School-Wide Applications Model: SAM in the DC Public Schools

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School-Wide Applications Model SAM in the DC
Public Schools

• Action Planning and Effective Implementation
• Sailor, Roger, McCart Wolf, 2008

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Survey of Barriers to Implementation and
Sustainability of SW-PBS in Urban Settings
(Putnam et al., 2008)

• 10. Cultural difference between teacher-student
• 9. History of failed initiatives
• 8. Competing initiatives that drain resources
• 7. High proportion of inexperienced, short term
  teachers
• 6. Disconnect between school and district
  administration
• 5. Administrative turnover
• 4. Continuous change in district leadership and
  priorities
• 3. High bureaucratic complexity
• 2. Inadequate prepared teaching force
• 1. Teacher turnover

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SAM Schoolwide Applications Model
Six Guiding Principles Fifteen Critical Features
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Six Guiding Principles of SAM

• All instruction is guided by General Education
• All school resources are configured to benefit
  all students
• School Proactively addresses social development
  and citizenship
• School is data-based learning organization
• School has open boundaries in relation to its
  families and its community
• School enjoys district support for undertaking
  the extensive systems-change activities required
  to implement SAM

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Critical Features of SAM (1-5)

• School serves all students.
• All students at school are considered general
  education students.
• General education teachers assume responsibility
  for all students at the school.
• School is inclusive of all students for all
  classroom and school functions.
• School is organized to provide all specialized
  supports, adaptations and accommodations to
  students in such a way as to maximize the number
  of students who will benefit.

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Critical Features of SAM (6-10)

• All students are taught in accordance with the
  general curriculum.
• The school has an active, schoolwide Positive
  Behavior Support (SWPBS) program operating at all
  3 levels.
• The school is a data-driven, collaborative
  decision-making, learning organization with all
  major functions guided by team process.
• School effectively utilizes general education
  students in instruction of students in need of
  supports in all instructional environments.
• All personnel at the school participate in the
  teacher/learning processes and are valued for
  their respective contributions to pupil academic
  and social outcomes.

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Critical Features of SAM (11-15)

• School personnel use a uniform, non-categorical
  lexicon to describe both personnel and
  teaching/learning functions.
• School has established a Site Leadership Team
  (SLT) empowered by the school and the district to
  implement SAM at the school.
• School has working partnership with families of
  students who attend the school.
• School has working partnership with its community
  businesses and service providers.
• SAM implementation at the school site is fully
  recognized and supported by the district.

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Schoolwide Applications Model Analysis SAMAN
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SAMSCHOOLS DCPS

• RtI Response to Intervention Framework
• Effective District Level Systems and Structure
• District and School-Based Action Planning
• Coaching Model
• PBS Positive Behavioral Support
• Co-Teaching

• Year One

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RESPONSE TO INTERVENTION
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POSITIVE BEHAVIORAL SUPPORT
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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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DISTRICT LEVEL SUPPORT

• Systems and Supports at the District Level
  District and School Based Action Planning

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SAM Action Plan
Leadership Team Is there a SAM leadership team established?
Leadership Team Does the team meet at least semi-monthly?
Leadership Team Is there a team leader?
Leadership Team Does the leadership team have an action plan completed?
Leadership Team Does the team regularly review data?
Leadership Team Does the team understand the critical features of SAM?
Data Collection Are there established data collected?
Data Collection Is there a SAM data collection system in place?
Data Collection Are SAMAN assessments completed at least bi-annually?
Staffing Is there a school employee with established Full Time Equivalence committed to the SAM process?
Training Are there regularly established training times on SAM guiding principles?
Training How are new school personnel trained on SAM?
Training Is there general new teacher training in place?
Sustainability Is the team actively working on sustaining systems?
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INSTRUCTIONAL COACHING

• Based on the work of Jim Knight

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What Is Instructional Coaching

• A collaborative process that aimed to improve
  teaching.
• An on-site professional developer who partners
  with educators to identify and assist with
  implementation of proven teaching strategies.
  (Jim Knight, KU, Center for Research on Learning)
• An instructional coach
• Is on site
• Is a professional developer
• Partners with teachers
• Identifies with teachers
• Uses proven strategies (research-based)
• Assists teachers

Jim Knight Journal of Staff Development, Spring
2004 (Vol. 25, No. 2)
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CO-TEACHING

• Based on the work of Marilyn Friend

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The Power of Two

• Co-Teaching is a model for successful
  collaboration between special education and
  general education teachers in order to meet the
  needs of all students with diverse learning
  abilities in the general education classroom.

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Co-teaching is a collaborative process. . .

• Two educators
• Delivering instruction together in the regular
  classroom
• To diverse groups of students
• Accomplished through joint planning and both
  educators delivering instruction in large, small,
  and individual groups.

Co-TeachingSouth Central RPDC 10-22-07
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INITIAL OUTCOMES

• Year One

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What are the expectations for SAM schools in WDC
over a three-year period?

• SAM uses an RTI logic model to examine the
  relationship of the implementation fidelity tool,
  SAMAN, to repeated assessments of pupil progress
  over time using a procedure called latent growth
  modeling.
• As schools learn to implement the critical
  features of SAM, fifteen of which are sampled by
  SAMAN, outcomes will be reflected in pupil
  progress as measured by grade level and school
  gains in curriculum based measures, benchmark
  assessments and annual standardized assessments.
  
• It is expected that over a three year period SAM
  schools will outperform demographically
  comparable schools within the same district in
  math and reading gains as estimated by
  statistical probability assessments. Moreover, we
  expect these gains to be reflected in all
  subgroups including special education.

Sailor Choi, 2009
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SAMSCHOOLS YEAR ONE

• We expect modest trends in a positive direction
  and gains on the SAMAN from initiation to
  implementation score ranges for the same
  corresponding period.

Sailor Choi, 2009
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SAMSCHOOLS YEAR TWO

• We expect statistically significant trends on
  outcome data as SAMAN assessments move toward the
  upper ranges of implementation.

Sailor Choi, 2009
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SAMSCHOOLS YEAR THREE

• We expect significant differences between SAM
  schools and a comparable match set of non-SAM
  schools (SAM waitlisted), on math and reading,
  and with statistically significant trends in a
  positive direction within each SAM school.

Sailor Choi, 2009
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To Illustrate the Desired Trend

• SAMAN progress from Chavez Elementary,
  Ravenswood School District, California.
• Chavez took three years to reach SAMAN scale
  score 2.5 and higher which is the phase of
  enculturation.
• Scores in that phase indicate that the SAM
  process has become business as usual at the
  school.
• California State test (STAR) on math and reading
  over the span from 2003-2004 AY to 2007-2008 AY
  and the resultant statistical analysis.

Sailor Choi, 2009
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Significant on Tuckeys HSD Test
Significant on Tuckeys HSD Test
Significant on Tuckeys HSD Test
Repeated Measure ANOVA- Significant main effect
on year of measurement F(1.96, 522.13) 53.62, p
lt .01, ?p2 .17
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DCPS Initial Data

• 2008-2009 AY DC-BAS
• Seven of the eight schools are trending upward
  averaged across all grades
• If the trend continues, cohort 1 schools as a
  group should reflect gains in annual grade level
  assessments by the end of year three.
• In year two, we will create a matched sample of
  schools with comparable demographics and do a
  comparative analysis of SAM vs. non-SAM school
  gains.

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Next Year

• We add additional training on the core components
  (RtI, coaching, co-teaching, PBS)
• We look for additional gains in progress and
  outcome data
• As we introduce children back into the classroom
  there will be additional needs to address. Not
  sure of the impact on the data.
• Additional focus on capacity building and school
  climate.

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Thank You

• Amy McCart, Ph.D.
• Research Assistant Professor
• University of Kansas
• amymc_at_ku.edu
• 816-719-3393
• Pbis.org