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Scaling up and sustaining an integrated behavior and reading schoolwide model of supports November 18, 2008. Mission Statement.

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Scaling up and sustaining an integrated behavior and reading schoolwide model of supports

November 18, 2008


Mission statement
Mission Statement schoolwide model of supports

To develop support systems and sustained implementation of a data-driven, problem solving model in schools to help students become better readers with social skills necessary for success.


Participating schools
Participating Schools schoolwide model of supports

2000 Model Demonstration Schools

2004 Schools

2005 Schools

2006 Schools

2007 Schools

2008 Schools

Partnering with

38 ISDs

151 School Districts

340 School Buildings

~9,000 Staff

Impacting

~130,000 Students


Unit of change vs unit of support
Unit of Change vs. Unit of Support schoolwide model of supports

  • Focus on outcomes at the building level

    • Process, Systems, Student

  • Support at District Level

    • Investing in the Intermediate School Districts/Local School Districts which will serve and support individual schools.


Miblsi support structure

State Support schoolwide model of supports

ISD/RESA/ DISTRICT Team

School

School

School

MiBLSi Support Structure

National Initiatives Connection

Funding/ Professional Development

Reading/

Discipline

Information


Professional development schedule
Professional Development Schedule schoolwide model of supports


Why behavior and reading
Why Behavior and Reading? schoolwide model of supports

  • Both involve similar processes to achieve desired outcomes

  • Both are necessary for academic success

  • As disruptive student behavior decreases, teaching time increases, allowing all children to learn more


Better Integration of Academic and Behavior Supports schoolwide model of supports

Multi-Tiered Supports

Academic Support

Academic Support

Academic Support

Behavior Supports

Behavior Supports

Behavior Supports


Sustainability
Sustainability schoolwide model of supports

  • Application process (establishing commitment)

  • Coaching support linked to ISD

  • Investing in Teams

  • Develop local capacity (regional, district, building levels)

  • Develop local infrastructures and implementation process


Braiding miblsi with school building and district initiatives
Braiding MiBLSi with schoolwide model of supportsSchool Building and District Initiatives

School Improvement

Response to Intervention

Reading First

No

Child Left Behind

Student Support Team


Going to scale through spdg
Going to Scale through SPDG schoolwide model of supports

  • Implementation in 500 elementary schools with 80% of schools implementing with fidelity

  • Implementation in 80 middle and high schools with 80% of schools implementing with fidelity

  • Regionalization

    • Technical Assistance Partners (TAPs) assigned to each region

    • Trainers for each region

      • At least 100 trainers statewide

    • Coaching Support

      • At least 250 coaches representing 70% of all ISD and 5 large school districts


2004 Schools schoolwide model of supports

2005 Schools

2006 Schools

2007 Schools

2008 Schools


Plan for long term implementation by using information for continuous improvement
Plan for long-term implementation by using information for continuous improvement

4th Grade Reading MEAP: Met/Exceed Standards

Change MEAP

Fall 2005

Began Project Implementation

Fall 2001

Example project school


Measures
Measures continuous improvement


Focus on implementing with fidelity using benchmarks of quality boq odr 06 07 and 07 08
Focus on Implementing with Fidelity continuous improvementusing Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08

Decrease 14.6%

Increase 8%


Investing in coaches average major discipline referrals per day per month
Investing in Coaches: continuous improvementAverage Major Discipline Referrals per Day per Month

Coach returns from leave

One School’s Example


Problem solving at the various levels

Problem Solving at the Various levels continuous improvement

School Wide Level

Purpose: Evaluate the success of each grade level programs supporting all students within the school and to take action to strengthen these programs.

Grade Level

Purpose: Evaluate the success of programs supporting all students within the specific grade and class; and to take action to strengthen these programs.

Individual Student Level

Purpose: Evaluate the success of programs supporting the student and to take action to strengthen the program.


Process of inquiry

Process of Inquiry continuous improvement

Through this process of inquiry, we are using data to determine if we have the critical information (quantity and quality) to design and evaluate student support programs.


Process of inquiry1
Process of Inquiry continuous improvement

  • Do we have a problem?

    • What are the standards? (goals, benchmarks, etc.)

    • What is the actual performance?

    • Is the actual performance acceptable?

  • Where are the concerns?

    • With who?

    • When? (sometimes/all the time, under specific conditions?

    • What does it look like?

  • Why is this problem occurring?

    • What is currently being done to address the situation?

    • Is the “right thing” being done at the “right time”?

    • What needs to be done differently?

  • Do we have the information needed to develop/enhance student support?

    • Do we need more information?

    • Do we need different information?

    • Do we know how and where to get the information?


Percent of students at dibels benchmark spring and major discipline referrals per 100 students
Percent of Students at DIBELS Benchmark (Spring) continuous improvementand Major Discipline Referrals per 100 Students


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