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International Conference on School ReformInternational Conference on School ReformVancouver, British Columbia, CanadaVancouver, British Columbia, Canada

December 14, 2006December 14, 2006

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Reforming Schools through Accountability:Reforming Schools through Accountability: The Ohio Integrated Systems ModelThe Ohio Integrated Systems Model

Dr. Sylvia J. ImlerDr. Sylvia J. ImlerDr. Marianne K. Dove Dr. Marianne K. Dove

Dr. Sally A. LewisDr. Sally A. LewisDr. Kenneth L. MillerDr. Kenneth L. Miller

Youngstown State UniversityYoungstown State University

This presentation is based on materials produced by, and with permission of: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 Ohio Department of Education’s (ODE’s) Office for Exceptional Children (OEC);• the Northeastern Ohio Special Education Regional Resource Center (NEOSERRC); the Northeastern Ohio Special Education Regional Resource Center (NEOSERRC); • Michele DiMuzio, Instructional Coordinator, NEOSERRC.Michele DiMuzio, Instructional Coordinator, NEOSERRC.

The Ohio Integrated Systems Model (OISM) was made possible by a State The Ohio Integrated Systems Model (OISM) was made possible by a State Improvement Grant (SIG) awarded by the U.S. Department of Education.Improvement Grant (SIG) awarded by the U.S. Department of Education.

An Overview of the Ohio 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

Workshop Goals

• Define OISM

• Provide a rationale for OISM

• Introduce OISM

• Demonstrate OISM in action

• Critique OISM

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Sets the Occasion for

Student Failure

Ineffective Instruction

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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

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OISM DVD

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Question:Question:

As you learn about Ohio’s attempt to close As you learn about Ohio’s attempt to close

the achievement gap, what model has your the achievement gap, what model has your

country, province, or state created to meet country, province, or state created to meet

this goal?this goal?

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Three-Tiers of Support

• Purpose• Characteristics

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Purpose:

1. Maximize learning for all students

2. Strong core curriculum; 80-90% of students are meeting performance indicators

3. Minimize need for interventions (number & intensity)

4. Use school-wide data to evaluate and improve the instruction for all students in reading/behavior

Characteristics:1. Explicit, focused, high-

quality general education instruction in academic and social competencies

2. Based on concepts of universal design for learning

3. Core curriculum needs of current student population

4. All students receive instruction in core curriculum

School-Wide

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Purpose:

1. ID students at risk for not reaching standards

2. Provide sufficient and appropriate instruction so that performance rapidly reaches/exceeds standards, preventing school failure.

3. Use school-wide data to determine • students in need of

additional instructional in reading or behavior &

• research-based intervention strategies to be used

Targeted

Characteristics (Instruction):

1. Timely, focused, and explicit instruction

2. Monitor progress frequently

3. Flexible student grouping

4. Identify students “at-risk” for academic AND behavior problems

5. Scientifically-supported supplemental programs

6. Culturally responsive content

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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.

Intensive

Characteristics (Curriculum):

•Research-based, Ongoing supportsLiteracy : Increase direct instruction with substantial opportunities to practiceBehavior: Increased explicit instruction in social skills with opportunities to practice in varied setting

•Instruction designed by skilled & trained intervention team •Small group (1:3)•Once a week on target skill•Regular progress reviews

A Rationale for OISM

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What the data indicate…

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

Disproportionality of Suspensions by Race/Ethnicity-Ohio State Discipline Report Card 2002

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15

4

16

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1.2

16.5

1.8

0.1

1.5

78.9

0 10 20 30 40 50 60 70 80 90

Asian/Pacific Islander

African American

Hispanic

Native American/AlaskanNative

Multiracial

White/Caucasian

Racial/Ethnic Group

Percent

% of suspensions % of student population by race/ethnicity

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•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

Student Problem Behavior: Social Cost

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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

Kincaid, h Florida

Source: Kincaid, D., University of South Florida

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Impact of 491 Office Referrals in an Elementary School in Ohio...

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.

Adapted from Barrett et.al.

*$6,500 or more spent per year for an instructional leader to process office referrals.

** Based on an average salary of $70,000

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Impact of 3057 Office Referrals in a Middle School in Ohio...

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.

Adapted from Barrett et.al.

*$35,000 or more spent per year for an instructional leader to process office referrals.

** Based on an average salary of $70,000

Summative Effects of an Integrated Model

Sourced: Shep Kellem, Johns Hopkins University

Reading

Instruction

R BR BR B

Reading & Behavior

Instruction

Behavior

Instruction

Significance

BL

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Focus on Academics AND Behavior

Question: In light of data presented in this Question: In light of data presented in this

section, are you observing similar trendssection, are you observing similar trends

in your schools? in your schools?

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OISM in Action

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Six Key Features of OISM

1. Administrative Leadership

2. Collaborative Strategic Planning

3. Scientifically-based Research

4. Data-based Decision Making

5. Culturally Responsive Practices

6. Academic & Behavior Supports across 3-tiers

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CASE STUDYMiranda

GROUP ACTIVITY

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Case Study: Miranda

Miranda is a nine-year old, Latina third-grade studentenrolled at an urban elementary school. Miranda hasdemonstrated 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.

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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.

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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.

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Q & A

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Appendix

Six Key Features of OISM1. Administrative Leadership

2. Collaborative Strategic Planning

3. Scientifically-based Research

4. Data-based Decision Making

5. Culturally Responsive Practices

6. Academic & Behavior Supports across 3-tiers

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

Problem Definition

Problem Analysis

Evaluate the Plan

Goal SettingPlan Development & Implementation

2. Collaborative Strategic Planning

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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?

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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.

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

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

5. Culturally Responsive Practices

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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