Community Partnerships to Support Education Research from Development through Implementation

1. Community Partnerships to Support Education Research from Development through Implementation Jeanne Poduska American Institutes for Research Mary Jane Gomez Houston Independent School District IES Research Conference June 30 2010

2. Areas of Consideration • Interventions and the support system for interventions • Monitoring fidelity and support • Multi-level factors (Domitrivich, Bradshaw, Poduska et al, 2008) • e.g. Program, Teacher, Students, Classroom, Principal, School, District • Stage of work—Type 2 Translational research • Theories of individual level change and of organizational change (systems change)

3. Theoretical Model & Technical Steps in Building Community and Institution Partnerships • Analyze the social/political context • Learn the vision and understand the challenges and priorities • Identify mutual self-interests within and across the leadership • Fit the research program interests into the vision of the leadership • Work through trust issues • Request ad hoc oversight from community

4. Good Behavior Game Professional Development Study Team American Institutes for Research Principal Investigator • Jeanne Poduska Intervention Team • Judith Littman • Tessie Rose • Carla Ford Assessment and Analysis • Anja Kurki • Sarah Bardack • Jeanette Moses • Jay Chambers Center Coordinator • Matt Malouf Houston Independent School District Core Team • Chief Academic Officer • Elementary Curriculum & Instruction • Early Childhood Education • Research and Evaluation • Multilingual Education • Student Support Services • Professional Development University of South Florida • Wei Wang University of Miami • Hendricks Brown Support: IESR305A090446

5. Aims of the IES GBG PD Study To understand the professional development teachers need to learn, implement, and sustain the Good Behavior Game (GBG) in their classroom with fidelity • To test the impact of GBG under various models of professional development • To explore multi-level factors that influence teachers’ implementation of GBG and GBG impact • To assess the financial costs of delivering GBG under different models of professional development

6. Mapping the Social/Political Context: Houston Federal & National Level Preceptor: American Leadership Forum State Level Deans: Schools of Ed Governor’s Office Local Community National Teachers’ Unions: AFT, NEA Health & Human Services City/County Commission for Children Parents for Public Education; Parent Advocates House A+ Challenge, Project Grad, Collaborative for Children School Districts Dept of ED: Safe & Drug Free Schools Safe Schools/ Healthy Students IES Foundations:Simmons, Houston Endowment, Brown Family Independent School Districts Teachers’ Unions National Institutes of Health: NIDA, NICHD. NIMH NAACP Criminal and Juvenile Justice Harris County Board of Ed Mental Health District Attorney Schools of ED: UH Media: Houston Chronicle Business: Greater Houston Partnership Legislators SAMHSA General Assembly State Dept of Ed National Foundations: RWJ, WT Grant, Spencer, Annie E Casey Support: NIDA R21 DA024370  American Institutes for Research

7. Establishing Mutual Self-Interest Supports the Research Endeavor • Maintaining vision across changes of leadership in district • Design—three classrooms per school, random assignment • Intervention—where to place the coaches • Longitudinal follow-up of students • Sustainability • Fidelity and adaptation ____ Two additional grants have been submitted building on this work: one from AIR; one from HISD

8. Houston ISD Perspective • Determining if a body of proposed research supports the mission/vision of HISD • Alignment with District Standards • Artifacts • Achievement • GBG PD Study addresses…

9. Aims of IES GBG PD study To understand the professional development teachers need to learn, implement, and sustain the Good Behavior Game (GBG) in their classroom with fidelity To test the impact of GBG under various models of professional development To explore multi-level factors that influence teachers’ implementation of GBG and GBG impact To assess the financial costs of delivering GBG under different models of professional development

10. The Goods of Trust • Opportunity for cooperative and collaborative activity • Within and across the district • With external partners • Knowledge • Integrity

11. Structures to Support Research and Sustainability Requires Multiple Levels HISD has history of campus-level decision-making Central office provides direction and support School District Board of Education Role of broader community

12. Schools Committee Partnerships Principals of participating schools, central office staff, and AIR Communication Day to day decisions Reflection Feedback loop re feasibility, applicability, and relevance of work

13. Core Team Linking Pins Chief Academic Officer Elementary Curriculum & Instruction Early Childhood Education Research and Evaluation Multilingual Education Student Support Services ProfessionalDevelopment AIR staff

14. Core Team Check and Balance Monitor progress Focused Outcomes Problem solve Moving Forward Consider issues related to sustainability

15. Cultivating Success A Safe and Trusting Present and an Even Better Future Thank You

16. Contacts AIR, Center for Integrating Education & Prevention Research in Schools 300 E Lombard St Suite 1020 Baltimore MD 21202 jpoduska@air.org 410-347-8553 Houston Independent School District 4400 West 18th Street Houston TX 77092-8501 mgomez@houstonisd.org 713-556-6882