Break

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Break
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MIM Components of the Model
Ronda Jenson, Ph.D. UMKC-Institute for Human
Development Erica Lembke, Ph.D. University of
Missouri, Columbia
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Who are we?Roles ExperienceWhat is your
primary role?

1. General education teacher
2. Special educator teacher
3. School administrator
4. District administrator
5. Technical assistance consultant/director
6. State coordinator, director, or manager
7. Other.

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Who are we?Roles Experience

1. 2. How many years of experience do you have in
   your current role?

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Who are we?Roles Experience

1. 3. How many years of experience do you have in
   education?

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• The Missouri Integrated Model (MIM) is a
  framework that pulls together evidence-based
  components and processes. MIM includes
• Tiered levels of support,
• Essential features of effective schools,
• Implementation processes.

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Essential Features

• Build and sustain capacity for responding to
  student needs
• Shared vision and commitment
• Leadership at state, district, building levels
• Collaborative environment
• Ongoing professional development
• Educator support through mentoring and coaching
• Culturally responsive practices

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Processing

• Think about the following questions regarding
  Building Sustaining Capacity. Answer using
  your clicker. Feel free to discuss the questions
  with your colleagues.

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4. As a school, do you have a shared vision and
commitment to school improvement?

1. No, among no staff
2. Among some staff
3. Among most staff
4. Among all staff
5. I dont know

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5. Do you have leadership at the school and
district level to support systems change?

1. No, neither school or district
2. Partially, we have a few key leaders
3. Yes, we have the leadership we need
4. I dont know

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6. As a school, is collaboration a natural
process for problem-solving?

1. No, never
2. Sometimes, with some staff
3. Sometimes, with all staff
4. All of the time, with some staff
5. All of the time, with all staff
6. I dont know

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7. As a school, does professional development
address the needs of teachers and support staff?

1. We dont know what their needs are
2. Some of the time
3. Most of the time
4. All of the time

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8. As a school, are mentoring and coaching used
to follow-through with professional development
in the classroom?

1. No, never
2. Sometimes, with some staff
3. Sometimes, with all staff
4. All of the time, with some staff
5. All of the time, with all staff
6. I dont know

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9. As a school, is the diversity of all learners
(culture, background, learning styles, abilities,
etc.) recognized?

1. No because all our students are the same
2. Sometimes, were still working on it.
3. Yes, all of the time
4. I dont know

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Essential Features

• Maximize resources needed for innovation
• Resource mapping
• Family and community involvement

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Processing

• Think about the following questions regarding
  Maximizing Resources. Answer using your
  clicker. Feel free to discuss the questions with
  your colleagues.

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10. As a school, do you use a collaborative
process for identifying resources to match
existing needs?

1. No, never
2. We did once
3. Sometimes
4. All the time
5. I dont know

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11. As a school, to what extent are parents
the community involved in school processes and
student achievement?

1. Somewhat, parents and the community are made
   aware through newsletters, website, conferences,
   etc.
2. Fully, parents and the community are invited
   members of planning teams.
3. Never, we dont tell them anything
4. I dont know.

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Essential Features

• Make informed decisions
• Evidence-based practices
• Data based decision-making
• Progress monitoring

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Processing

• Think about the following questions regarding
  Making Informed Decisions. Answer using your
  clicker. Feel free to discuss the questions with
  your colleagues.

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12. In our school, teachers understand what
evidence-based practices and effective
instruction are?

1. No, none of the teachers understand
2. A few teachers understand
3. Most teachers understand
4. All teachers understand
5. I dont know.

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13. As a school, data is used for
problem-solving?

1. No, we dont collect data
2. No, we collect data but dont analyze it
3. Somewhat,we analyze data and it sometimes informs
   problem-solving
4. Yes, we use data to problem-solve
5. I dont know

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14. As a school, screening and progress
monitoring are embedded into ongoing instruction?

1. No, not at this time
2. No, but we have started planning for how to
   implement universal screening and progress
   monitoring
3. Somewhat, weve just begun
4. Yes, it is totally embedded.
5. I dont know.

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15. Given the option to discuss the questions
with your colleagues before responding, did you
choose to do so?

1. No, I answered all of them by myself
2. Yes, on a few of the questions
3. Yes, on more than half of the questions.

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Tiered Levels of Support
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Example of a tiered model
Tertiary Prevention Further intensified and
individualized Intervention
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Secondary Prevention Intensified, validated
intervention
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Primary Prevention Schoolwide and
classwide instruction
80 of students
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16. Where does the tiered model concept come
from?

1. Medicine
2. Erica, Tim, and Ronda
3. George Tier
4. As with all things, the federal government

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Examples of programs with tiered levels of support

• Academic
• Response to Intervention
• Reading First
• High Schools That Work
• Behavioral
• Positive Behavior Support
• Professional
• Professional Learning Communities

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Primary Prevention (Tier 1)An example from
academics

• All students screened to determine which students
  are suspected to be at risk.
• Collect academic data (ala Curriculum-Based
  Measurement)
• Students suspected to be at risk remain in
  primary prevention, with progress monitoring.
• Progress monitoring
• Disconfirms risk. These responsive students
  remain in primary prevention OR
• Confirms risk. These unresponsive students move
  to secondary prevention.

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Secondary Prevention (Tier 2)An example from
academics

• Research-based tutoring
• Evidence based strategy/intervention or standard,
  purchased program
• Provided in small groups either by the general
  education teacher or specialists
• In general education or pull-out
• With monthly or weekly progress monitoring
• At end of tutoring trial, progress monitoring
  indicates students were
• Responsive to Tier 2 tutoring. These responsive
  students return to primary prevention, but
  progress monitoring continues OR
• Unresponsive to Tier 2 tutoring. These
  unresponsive students move to tertiary prevention
  (could be special education).

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Tertiary Prevention (Tier 3)An example from
academics

• More intensive intervention OR Special
  education services
• Intervention outside of general education in
  small groups
• With weekly progress monitoring
• ala Curriculum-Based Measurement
• Progress monitoring is used to
• Design Individualized instructional programs OR
• Set Individualized education program (IEP) goals
• Monitor student response, continuing to make
  changes as necessary
• Example in Special School District

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Clicker question

1. 17. On a scale from 1 to 10, with 10 being the
   most and 1 being the least, indicate how familiar
   you are with 3-tiered models

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Clicker question

1. 18. On a scale from 1 to 10, with 10 being the
   most and 1 being the least, indicate how prepared
   you feel your school is to implement a tiered
   system of support

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An applied example at the elementary level

• Eugene Field Elementary, Columbia, MO
• Dr. Carol Garman, principal

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Continuum of Effective Behavior and Academic
Supports
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Field Elementary Discipline Data 04-05
6.4
16.8
76.8
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Literacy Data 04-05 (DIBELS)
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Field Literacy Data (DIBELS)
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PBS Data
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PBS Data Why the drop?
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Other Data Sources Used

• Developmental Reading Assessment (DRA DRA-2)
• Scholastic Reading Inventory (SRI)
• District Writing Assessments

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Structure for literacy

• ALL students receive 90 minutes of the Core
  reading program. No one is pulled out during
  that time.
• Regular classroom teachers teach the core and the
  Tier I and Tier II groups. Reading specialists,
  Sp Ed, ELL, Sp. Lang, all teach the Tier III
  intervention groups. Intervention groups meet
  each day for 45 minutes.

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Core Reading and Intervention Schedule

• Core
• K 900-1030
• 1st 900-1030
• 2 1000-1130
• 3 1100-1230
• 4 145-315
• 5 100-230

• Intervention
• 1130-1215
• 915-1000
• 1015-1100
• 100-145
• 215-300

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Literacy Programs

• Tier I students receive enrichment based on the
  themes of the core program.
• Tier II students receive strategic intervention
  using Reading Mastery or Soar to Success.
• Support for Tier III students has come through
  the adoption of standard protocol SRA Reading
  Mastery for K-2 and Wilson Reading Systems for
  grades 3-5.

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Data collection

• Literacy dataCollecting benchmark data occurs
  three times per year fall, winter and spring.
  Progress monitoring for Tier II and III students
  occurs every other week. This tool allows us to
  assess the effectiveness of our system as well as
  individual students response to the
  interventions.
• Behavioral dataexamining the big 5 twice
  monthly
• Location of referral
• Time of day
• Individual student
• Behavior itself
• Average daily referrals

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Progress Monitoring provides information about
individual students
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Of students evaluated for SPED how many qualified?
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3rd Grade CA
2004-2005 2005-2006 2006-2007
Total 5.4 15.5 27.0
White 18.2 30.8 57.1
Black 0.0 12.5 15.8
F/R Lunch 7.4 14.7 22.2
IEP 0.0 12.5 25.0
LEP 0.0 0.0 27.3
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How do we get there?

• Literacy
• prioritized time for literacy
• a structured, research-based core literacy
  curriculum
• a three-tiered approach to intervention
• consistent and monitored implementation
• support for effective implementation
• support for strategic and intensive
  interventions as needed
• progress monitoring to insure effectiveness of
  system
• collaboration time
• Professional learning communities

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Middle School ExampleSunny Vale, Blue Springs
school district

• Any student on the team that scored Basic or
  Below Basic on the MAP comm arts test during the
  previous year is monitored
• Aimsweb benchmark tests are given fall, winter,
  spring
• Individual students are progress monitored weekly
• Students that score in the lowest section are
  chosen for small group interventions (Tier 2)
• Students in the upper and middle section are
  monitored in the classroom

Taken from slides produced by Sunny Vale staff
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Interventions

• Interventions take place twice a week on Tuesday
  and Thursday from 105-133 (during a time when
  students are in home room)
• Address specific areas that students demonstrate
  deficiency
• 31 teacher/student ratio
• Intervention time is spent bridging the gap of
  learning and building strong teacher/student
  relationships

Taken from slides produced by Sunny Vale staff
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5 biggest challenges

• Manipulation of the schedule
• Obtaining quality resources for interventions
• Commitment to differentiated instruction
• Monitoring student achievement
• Technology training (screening and progress
  monitoring web-based system)

Taken from slides produced by Sunny Vale staff
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Benefits

• Really is the tip of the iceberg of what we can
  do for students within a 3-tiered model
• Empowers teachers to address struggling students
  showing a deficiency
• Allows teachers instant data that can guide
  instruction immediately
• Allows teachers and administrators to make
  educated, data-driven decisions that will allow
  for greater student achievement for all students

Taken from slides produced by Sunny Vale staff
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19. Within a three-tiered model, what do you
perceive is your greatest need as you get started?

1. Data system for screening and progress monitoring
2. Quality interventions
3. Time for data-based decision-making
4. Monitoring fidelity of implementation
5. All of the above

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Lunch