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Developing School-Based Systems of Support: Ohio’s Integrated Systems Model

Developing School-Based Systems of Support: Ohio’s Integrated Systems Model. Y.S.U. April 4, 2006. Legislative requirements inform and support an integrated systems approach between NCLB & IDEA 04. IDEIA 108-446. ESEA PL 107-110 No Child Left Behind.

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Developing School-Based Systems of Support: Ohio’s Integrated Systems Model

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  1. Developing School-Based Systems of Support: Ohio’s Integrated Systems Model Y.S.U. April 4, 2006

  2. Legislative requirements inform and support an integrated systems approach between NCLB & IDEA 04 IDEIA 108-446 ESEA PL 107-110No Child Left Behind Operating Standards for Ohio’s Schools Serving Children with Disabilities OperatingStandards for Ohio’s Schools Academic Content Standards • Accountability-data based decision making • Progress in the general curriculum for ALL students • Systems of Intervention for ALL students • Scientifically Based Instruction • Increased parental involvement

  3. The Ohio Integrated Systems Model for Academic and Behavior Supports The Ohio 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. R B R B R B Summative Effects of an Integrated Model Significance BL Shephard Kellam, Johns Hopkins University ReadingInstruction Reading & Behavior Instruction Behavior Instruction

  5. Ohio’s Integrated Systems Model for Academic and 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

  6. Key Features of an Effective Integrated Model Academic & Behavior Supports Across 3-tiers Administrative Leadership Collaborative Strategic Planning (CPS) Culturally Responsive Practices Data-Based Decision Making Scientifically-Based Research

  7. Ohio’s Standards for the Teaching Profession • Standard 1(Students): Teachers understand student learning and development, and respect the diversity of the students they teach • Standard 2(Content): Teachers know and understand the content area for which they have instructional responsibility • Standard 3(Assessment): Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning • Standard 4(Instruction): Teachers plan and deliver effective instruction that advances the learning of each individual student

  8. Ohio’s Standards for the Teaching Profession (continued) • Standard 5(Learning Environment): Teachers create learning environments that promote high levels of learning and achievement for all students • Standard 6(Collaboration and Communication): Teachers collaborate and communicate with other educators, administrators, parents and the community to support student learning • Standard 7(Professional Responsibility and Growth): Teachers are professionals who assume responsibility for professional growth, performance and involvement as an individual and a member of a learning community

  9. Ohio’s Standards for Principals • Standard 1(Continuous Improvement): Principals help create a shared vision and clear goals for their schools and ensure continuous improvement toward achieving their goals • Standard 2(Instruction): Principals support the implementation of high-quality, standards-based instruction that results in higher levels of achievement for all students • Standard 3(School Operations, Resources and Learning Environment): Principals allocate resources and manage school operations in order to ensure a safe and productive learning environment

  10. Ohio’s Standards for Principals • Standard 4(Collaboration): Principals establish and sustain collaborative learning and shared leadership to promote student learning and achievement of all students • Standard 5(Parents and Community Engagement): Principals engage parents and community members in the educational process and create an environment where community resources support student learning, achievement and well-being

  11. Ohio’s Professional Development Standards • Standard 1: Effective professional development is a purposeful, structured and continuous process that occurs over time • Standard 2: Effective professional development is informed by multiple sources of data • Standard 3: Effective professional development is collaborative • Standard 4: Effective professional development includes varied learning experiences that accommodate individual educators’ knowledge and skills • Standard 5: Effective professional development results in the acquisition and refinement of skills and knowledge • Standard 6: Effective professional development is evaluated by its short and long-term impact on professional practice and achievement of all students

  12. More Information • OISM • Michele DiMuzio • 1-800-776-8298 ext. 109 • mcoe_mmd@access-k12.org • Standards • http://esb.ode.state.oh.us

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