The CMSD Integrated Systems Model

1
The CMSD Integrated Systems Model Supporting
Implementation of the Cleveland Literacy System
and CMSD Safety PlanApril 26, 2006

• CMSD-ISM Creating a climate that supports
  academic success

2
What is a Safe and Civil School?

• A safe school is one in which no one is spending
  time or energy in trying to protect themselves
  from emotional or physical harm
• A civil school is one in which everyone is
  pleasant, polite, and respectful to everyone
  else-even during disagreements
• A productive school is one in which people are
  motivated, engaged in meaningful learning tasks
  and experiencing growth

3
The Integrated Systems Model for Academic and
Behavior Supports
The 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.
4
An Integrated Systems Model Intervention Based
Services and Positive Behavior Supports
Academic Systems
Behavioral Systems
1- 5 Intensive Individualized Interventions
1- 5 Intensive Individualized Interventions
5-10 Targeted Interventions
5-10 Targeted Interventions
80-90 School-Wide Interventions
80-90 School-Wide Interventions
Decisions about tiers of support are data-based
Adapted from OSEP Effective School-Wide
Interventions by Tasneem Lokhandwala
F E
A D
B C
F E
5
CMSD-ISM Where Do We Begin??
6
CMSD-ISM A Process

• Develop a School Leadership Team
• Administrator and staff commitment is essential
  (gt 80)
• Data collection and review
• Development of an action plan

7
CMSD-ISM Five Tasks Implementing PBS

• Consistent system of data collection
• Clear School wide expectations
• Instruction in expected behaviors
• System for providing consistent
  
  
  encouragement of expected behaviors and
  correction of behavior errors
• Effective classroom management

8
Four Organizing Principles for School-wide
Success

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

9
Todays Agenda

• What is Integrated Systems Model?
• Collaborative Problem Solving Process
• Leadership Team Roles and Responsibilities
• Leadership Team Training in May

10
Integrated Systems Model

• Collaborative
• Problem-solving model
• Dynamic process focusing on intervention, data
  collection and progress monitoring
• Involves learner, family and educators
• Used by building level teams

11
The Collaborative Strategic Planning Process
Problem Definition
Problem Analysis
Evaluate the Plan
Plan Development Implementation
Goal Setting
12
Assumptions of Problem Solving Process

• Learning/behavior problems are the result of an
  interaction between child and environment
• Shared responsibility for students
• Problem solving, not problem finding, sorting or
  labeling
• Needs based

13
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.

14
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

15
Step TwoAnalyze the Problem
Why is the problem situation occurring?

• Gather information that examines learner
  variables, curricular content, instructional
  practices, and environmental supports.
• Determine patterns that may contribute to the
  mismatch between actual and desired conditions?
• Develop a hypothesis about the factors that are
  perpetuating the problem situation.

16
Problem Analysis Questions for Reading

• 1. Are we consistently implementing a
  comprehensive research-based core reading program
  school wide reflecting the 5 big ideas?
• 2. Have we allocated enough time to daily
  instruction in reading?
• 3. Do we provide differentiated instruction?
• 4. Do we analyze data to maximize instructional
  time resources?
• 5. Have we provided adequate professional
  development to support reading instruction?

17
SWIS Data Answers The Questions

• Do our school-wide supports meet the needs of our
  current student population such that elementary
  discipline referral rates are at or below .3 per
  day and middle school rates are at or below 1
  per day?
• Where are the majority of referrals coming from
  (e.g., which settings, grade levels)?
• What are the most frequently occurring behaviors?

18
A hypothesis is

• A data-based deduction about why the problem is
  occurring.
• An informed prediction about the actions or
  strategies that will likely resolve the problem
  situation

19
Pitfalls to avoid when analyzing the problem

• Viewing the problem as these kids
• or these parents

• Failing to examine student performance data,
  instructional, curricular, environmental
  factors that may have an impact on the situation
  (ex. barriers and resources).

20
Pitfalls to avoid when analyzing the problem

• Generating hypotheses about variables that cannot
  be changed

• Jumping to solutions

21
Step ThreeSet the Goal
What do we want to see happen and by when?

• Describe what you want to see in student
  performance instead of what is happening now.
• Describe how much of a change you want to see
  given the baseline performance and the standard.
• State by when you want the change to occur.

22
A Goal Statement is

• a specific description of the desired change that
  should occur as a result of the intervention.

23
Pitfalls to avoid when setting a goal

• Goal is not linked to the problem definition
• Goal does not include a timeline

• Goal is not specific and measurable
• Goal is overly ambitious or not ambitious enough
• Goal is not stated in terms of student performance

24
Step FourDevelop Implement Intervention Plan

• Components of effective system-level intervention
  plans
• Write implementation steps/tasks
• Record Who? What? When? Where? How?
• Make a plan for evaluating the plan
• Include a plan for monitoring progress towards
  goal
• Implementation integrity checks for
  implementation of the plan as designed
• Implement the plan including HQPD

25
Where Do We Intervene?

• The Student
• The Classroom
• The Group
• The School
• The Home
• The Community
• The Curriculum

26
Action Plans

• Must be implemented with integrity
• Require fully integrated supports and services
  (general and special)
• Include high quality professional development

27

Step 5 Evaluate the Plan

• Is the plan working?
• Questions Tasks
• Organize data for analysis (graph)
• Examine the data
• Interpret
• Make decisions based on the data

28
Leadership TeamHow do we make it work?

• Effective Team Work
• Collaboration

29
Collaboration

• is an unnatural act conducted by non consenting
  adults.

30
The Leadership Team

• Building Administrator
• Subject Area Specialists
• Grade Level Team Chairs
• Union Chair
• Special Education Liaison
• Student/Parent Organization Representative
• Instructional Assistants/Paras
• Related Services
• Other Building Staff (bus driver, custodian,
  lunch aides)

31
Characteristics of Leadership Teams

• Representation of all stakeholders (e.g.
  administration, general and special education,
  related services, parent )
• Alignment with existing building teams
• Interdisciplinary and balanced perspective
• Organizational skills
• Regular meeting time
• Clear roles and responsibilities
• Structured, problem solving approach

32
Rules of the Road for Team Meetings

• Timed agenda
• Focus on the goal
• Focus on identification of research based
  interventions
• Analyze school-wide data in reading and behavior
• Evaluate reading and behavior supports at each
  tier
• Develop building-level action plan including high
  quality professional development
• Provide necessary data for statewide evaluation
• Communicate with entire school community

33
Leadership Team Meeting Agenda

• Introduction/minutes 3 minutes
• Problem identification 10 minutes
• Goal Statement 5 minutes
• Brainstorm Interventions 10 minutes
• Select Interventions 10 minutes
• Develop Intervention Plan 20 minutes
• Update 2 minute

34
Leadership Team Roles and Responsibilities

• Chair (principal)
• Coordinator
• Facilitator
• Time Keeper
• Recorder

35
Team Effectiveness Enhanced ByProcess Factors

• Collaborative Skills
• No fault finding
• Consensus
• Nonhierarchical relationships

36
Questions to Guide Team Meeting

• Are we closing the achievement gap?
• Are we keeping all students in the general
  classroom engaged in instruction?
• Are we holding high expectations for increasing
  achievement for each and all?
• Are more of our students being successful in the
  core? (green)
• Is the green area on the pyramid getting bigger
  and yellow and red getting smaller?
• Are we improving enough for individuals as well
  as the system?

37
May Leadership Team Training

• Leadership teams will be trained during the first
  three weeks of May
• Climate survey data will be shared
• Each team will attend two sessions
• Team members will be required to bring
  building-wide rules and expectations to the
  second session

38
CMSD-ISM Future Planning

• Questions and Concerns
• Future Planning