Integrated Systems Model ISMOISM Updates for District Leaders

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Integrated Systems Model (ISM/OISM) Updates for
District Leaders
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Today we will learn about

• How the integrated systems work continues in the
  New Region 13 context
• High relevance of integrated systems work under
  NCLB - school improvement guidance
• Partnerships with SERRC/SST and DLT stipends -
  planning the year
• Where RTI fits in the system
• Data in support of the systems work
• Relevance of the DLT for sustainability, capacity
  building and consistency of excellence
• State improvement framework which matches CSP in
  ISM

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Breadth and Depth of the Integrated Systems Model
Work

• National, State, and Regional Context

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The Big Picture

• Schools in at least 26 states in the country are
  implementing a three-tiered model of academic and
  behavior supports
• By implementing the Integrated Systems Model in
  your district, you join over 225 districts in
  Ohio engaged in this important and exciting work

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Connection to RtI

• What is RtI?
• RtI is the practice of providing high-quality
  instruction/intervention matched to student needs
  and using learning rate over time and level of
  performance to make important educational
  decisions.
• NASDSE

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ISM and RtI Key Components

• Three-tiered model of service delivery
• Use of a collaborative problem-solving process
• Use of academic and behavior data systems for
  making instructional decisions at each tier
• Strong, research-based core academic and behavior
  curricula, instructional practices and
  interventions
• Adapted from NASDSE

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Legal Support for RtI and the Integrated
Systems Model

• IDEA 2004
• Use of scientifically based instructional
  practices
• Response to these practices in eligibility
  determination
• Whole-school approaches to prevention and
  intervention
• Scientifically-based early reading programs
• Positive behavioral supports
• Early intervening services
• NCLB
• Research-based instruction and intervention
• Reading instruction that includes phonemic
  awareness, phonics, fluency, vocabulary and
  comprehension

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Integrated Systems Model Outcome Data State
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Spread of Implementation

• 431 buildings implementing
• 137 supported through SIG
• 645 PBS
• 570 Academic
• 779 working on some elements
• 226 Districts involved in some level

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Spread of Implementation

• 11 IHE Grants for teacher preparation
• 9 Ohio Universities certified to train school
  psychologists have adopted the model
• All intern school psychologists are evaluated
  based on performance related to the 3-tiered
  framework
• Urban, Suburban Rural Schools
• Elementary, Middle and High Schools

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Depth of Implementationwithin Buildings

• Implementation Evaluation Tool (IET)
• Direct assessment of implementation in a
  state-wide sample of buildings
• 13 in Phase 1
• 20 in Phase 2
• 20 in Phase 3

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Integrated Systems Model Outcome Data Region
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Preliminary Results in Reading

• Grade 3 students in High Implementing schools
  show higher levels of reading achievement
  relative to Low Implementing schools
• High Implementation is positively correlated with
  multiple measures of reading achievement
  including the Ohio Achievement Test

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Regional Data Improving PSF in Kindergarten
2001-2002 to 2006-2007
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DIBELS Data Over Time in Southwest Ohio
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Preliminary Results in Behavior

• High Implementing schools have lower discipline
  rates than Low Implementing schools
• High Implementing Schools have a smaller gap in
  discipline rates across the NCLB subgroups

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Continuation and Sustainability

• Hundreds of buildings across the state are
  continuing and furthering their implementation
  efforts this year
• These efforts were supported with State
  Improvement Grant (SIG) funding
• With implementation well underway, the State
  Personnel Development Grant (SPDG) focuses
  resources at supporting district leadership to
  forward and sustain the work of the Integrated
  Systems Model

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District Success Activity

• What are your districts successes?

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Sustainable School Improvement Requires Systems
Change
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Ohios Improvement Framework
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School improvement is the goal-designing
effective educational systems so that All
students are successful

• ISM, RTI, and the Ohio Improvement framework are
  school improvement efforts
• Full implementation of IDEIA and NCLB requires a
  coordinated school improvement process

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The goal of ISM is to raise the achievement of
all students and close achievement gaps.
The Integrated Systems Model for Academic and
Behavior Educational Practices 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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Data-based Decision Making
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• Schools and school systems that are predicated
  on continuous improvement and responsiveness to
  the changing needs of new generations of students
  work to deepen their understandings of race,
  class, gender, language, culture, and democracy
  and develop practices that promote the success of
  all students. NCCREST Position Statement 2005

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Using assessment data to prevent failure

• Using formative data within the ISM assists us
  with designing culturally responsive
  preventative and intervention systems of support
  so that we can increase the academic performance
  of ALL students

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The Big Questions ofSystems Level Assessment
Is our system working?
For whom is our system not working?
In what areas is our system exhibiting
performance gaps?
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www. swis.org Main Menu Select Reports -
School Ethnicity Report
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Ethnicity Reports

• Key Questions
• What proportion of enrolled students in school
  are from each ethnicity?
• What proportion of referrals are contributed from
  students in each ethnicity?
• What proportion of students with at least one
  referral are from each ethnicity?
• What proportion of students within each ethnicity
  have received at least one office discipline
  referral?

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Figure 1 (a) of students enrolled, (b) of
ODRs by ethnicity
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Using Disaggregated DIBELS Reports

• These reports provide a way for you to examine
  your data to determine if current instruction is
  meeting the needs of ALL students or if there are
  gaps in achievement between various groups of
  students
• Reports can be generated by
• Race/ethnicity
• Gender
• Free/reduced lunch
• Special education
• Special education disability category
• DIBELS Accomodations

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Demographics Breakdown
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Demographics Breakdown
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Disaggregated Reports
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DIBELS and OAT Data

• From Ohio State Improvement Grant Evaluation
  (2007) data
• DIBELS data significantly predict spring OAT
  scores (Grades 3-6 predicts 93-98 of variance
  in scores)
• Oral Reading Fluency (ORF) benchmarks highly
  accurate in predicting OAT proficiency
• ORF at risk status 25 proficient on OAT
• ORF low risk status 90 proficient on OAT

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Evaluation

• Structures
• Processes
• Functions

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ISM Agreements

• Last years stipend to support ISM work

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What Do You Need?

• Tell us your ideas regarding the supports and
  services your district would like to see from the
  State Support Team in order to further the
  implementation of ISM in your distict

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To continue to receive support for ISM
implementation from state support team.

• Discuss ISM implementation and specific needs to
  support capacity building during partnership
  agreement/ISM DLT meetings
• Specifically indicate in partnership agreement
  and CCIP the services/supports needed to
  implement ISM
• Explicitly communicate to leaders within the
  district how the ISM work addresses school
  improvement efforts
• Share progress with key stakeholder groups
  (school board, parents, building staff)
• Advocate for continued support to implement ISM
  to regional service providers