Ohio Confederation of Ohio Confederation of Teacher Education Teacher Education

OrganizationsOrganizationsFall ConferenceFall Conference

October 26, 2006October 26, 2006

Columbus, OhioColumbus, Ohio

““We did then what we We did then what we knew how to do,knew how to do,

When we knew better,When we knew better,We did better.”We did better.”

-Maya Angelou-Maya Angelou

Today’s DiscussionToday’s Discussion

Federal Historical PerspectiveFederal Historical Perspective Context of Ohio’s Performance ExpectationsContext of Ohio’s Performance Expectations Key Aspects of NCLB and IDEA 04Key Aspects of NCLB and IDEA 04 The Ohio Integrated System for Academic and The Ohio Integrated System for Academic and

Behavior Supports, Response to Intervention, Behavior Supports, Response to Intervention, Disproportionality, Early Intervening Services, Disproportionality, Early Intervening Services, AYP and Other Topics of InterestAYP and Other Topics of Interest

Ohio’s Progress To DateOhio’s Progress To Date Questions and DiscussionQuestions and Discussion

ESEA PL 107-110No Child Left Behind

Legislative Requirements Inform and Support an Integrated Systems Approach Between NCLB & IDEA 04

IDEA 04 108-446

OperatingStandards for Ohio’s

Schools

Operating Standards for Ohio’s Schools

Serving Children with Disabilities

•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

•Academic Content Standards•Professional Development Standards•Principal Standards•Teaching Standards

National ContextNational Context

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

(From Kincaid, D. University of South Florida)

Student Problem Behavior:

Social Cost

Student Problem Behavior: Economic Cost

•The average cost of the most highly restrictive placements for students with disabilities 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

(Kincaid, D., University of South Florida)

Ohio’s ContextOhio’s Context

Ohio’s 2005-2006 Annual Report Card on Ohio’s 2005-2006 Annual Report Card on Educational ProgressEducational Progress

Average of all students’ scores on state tests has Average of all students’ scores on state tests has increased by 19+ points, from 73.7 to 92.9increased by 19+ points, from 73.7 to 92.9

97% of LEAs have improved their performance index 97% of LEAs have improved their performance index scorescore

200 LEAs moved up at least one state designation200 LEAs moved up at least one state designation 8 of 10 Ohio LEAs are either Excellent or Effective8 of 10 Ohio LEAs are either Excellent or Effective No Ohio LEAs in Academic Emergency; 7 in No Ohio LEAs in Academic Emergency; 7 in

Academic Watch; 88% of Ohio LEAs in top three Academic Watch; 88% of Ohio LEAs in top three designations designations

Ohio’s 2005-2006 Annual Report Card on Ohio’s 2005-2006 Annual Report Card on Educational ProgressEducational Progress(con’t)(con’t)

Adequate Yearly Progess(AYP) for Ohio’s 610 LEAsAdequate Yearly Progess(AYP) for Ohio’s 610 LEAs 193 met AYP193 met AYP 244 missed AYP for one subgroup244 missed AYP for one subgroup 97 missed AYP for two subgroups97 missed AYP for two subgroups 76 missed AYP for three or more subgroups76 missed AYP for three or more subgroups

Percent of Schools and LEAs Meeting AYPPercent of Schools and LEAs Meeting AYP 2003-2004: 83%(schools) 64%(districts)2003-2004: 83%(schools) 64%(districts) 2004-2005: 75.7%(schools) 55.5%(districts)2004-2005: 75.7%(schools) 55.5%(districts) 2005-2006: 60.6%(schools) 31.6%(districts)2005-2006: 60.6%(schools) 31.6%(districts)

Ohio’s 2005-2006 Annual Report Card on Ohio’s 2005-2006 Annual Report Card on Educational ProgressEducational Progress(con’t)(con’t)

Graduation Rates ClimbGraduation Rates Climb 1996-1997 (79.8%)1996-1997 (79.8%) 2004-2005 (86.2%)2004-2005 (86.2%)

Achievement Gap Remains a ChallengeAchievement Gap Remains a Challenge

                                                                                                                                    

                                                                                                                                    

  

                                                                                                                                                  

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

Administrative Time Lost

7,365 minutes123 hours20 work days

* Based on 15 minutes per referral.

Student Instructional Time Lost

22,095 minutes368 hours61 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

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

Administrative Time Lost

45,855 minutes764 hours95 work days

* Based on 15 minutes per referral.

Student Instructional Time Lost

137,565 minutes2,292 hours382 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

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.

““Ohio Integrated Systems Model for Ohio Integrated Systems Model for Academic & Behavior Supports”Academic & Behavior Supports”

Big Ideas in Beginning ReadingBig Ideas in Beginning Reading DIBELSDIBELS Florida Center for Reading ResearchFlorida Center for Reading Research Institute for the Development of Educational Institute for the Development of Educational

AchievementAchievement National Center for Culturally Responsive National Center for Culturally Responsive

Educational SystemsEducational Systems North Central Regional Educational LaboratoryNorth Central Regional Educational Laboratory Oregon Reading FirstOregon Reading First Positive Behavior Intervention and SupportsPositive Behavior Intervention and Supports School Wide Information Systems (SWIS)School Wide Information Systems (SWIS) What Works ClearinghouseWhat Works Clearinghouse

Ohio Integrated Systems Ohio Integrated Systems ModelModel

Whole School SystemsWhole School Systems ComprehensiveComprehensive PreventionPrevention InterventionIntervention Continuum of SupportsContinuum of Supports Academic and BehaviorAcademic and Behavior All StudentsAll Students

Academic System

Ohio Integrated Systems Model for Academic and Behavior Supports

Decisions about tiers of support are data-based

Behavioral System

1-5% Intensive Individualized Interventions

Tier Three

Adapted from OSEP Effective School-Wide Interventions

5-10% Targeted InterventionsTier Two

5-10% Targeted InterventionsTier Two

1-5% Intensive Individualized InterventionsTier Three

80-90% School-Wide Interventions

Tier One

80-90% School-Wide Interventions Tier One

Key Features of an Key Features of an Effective Integrated ModelEffective Integrated Model

Administrative Leadership

Collaborative Strategic Planning

(CPS)

Scientifically-Based

Research

Data-Based Decision Making

Culturally Responsive

Practices

Academic & Behavior Supports Across 3-tiers

Summative Effects Summative Effects of an Integrated Modelof an Integrated Model

Shephard Kellam, Johns Hopkins UniversityShephard Kellam, Johns Hopkins University

Reading

Instruction

R BR BR B

Reading & Behavior

Instruction

Behavior

Instruction

Significance

BL

Research FoundationsResearch Foundations

Based on longitudinal research, achievement is Based on longitudinal research, achievement is strongly and reciprocally linked to behavior and strongly and reciprocally linked to behavior and psychological well being.psychological well being.

School wide prevention/intervention efforts in early School wide prevention/intervention efforts in early grades promote academic achievement, prevent grades promote academic achievement, prevent school failure and drop out.school failure and drop out.

School wide prevention/intervention efforts School wide prevention/intervention efforts promote emotional and behavioral well-being; promote emotional and behavioral well-being; prevent drug abuse, aggression, and mental prevent drug abuse, aggression, and mental disorders.disorders.

Research Foundations Research Foundations Supporting OISMSupporting OISM

Proven relationship between academic and social behavior Proven relationship between academic and social behavior skill development (Kellam,1998)skill development (Kellam,1998)

Effectiveness of a system wide, 3 tiered model of Effectiveness of a system wide, 3 tiered model of intervention with increasing intensity to infuse behavior and intervention with increasing intensity to infuse behavior and academic support across a school for all students in need of academic support across a school for all students in need of assistance (Sugai, Horner,Kame’enui, Simmons, 2002)assistance (Sugai, Horner,Kame’enui, Simmons, 2002)

Established efficacy of educational systems change as a Established efficacy of educational systems change as a means to improve schools, and consequently, student means to improve schools, and consequently, student achievement (Fullan, 2003)achievement (Fullan, 2003)

Ohio Integrated System for Academic and Ohio Integrated System for Academic and Behavior Supports (OISM) and…Behavior Supports (OISM) and…

Response to Intervention (RtI)Response to Intervention (RtI) DisproportionalityDisproportionality Early Intervening ServicesEarly Intervening Services Adequate Yearly Progress (AYP)Adequate Yearly Progress (AYP) Association with School Improvement Association with School Improvement

Progress of Schools and Districts Progress of Schools and Districts Involved with the Ohio Involved with the Ohio

Integrated Systems Model for Integrated Systems Model for Academic and Behavior Supports Academic and Behavior Supports

State Improvement Grant State Improvement Grant OutcomesOutcomes

Characteristics of the sampleCharacteristics of the sample Evidence of accuracy of implementationEvidence of accuracy of implementation Literacy outcome dataLiteracy outcome data Stakeholder satisfaction with the modelStakeholder satisfaction with the model State Evaluation Coordinator for Ohio SIG: State Evaluation Coordinator for Ohio SIG: Francis E. Lentz Ph.D.Francis E. Lentz Ph.D.

University of CincinnatiUniversity of Cincinnati

Characteristics of the SampleCharacteristics of the Sample Two cohorts 59 buildings 2004-05Two cohorts 59 buildings 2004-05 78 buildings 2005-0678 buildings 2005-06 137 total buildings137 total buildings Geographically distributed across stateGeographically distributed across state Similar proportions of at-risk students in NCLB subgroups Similar proportions of at-risk students in NCLB subgroups

compared to other OH schoolscompared to other OH schools OISM buildings were lower performing on OH report card OISM buildings were lower performing on OH report card

than OH normthan OH norm OISM buildings were significantly lower in reading OISM buildings were significantly lower in reading

performance than overall OH schoolsperformance than overall OH schools

Implementation AccuracyImplementation Accuracy

SET data for PBS implementation SET data for PBS implementation

(75% implemented)(75% implemented) Building action plans (65% accuracy for use of Building action plans (65% accuracy for use of

strategic planning process)strategic planning process) SWIS/DIBELS implementation & use of web data SWIS/DIBELS implementation & use of web data

systems (123 buildings) use of data to make systems (123 buildings) use of data to make decisions across tiers of supportdecisions across tiers of support

Literacy Outcome DataLiteracy Outcome Data

Both cohorts significantly improved fall to Both cohorts significantly improved fall to spring outcomes for measures analyzed spring outcomes for measures analyzed

(ORF, NWF, LNF )(ORF, NWF, LNF ) 22,000 students in DIBELS database22,000 students in DIBELS database Cohort one better improvement than cohort Cohort one better improvement than cohort

two(one with more experience than two ) may two(one with more experience than two ) may speak to effect of level of implementation)speak to effect of level of implementation)

Stakeholder SatisfactionStakeholder Satisfaction

Belief about the effectiveness of OISM components Belief about the effectiveness of OISM components for teachers, principals, and regional coaches.for teachers, principals, and regional coaches.

All groups indicated strong belief that OISM will be All groups indicated strong belief that OISM will be effective in improving outcomes with coach and effective in improving outcomes with coach and principal ratings being highestprincipal ratings being highest

Overall, participants believed that OISM will Overall, participants believed that OISM will improve outcomes, skills related to OISM are good, improve outcomes, skills related to OISM are good, but there are some concerns about knowledge and but there are some concerns about knowledge and commitment of their peers. commitment of their peers.

Evaluation of Impact of theOhio Integrated Systems Model 2005-06

Implementation Accuracy Data

89

123

107103

0

20

40

60

80

100

120

140

137 OISM Buildings

Implementation of OISM Components

Accurate Use of Collaborative Strategic Planning Process

Web-based Discipline Screening Tool (SWIS) in Place

Web-based Literacy Screening Tool (DIBELS) in Place

75% 65% 89% 78%

Grade Levels that Showed Significant Improvementfrom Fall to Spring on Early Literacy Measures

Grade Statistically SignificantImprovement

No StatisticallySignificant Improvement

K X

1 X

2 X

3 X

4 X

5 X

6 NA (too few students)

- 22,000 students in evaluation database (Dynamic Indicators of Basic Early Literacy Skills –DIBELS).

- Measures approved by National Reading First Assessment Committee.- All grade levels evidenced statistically significant improvement on literacy measures.- DIBELS measures are shown to be strong emerging predictors of success on OAT in

reading.- Ohio achievement tests gains in reading will be part of next years evaluation for this group of

students.

Regional EvaluationRegional EvaluationSmall Sample SizeSmall Sample Size

Outcomes:Outcomes: Positive correlation between schools’ self -assessments Positive correlation between schools’ self -assessments

of implementation and independent ratersof implementation and independent raters Low implementing schools vs. High implementing Low implementing schools vs. High implementing

schoolsschools Both high and low implementer schools made overall Both high and low implementer schools made overall

achievement gainsachievement gains High implementers demonstrated higher subgroup student High implementers demonstrated higher subgroup student

performance. These schools were more successful in closing performance. These schools were more successful in closing achievement gaps for SWD and other at-risk students.achievement gaps for SWD and other at-risk students.

Questions and DiscussionQuestions and Discussion