistent Consequences

• Responding to negative behavior
• Immediate and consistent
• Try to keep with natural consequences
• Use the least amount necessary to get desired
  behavior
• Always set students up for reinforcement
• Correction and re-teaching

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Effective Correction

• Use the least amount necessary
• Pre-plan and teach
• Use only with reinforcement for replacement
  behavior
• Should defeat function of problem behavior

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Maintaining Desired/Expected Student
Behavior Corrective Consequences

• Loss of privileges
• Redirection
• Planned ignoring
• Restitution
• Confiscation
• Re-teaching
• Time-out

• Behavior Contracts
• Crisis Planning
• Proximity Movement
• Modeling
• Eye Contact
• Cueing (verbal nonverbal)

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Consider Response to Problems

• How should we consequate inappropriate behavior?
• When should we consequate inappropriate behavior?
  
• What is the most natural manner?
• What backup consequences will we need?
• What are our goals for consequating inappropriate
  behavior?
• How will we monitor ourselves?

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School-wide Reading
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Summative Effects of an Integrated Model
Significance
BL
Reading Instruction
Reading Behavior Instruction
Behavior Instruction

• Shep Kellem, Johns Hopkins University

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Why Do We Need School-wide Reading Supports?

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How can we change reading outcomes?

• We can improve reading outcomes to the average
  range by focusing on the core components of early
  literacy within a school-wide literacy model.
• Focus on intermediate goals or benchmarks with a
  sense of urgency.
• Focus on outcomes for students.
• Whether students reach goal levels of skills is
  more important than the particular educational
  method or approach.

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What Do School-wide Reading Supports Look Like?
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Ohio Integrated Systems Model for Academic and
Behavior Supports
Academic System
Decisions about tiers of support are data-based
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SBR Reading Program Selected To Fit Within A
Comprehensive School-Wide Reading Model
Tier I Schoolwide Effective core reading
curriculum
Tier II Targeted Instructional strategies
Tier III Intensive Individualized instruction

• Scientifically based programs
• Common decision rules
• All resources are coordinated
• Increasing intensity

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School-wide Reading Achievement Model

• Focus
• All children
• General Education
• All teachers
• Core Comprehensive reading program

• Goal
• Decrease incidence of children with serious
  reading difficulty
• Build and sustain capacity of schools to improve
  reading achievement

(Kameenui Simmons)
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Features of a School-wide Reading Achievement
Model

• Accurate, efficient and effective assessment
  methods
• Literacy team committed to raising reading
  achievement
• Decisions about curriculum, instruction and
  resources are based on student performance data

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Four Organizing Principles for
School-wideReading Success

• Earlier rather than later
• Schools, not just programs
• Evidence, not opinion
• Each and All (3 Tiers of support)
• Kameenui Simmons (2002)

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Comprehensive Reading Program

• Based on scientifically based reading research
  (SBRR)
• Addresses the core components of reading
  instruction

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Core Components for the instruction of Reading
Across 3 Tiers

• 1. Phonemic Awareness The ability to hear
  and manipulate sound in words.
• 2. Alphabetic Principle (Phonics) The ability
  to associate sounds with letters and use these
  sounds to read words.
• 3. Fluency The effortless, automatic ability
  to read words in isolation (orthographic reading)
  and connected text.
• 4. Vocabulary Development The ability to
  understand (receptive) and use (expressive) words
  to acquire and convey meaning.
• 5. Reading Comprehension The complex
  cognitive process involving the intentional
  interaction between reader and text to extract
  meaning.

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Effective School-Wide Reading Instruction
Includes

• Coherent design of explicit instructional
  strategies and sequences (scope and sequence)
• Ample practice opportunities
• Materials that are appropriate to student levels
  (grouping practices)
• Materials aligned with standards and benchmarks
• Adequate time for quality instruction

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Alterable Components of Instruction

• opportunities to learn,
• program efficacy,
• program implementation,
• grouping,
• coordination of instruction

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Alterable Components

• Time
• Instruction
• Practice
• Distribute across the day

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Alterable Components

• Teaching
• Instructional priority
• Instructional focus
• Instructional strategy

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Alterable Components

• Practice
• Practice what is taught
• Must be accurate at practice skill/strategy

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Step One of Collaborative Strategic Planning

• Starting an Action Plan to Implement School-Wide
  Culturally Responsive Academic Behavior Supports

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Ohio Integrated Systems Model for Academic and
Behavior Supports
Academic System
Decisions about tiers of support are data-based
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The Collaborative Strategic Planning Process
Problem Definition
Problem Analysis
Evaluate the Plan
Plan Development Implementation
Goal Setting
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CollaborativeStrategic Planning is

• Based on the scientific method
• A systematic process for problem resolution
• A process for planning
• A process that requires the use of specific data
  for decision making
• Self-correcting

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Step OneProblem Definition Statement
What is the discrepancy between baseline data and
the system standard?

• Clear and Concise
• Include baseline data and standard information.
• Measurable
• Written in terms of a mismatch between actual and
  desired conditions.

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Universal ScreeningforSchool-wideProblem
Definition
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Universal Screening Defined
A process that employs global, school-wide, and
repeatable measures that assess and identify in
measurable and observable terms the academic and
behavioral status of all students in a school
(baseline data), which is used to measure
outcomes and provide feedback on the
effectiveness of instructional practices utilized
within a school.
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Universal Screening

• Repeatable measures
• Provides feedback loop of information
• School-wide measures
• Provides data for all students

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Universal Screening Purposes

• Prevent Failure
• Data-Based Decision Making for Instruction
• Assess - Revise - Teach Cycle
• Monitor Progress
• Accountability

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Universal Screening Tools for Problem Definition

• Reading
• Dynamic Indicators of Basic Early Literacy Skills
  (DIBELS) - http//dibels.uoregon.edu
• Curriculum Based Measurement (CBM)

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DIBELS Key Features

• Prevention of reading failure
• Research-based
• Efficient and low cost indicators
• Measurement of automaticity and fluency
• Progress monitoring
• Assessment linked to instruction
• Developed at the University of Oregon

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How Will We Know If We Have a SCHOOL-WIDE
Problem?

• READING Indicator is
• If less than 80 of our students are meeting
  DIBELS/CBM benchmarks

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Problem Definition Statement Reading Example

• 40 of all 3rd graders have met the benchmark for
  oral reading fluency at least 80 of all 3rd
  grade students should have met this benchmark.

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Universal Screening Tool for Problem Definition

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

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Discipline Referral Data SWIS Key Features

• Efficient system for gathering information
• Web-based computer application for data entry and
  report generation
• Practical process for using information for
  decision making

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SWIS

• Provides school personnel with ongoing
  information that is
• Accurate
• Timely
• Practical
• Leads to positive behavior supports for
• Entire student body
• Groups of students
• Individual students

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How Will We Know If We Have a SCHOOL-WIDE
Problem?

• BEHAVIOR Indicator is
• Office Discipline Referrals Per Day Per Month
• Elementary School
• If gt 0.3 of student population per day
• Middle School
• If gt 1 of student population per day
• High School (use trend data)

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Problem Definition Statement Behavior Example

• 10 of our students are referred to the office
  daily for disciplinary action in an elementary
  school no more than .3 of the student population
  should receive an office referral for behavior
  problems.

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Record Problem Definition on Action Plan
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Pitfalls to avoid when defining the problem

• Problem Naming or Admiring
• Writing a problem statement that is too vague or
  general
• Jumping to solutions
• Including no baseline data on problem situation

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Before Training II

• Complete universal screening with DIBELS/CBM.
• Collect SWIS data.
• Use Universal Screening data to complete Problem
  Definition statements on SIG Action Plan form.
• Provide overview of SIG model for building staff.