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A Response to Intervention in Closing the Achievement Gap for All Children

Learn about Ohio's Ohio Integrated Systems Model (OISM), a comprehensive intervention model aimed at closing the achievement gap for all students. This workshop explores the benefits and strategies of implementing OISM in schools.

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A Response to Intervention in Closing the Achievement Gap for All Children

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  1. A Response to Intervention in Closing the Achievement Gap for All Children Dr. Sylvia J. Imler Dr. Sally A. Lewis Youngstown State University Youngstown, Ohio USA 6th Annual Hawaii International Conference on Education January 6, 2008

  2. ACADEMIC: Ineffective Instruction Sets the Occasion for Student Failure

  3. One Size Does Not Fit Most

  4. BEHAVIOR

  5. 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

  6. “We did then what we knew how to do…When we knew better, we did better.” Maya Angelou

  7. Workshop Goals • Define Response to Intervention (RTI) • Define the Ohio Integrated System Model (OISM) for Academic and Behavior Supports • Discuss the rationale and benefits for OISM as a response to intervention • Demonstrate OISM in action • Critique OISM as a Response to Intervention (RTI)

  8. Response to Intervention (RTI) “Response to Intervention (RTI) is the practice of providing high-quality instruction and interventions matched to student needs, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions.” (NASDSE, 2005)

  9. RTI RTI focuses on identifying the learning and behavior needs of all students early to provide appropriate evidence-based interventions in order to close gaps and prevent the gaps from increasing. (NEA, 2006)

  10. RTI encourages: • Universal screening (school-wide) to identify needs of all students • Data-based decision making • Early intervention to prevent failure • Progress monitoring

  11. Intervention via instruction • Use the core instruction • Differentiated instruction • Scientifically-based instruction • Standards-based instruction

  12. Who is Responsible for RTI? • District leaders • Building administrators • General Educators • Special Educators • Title personnel • Support Personnel • Parents

  13. One Response: OISM

  14. What is 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 OISM is a comprehensive school-wide prevention & intervention model that provides support systems which address both academic and behavioral needs of ALLstudents.

  15. OISM DVD

  16. RTI OISM • Data-based decision making • Universal screening (school-wide) • Early intervention • Collaborative strategic planning • Stakeholders: • District leaders • Building administrators • General Educators • Special Educators • Title personnel • Support Personnel • Parents • Data-based decision making • Universal screening (school-wide) • Early intervention • Collaborative strategic planning • Stakeholders: • District leaders • Building administrators • General Educators • Special Educators • Title personnel • Support Personnel • Parents

  17. Question: As you learn about Ohio’s attempt to close the achievement gap, how has your country, province, or state responded?

  18. 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

  19. 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

  20. TARGETED 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

  21. INTENSIVE 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.

  22. A RATIONALE FOR OISM

  23. What the data indicate… Source of data: 2004-2005 OAT/OGT

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

  25. 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

  26. 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

  27. Impact of 491 Office Referrals in an Elementary School in Ohio... Adapted from Susan 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

  28. 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

  29. Focus on Academics & Behavior Question: In light of the data presented, are you observing similar trends in your schools?

  30. OISM in ACTION

  31. Miranda GROUP ACTIVITY

  32. 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 academics and behavioral practices.

  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 and is an effective response to intervention.

  35. Q & A

  36. 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 Planningcontinued… 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

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