International Conference on School Reform Vancouver, British Columbia, Canada December 14, 2006

1. International Conference on School ReformVancouver, British Columbia, CanadaDecember 14, 2006

2. Reforming Schools through Accountability:The Ohio Integrated Systems Model Dr. Sylvia J. Imler Dr. Marianne K. Dove Dr. Sally A. Lewis Dr. Kenneth L. Miller Youngstown State University This presentation is based on materials produced by, and with permission of: the Ohio Department of Education’s (ODE’s) Office for Exceptional Children (OEC); the Northeastern Ohio Special Education Regional Resource Center (NEOSERRC); Michele DiMuzio, Instructional Coordinator, NEOSERRC. The Ohio Integrated Systems Model (OISM) was made possible by a State Improvement Grant (SIG) awarded by the U.S. Department of Education.

3. An Overview of theOhio Integrated Systems Model (OISM)for Academic and Behavior Supports A Statewide Model to Close the Achievement Gap for Students with Disabilities and Other At-Risk Learners

4. Workshop Goals • Define OISM • Provide a rationale for OISM • Introduce OISM • Demonstrate OISM in action • Critique OISM

5. Ineffective Instruction Sets the Occasion for Student Failure

6. The Challenge Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. • Mayer, 1995 • Mayer & Sulzar-Azaroff, 1991

7. OISM DVD

8. Question: As you learn about Ohio’s attempt to close the achievement gap, what model has your country, province, or state created to meet this goal?

9. Three-Tiers of Support • Purpose • Characteristics

10. School-Wide Purpose: • Maximize learning for all students • Strong core curriculum; 80-90% of students are meeting performance indicators • Minimize need for interventions (number & intensity) • Use school-wide data to evaluate and improve the instruction for all students in reading/behavior • Characteristics: • Explicit, focused, high-quality general education instruction in academic and social competencies • Based on concepts of universal design for learning • Core curriculum needs of current student population • All students receive instruction in core curriculum

11. Targeted Purpose: • ID students at risk for not reaching standards • Provide sufficient and appropriate instruction so that performance rapidly reaches/exceeds standards, preventing school failure. • Use school-wide data to determine • students in need of additional instructional in reading or behavior & • research-based intervention strategies to be used • Characteristics (Instruction): • Timely, focused, and explicit instruction • Monitor progress frequently • Flexible student grouping • Identify students “at-risk” for academic AND behavior problems • Scientifically-supported supplemental programs • Culturally responsive content

12. Intensive • Characteristics (Curriculum): • Research-based, Ongoing supports • Literacy : Increase direct instruction with substantial opportunities to practice • Behavior: Increased explicit instruction in social skills with opportunities to practice in varied setting • Instruction designed byskilled & trained intervention team • Small group (1:3) • Once a week on target skill • Regular progress reviews Purpose: • To provide sustained support for children • Not progressing with targeted supports OR • Whose initial assessment data indicate need for support at all 3 tiers • Use school-wide and functional behavior/reading assessment data to plan supports so student progresses in general curriculum.

13. A Rationale for OISM

14. What the data indicate…

21. SWO SERRC/Mod. I--9/30/03

22. Student Problem Behavior: Social Cost • Over 50% of U.S. crime is committed by 5-7% of children between ages of 10-20 • Over 82% of crime is committed by people who have not completed school • 70% of youth viewed as antisocial in school are arrested within 3 years of leaving school • Problem behavior is the single most common reason why students with disabilities are removed from regular schools, work, and house settings Source: Kincaid, D. University of South Florida

23. Student Problem Behavior: Economic Cost • The average cost of the most highly restrictive placements for • SWD is $150,000 • Federal & state governments add 1,500 prison beds every week • costing $30 billion/ year • It is projected that soon more Americans will be in prison than • will attend the nation’s 4-year colleges Source: Kincaid, D., University of South Florida Kincaid, h Florida

24. Impact of 491 Office Referrals in an Elementary School in Ohio... Adapted from Barrett et.al. Administrative Time Lost 7,365 minutes 123 hours 20 work days * Based on 15 minutes per referral. Student Instructional Time Lost 22,095 minutes 368 hours 61 school days * Based on 45 minutes out of the classroom. *$6,500 or more spent per year for an instructional leader to process office referrals. ** Based on an average salary of $70,000

25. Impact of 3057 Office Referrals in a Middle School in Ohio... Adapted from Barrett et.al. Administrative Time Lost 45,855 minutes 764 hours 95 work days * Based on 15 minutes per referral. Student Instructional Time Lost 137,565 minutes 2,292 hours 382 school days * Based on 45 minutes out of the classroom. *$35,000 or more spent per year for an instructional leader to process office referrals. ** Based on an average salary of $70,000

26. R B R B R B Summative Effects of an Integrated Model Significance Sourced: Shep Kellem, Johns Hopkins University BL Reading Instruction Reading & Behavior Instruction Behavior Instruction

27. Focus on Academics AND Behavior Question: In light of data presented in this section, are you observing similar trends in your schools?

28. OISM in Action

29. Six Key Features of OISM • Administrative Leadership • Collaborative Strategic Planning • Scientifically-based Research • Data-based Decision Making • Culturally Responsive Practices • Academic & Behavior Supports across 3-tiers

31. CASE STUDYMiranda GROUP ACTIVITY

32. Case Study: Miranda Miranda is a nine-year old, Latina third-grade student enrolled at an urban elementary school. Miranda has demonstrated a variety of academic and behavioral problems since kindergarten when her parents were divorced. Since that time Miranda has been sent to the principal’s office on 11 occasions for disrupting class, hitting other students, and refusing to participate in classroom activities. Although Miranda’s progress was satisfactory in kindergarten, it has declined substantially in all subject areas in the past two years.

33. Critical Evaluation • Identify perceptions of strengths and limitations of the Ohio Integrated Systems Model as it applies to the unique circumstances of your school. • Identify implications for professional practice.

34. Summary Statement Improved academic achievement and increased positive behavior are required outcomes for comprehensive school improvement. Research shows that effective behavioral systems melded with effective instruction are likely to result in improved academic gains (Horner & Sugai, 2000). The Ohio Integrated Systems Model (OISM) is a means to achieve this goal.

35. Q & A

36. Appendix Six Key Features of OISM • Administrative Leadership • Collaborative Strategic Planning • Scientifically-based Research • Data-based Decision Making • Culturally Responsive Practices • Academic & Behavior Supports across 3-tiers

37. 1. Administrative Leadership • Directs system Vision & Mission • Establishes partnerships with families & community • Prepares and encourages leaders • Demonstrates high expectations • Models and supports continuous learning • Maintains persistence and commitment

38. 2. Collaborative Strategic Planning Problem Definition Problem Analysis Evaluate the Plan Plan Development & Implementation Goal Setting

39. 2. Collaborative Strategic Planning continued… Questions: • How strong are our PREVENTION efforts? • Is our response based upon INTERVENTION rather than remediation? • Is our response SYSTEMATIC? • Is our response TIMELY? • Is our response DIRECTIVE?

40. 3. Scientifically-based Research • Expected academic skills are directly taught & reinforced within systematic instruction provided to all students. • Core curriculum is examined for the extent to which essential evidenced- based skills are being taught with a priority on examining Reading and the big ideas of literacy instruction described in the National Reading Panel Report. • School-wide data are examined to determine the extent to which the school’s/district’s core curriculum enables most students to reach standards and academic skill benchmarks.

41. 4. Data-based Decision Making • Systematic use of evidence to support decision making • Frequent, reliable, valid indicators of student performance in essential academic skills & behavior guide curriculum & school-wide behavior support plan • Universal Screening Academics • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) - http://dibels.uoregon.edu • Curriculum-Based Measurement (CBM) Behavior • School Wide Information System (SWIS) - http://www.swis.org

42. 5. Culturally Responsive Practices Specific educational practices, teaming processes, instructional strategies, and curricula content which have been established by research to increase the achievement of historically underachieving culturally diverse students - NCCRESt 2004

43. 6. Academic and Behavior Supports Across Three-Tiers • Intensity of interventions increases with the complexity and intensity of academic or behavior problems • 80-90% = School-wide • 5-10% = Targeted • 1-5 % = Intensive Source: Ohio’s State Improvement Grant: A Statewide Model for Closing the Achievement Gap for Students’ with Disabilities and Other At-Risk Learners