SEPDAC March 2, 2007

1. SEPDAC March 2, 2007

2. Reducing the Achievement Gap in Ohio: Implementing OISM to Prepare Graduates of Youngstown State University to Meet the Needs of All Students: Phase I Youngstown State University Beeghly College of Education Department of Counseling and Special Education

3. Grant Writing Team Dr. Sylvia J. Imler, PI Dr. Sally A. Lewis Dr. Kenneth Miller Dr. Marianne K. Dove Committee Members for Phase I of Grant Mrs. Michele DiMuzio Mr. Ron Hockman Mr. Paul Rorhbaugh Dr. Margaret Briley

4. ACTION PLAN • Goals • Procedures • Timeline • Target Audience • Outcomes • Evaluation

5. Goals • History and development of OISM. • Development & impact of new educator standards (principal, teachers, PD). • Assess the components of OISM across all licensure programs. • Collaborate with RSIT & SERRC partners to identify district needs. • Collaborate with RSIT & SERRC to utilize district data to develop action plan.

6. Goals • Collaborate with district RSIT & SERRC to develop an aligned system • Align OISM for academic and behavior supports with SPAs, accreditation agencies, state standards and the BCOE CF • Present the history and development of OISM to BCOE candidates • IHE faculty & university supervisors (along with NEOSERRC, Lincoln Way, and Columbiana County ESC) will identify potential sites • Identified/purchased library resources needed to integrate OISM 11. Evaluate whether or not goals and objectives were accomplished.

7. Target Audience • BCOE administrators, full & part-time faculty & support staff • Middle childhood • Early childhood • School counseling • Ed Admin • Administration • Grant team, RSIT, SERRC • Student teacher candidates • Early/Middle Childhood TEC candidates • STEP (Special Teacher Education Program) • Adolescent/Young Adult candidates • School Counseling candidates • Ed Administration Candidates Ed Majors

8. OUTCOMES • Knowledge of OISM to promote integration of OISM into curricula • OISM statement inclusive in course syllabi • Exhibit model of OISM icon throughout BCOE

9. Youngstown State University: Reducing the Achievement Gap in Ohio: Implementing OISM to Prepare Graduates of Youngstown State University to Meet the Needs of All Students Dr. Sylvia J. Imler, Principal Investigator

10. Outcomes continued…. • Understand the impact of new educator standards for teachers, principals & PD at the pre-service level. • Assessment data will inform changes in BCOE policies, curricula and instructional strategies • Identify district needs • Develop an effective OISM plan for candidates and interns to implement. • Revise BCOE program curricula • PD opportunities • Placement at sites • Library resources to implement the six elements of OISM

11. EVALUATION • *Presentations • Syllabi to insure OISM statement included • *Post OISM graph throughout BCOE • Evaluate college/dept. policies, etc. for evidence of changes based on data and syllabi • Triangulate data findings (RSIT/SERRC/District/YSU OISM grant team)

12. EVALUATION cont… • Alignment of preparation/PD goals • Alignment with SPAs & accrediting agencies • Inclusion of OISM components in TWS & IWS • CT & US evaluation forms of candidates • Library Holdings updated to implement elements of OISM

13. BCOE Teacher Candidate Pre and Post Survey Comparison Pretest Posttest Mean Mean a. I can accurately assess the academic needs of all students 2.95 3.16 b. I can accurately assess the behavioral needs of all students 2.85 3.16 c. I can accurately analyze data on student academic performance 2.99 3.22 d. I can accurately analyze data on student behavior 2.90 3.18 e. I can make effective decisions based on accurate interpretations of data 3.04 3.19 f. I can take necessary steps to insure academic progress for all students 3.06 3.22 g. I can create effective academic interventions based on assessment data 2.95 3.16 h. I can create effective behavioral interventions based on assessment data 2.91 3.16 i. I can implement scientifically-based practices in working with students 2.91 3.16 j. I can effectively engage in collaborative, strategic, planning processes to 3.23 3.33 address student needs Notes: N=262. Responses were made on a Likert scale: 1=Strongly Disagree, 2=Disagree, 3=Agree, 4=Strongly Agree

14. BCOE Faculty Evaluation of BCOE Graduates’ Abilities to Implement the OISM Elements Every graduate of my department is able to:Standard Mean Deviation a. accurately assess the academic needs of all students 3.00 1.40 b. accurately assess the behavioral needs of all students 2.90 1.30 c. can accurately analyze data on student academic performance 3.10 1.40 d. can accurately analyze data on student behavior 2.90 1.20 e. can make effective decisions based on accurate interpretations of data 3.20 1.20 f. can take necessary steps to insure academic progress for all students 3.00 1.30 g. can create effective academic interventions based on assessment data 2.80 1.10 h. can create effective behavioral interventions based on assessment data 3.10 1.20 i. can implement scientifically-based practices in working with students 3.40 1.20 j. can effectively engage in collaborative, strategic, planning processes to 3.60 1.30 address student needs Notes: N=17. Responses were made on a Likert scale: 1=Strongly Disagree, 2=Disagree, 3=Neither Disagree or Agree, 4=Agree, 5= Strongly agree (45% completed survey)

15. University Supervisor Evaluation of BCOE Student Teacher Candidates’ Abilities to Implement the Ohio Integrated Systems Model (OISM) Standard Mean Deviation a. accurately assessedthe academic needs of all students 4.28 0.81 b. accurately assessed the behavioral needs of all students 4.26 0.78 c. accurately analyzed data on student academic performance 4.27 0.78 d. accurately analyzed data on student behavior 4.22 0.92 e. made effective decisions based on accurate interpretations of data 4.29 0.93 f. took necessary steps to insure academic progress for all students 4.37 0.90 g. created effective academic interventions based on assessment data 4.30 0.90 h. created effective behavioral interventions based on assessment data 4.00 1.00 i. implemented scientifically-based practices in working with students 4.27 0.88 j. effectively engaged in collaborative, strategic, planning processes 4.47 0.79 to address student concerns Notes: N= 75 Responses were made on a Likert scale: 1=Strongly Disagree, 2=Disagree, 3=Neither Disagree or Agree, 4=Agree, 5= Strongly agree

16. Cooperating Teacher Evaluation of BCOE Student Teacher Candidates’ Abilities to Implement the Ohio Integrated Systems Model (OISM) Standard Mean Deviation a. accurately assessedthe academic needs of all students 4.16 0.99 b. accurately assessed the behavioral needs of all students 3.96 1.06 c. accurately analyzed data on student academic performance 4.09 1.00 d. accurately analyzed data on student behavior 3.97 1.14 e. made effective decisions based on accurate interpretations of data 4.04 1.03 f. took necessary steps to insure academic progress for all students 4.15 1.00 g. created effective academic interventions based on assessment data 4.10 1.00 h. created effective behavioral interventions based on assessment data 4.00 1.00 i. implemented scientifically-based practices in working with students 4.11 0.99 j. effectively engaged in collaborative, strategic, planning processes 4.17 1.13 to address student concerns Notes: N = 75 . Responses were made on a Likert scale: 1=Strongly Disagree, 2=Disagree, 3=Neither Disagree or Agree, 4=Agree, 5= Strongly agree

17. International Conference on School Reform, Vancouver, BC. Photo taken by: Kenneth Miller