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Special Education Administrators
Conference September 22, 2008 Tan-Tar-A, Lake
Ozark
Missouri Integrated Model MIM
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Missouri Integrated Model MIM
a three-tiered model for student support

• Ronda Jensen, Director of Research, Institute for
  Human Development, UMKC
• Pam Williams, Coordinator, Special Education
  Services, SPDG Project Director, MoDESE
• Julia LePage, Interim Director, Effective
  Practices, MoDESE

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Background

• SPDG
• Grant awarded by U.S. Department of Education to
  MoDESE
• 5 year grant
• 6.7 million dollars (1.3 million per year)

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Concept for grant came from broad group of
stakeholders based upon following goals

• Improved collaboration within school and district
  teams
• Improved student achievement
• Increased time in inclusive settings for students
  with disabilities
• Higher levels of parental satisfaction
• Improved transition planning and documentation

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Outcomes
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Student Outcomes

• Improved performance on academic achievement
  measures
• Increased access to the general education
  curriculum
• Increased levels of appropriate behavior
• Improved transition planning and documentation
• Improved community linkages for transitioning
  youth
• Higher graduation rates

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School District Outcomes

• Increased implementation of research-based models
• Improved collaboration among school and district
  teams
• Increased levels of teachers knowledge of school
  performance and achievement data
• Improved Part B identification of students with
  disabilities
• Improved coordination in transition planning
  among school and community entities
• Higher levels of teacher, administrator, parent,
  and community satisfaction

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Regional/State Outcomes

• Increased implementation of research-based
  professional development provided by regional
  School Improvement Teams
• Improved collaboration among Regional
  Professional Development Center (RPDC) staff
• Increased levels of regional consultants
  knowledge
• Higher levels of satisfaction with regard to
  regional and state-level support
• Increased collaboration within DESE divisions and
  across State agencies
• Increased capacity to support RPDCs and LEAs
• Higher levels of satisfaction by regional School
  Improvement Teams with regard to State support

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Established three-tiered models

• Positive Behavior Supports (PBS)
• Reading First (RF)
• Response to Intervention (RtI)
• Professional Learning Communities (PLC)
• High Schools that Work (HSTW)

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MIM Conceptual Framework
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11 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
• Maximize resources needed for innovation
• Resource mapping
• Family and community involvement
• Make informed decisions
• Evidence-based practices
• Data based decision-making
• Progress monitoring

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MIM Logic Model

• Outcomes
• Students-All students reach achievement goals
  with varying levels of support (e.g., testing,
  inclusion, graduation and dropout).-All students
  are positively engaged in the school environment
  (e.g., discipline referral, suspension/expulsion,
  transition planning).
• Teachers and Administrators-All teachers and
  administrators continuously assess for learning
  and work individually and collaboratively to
  implement the MIM process across 3-tiers (e.g.,
  unified vision, improved capacity, systems
  approach)
• Parents and Community-All parents feel connected
  to their school.
• Activities
• Stages of Implementation of the MIM in schools
  and districts
• Training in the MIM Frameworkthe big picture
• Collaborationforming of teams
• Self-study processsystematic data collection and
  review
• Action plan developed with Implementation
  Facilitator for all 3 tiers
• Targeted collaborative technical assistance and
  support
• Implementation
• Continual improvement and reassessment
  
• Inputs
• National, State, and Regional Support-OSEP State
  Personnel Development Grant Funding-Department of
  Elementary and Secondary Education
  (DESE)-Regional Professional Development Centers
  (RPDCs)-Implementation Facilitators-MIM
  Management Team-MIM Implementation Team-MIM
  Advisory Team-University of Kansas-Research
  Collaboration-University of Missouri Kansas City
  Center for Research Development and
  Support-University of Missouri Center for
  Positive Behavior Supports-Key Documents (e.g.,
  MIM Blueprint, Self-Study, FAQ)

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Information Sharing
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MIM Pilot Districts
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MIM Pilot Schools (2008-2009)

• Region 1 SIKESTON R-6 - 7TH AND 8TH GRADE CTR.
• Region 2 CENTRALIA R-VI CHANCE ELEMENTARY
• Region 3 GRANDVIEW C-4 - GRANDVIEW MIDDLE
• RAYTOWN C-2 - EASTWOOD HILLS ELEM.
• Region 4 LINN CO. R-I - LINN CO. ELEM.
• LEWIS CO. C-1 - HIGHLAND ELEM.
• Region 5 NODAWAY-HOLT R-VII - NODAWAY-HOLT ELEM.
• Region 6 WILLOW SPRINGS R-IV - WILLOW SPRINGS
  ELEM.
• MERAMEC VALLEY R-III - MERAMEC VALLEY MIDDLE
• Region 7 JOPLIN R-VIII - MEMORIAL MIDDLE
• Region 8 ST. CHARLES R-VI - HARRIS ELEM.
• HAZELWOOD - SOUTHEAST MIDDLE

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MIM School District Size
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Percentage of students who reached proficiency
or above on the state assessments (MAP MAP-A)
across all tested grades as reported on the
district report cards.
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MIM Implementation
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• Practices seem to be "influenced by fads and
  fashions that are adopted overenthusiastically,
  implemented inadequately, then discarded
  prematurely in favor of the latest trend.
• Walshe Rundall (2001)
• reporting on health systems

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• There is an eager emphasis on growth. Instead
• Go slow and go small
• Demand excellence
• Concentrate resources
• Maintain unity of teaching
• David Baltimore,
• Nobel Prize Winner
• 2008

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What doesnt work

• Dissemination of information by itself
• An adoption decision is not implementation
• Training alone, no matter how well done,
• Implementation by edict
• Implementation by following the money
• Implementation without changing supporting roles
  and functions
• Paul Nutt (2002). Why Decisions Fail

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What does work

• A mission-oriented process involving multiple
  decisions, actions, and corrections
• Implementation as a process, not an event
• Successful and sustainable implementation of
  evidence-based practices and programs always
  requires organizational change.

National Implementation Research Network (NIRN)
(Fixsen, Naoom, Blase, Friedman, Wallace, 2005)
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MIM work since October 2007

• Development phase (2007-2008)
• Forming teams
• Drafting model, processes, and materials
• Getting stakeholder input and feedback
• Identifying pilot schools for 2008-2009

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MIM work since October 2007

• Pilot phase (2008-2009)
• Training of pilot district/school staff
• Pilot districts/staff work with Implementation
  Facilitator to do Self Assessment and develop
  Implementation Plan
• Information sharing with district/school
  stakeholders and achieving buy in
• On-going PD for district/school staff

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Advisory Group
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Implementation Team
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MIM Management Team

• Pam Williams, DESE, Coordinator, Special
  Education Services, SPDG Project Director, (573)
  751-2965 pam.williams_at_dese.mo.gov
• Julia LePage, DESE, Interim Director, Effective
  Practices
• [phone] julia.lepage_at_dese.mo.gov
• Terri Martin, Ed.D., MIM Consultant, Solution
  Tree, Bloomington, IN.
• 800.733.6786 ext. 229, terri.martin_at_solution-tree.
  com
• Ronda Jenson, Ph.D., MIM Consultant, Director of
  Research, UMKC Institute for Human Development,
  [phone] jensonr_at_umkc.edu
• Tim Lewis, Ph.D., Professor and Associate Dean
  for Research Development and Graduate Studies,
  University of Missouri-Columbia, [phone]
  LewisTJ_at_missouri.edu
• Erica Lembke, Ph.D. Assistant Professor.
  Department of Special Education. University of
  Missouri. lembkee_at_missouri.edu.
• Julie Nobles, MIM Consultant, UMKC Institute for
  Human Development
• [phone] NoblesJ_at_umkc.edu
• Pattie Noonan, Ph.D., MIM Program Evaluator,
  University of Kansas

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