Innovation Configurations

1. Innovation Configurations Daniel J. Reschly, Ph.D., and Susan M. Smartt, Ph.D. Vanderbilt University June 2007

2. NCCTQ at Vanderbilt University • Focus on highly qualified teachers for students with disabilities (SWD) and at-risk characteristics • Elementary and Secondary Education Act (ESEA, 2002) and Individuals with Disabilities Education Act (IDEA, 2004, 2006) priorities • Scientifically based instruction, especially in reading • Integration of ESEA and IDEA requirements • Improved least-restrictive environment profiles, greater integration of SWD in the general education curriculum and environment • Improved outcomes for SWD and economically disadvantaged students

3. National Assessment of Educational Progress: 2005 Grade 4 Reading

4. Reading and Classroom Behavior • Significant gaps in the preparation of general and special education teachers • Scientifically based principles for both, including randomized controlled trials (RCTs), often not applied • Gaps in: • Teacher preparation and practice • State program approval and teacher licensure • Professional association standards

5. Innovation Configurations • Hall & Hord, 1987; Roy & Hord, 2004 • Innovation configurations • Specify key components • Level of implementation • Vanderbilt University’s three innovation configurations • Scientifically based reading research • Classroom organization and behavior management • Inclusive practices (draft) • Validity and reliability data on each

6. Abbreviated Innovation Configuration Example

7. Tool for Professional Associations, States, and Institutions of Higher Education (IHEs) • Dissemination and technical assistance to regional comprehensive centers • Development of additional innovation configurations in 2007-08 • Inclusive practices, to expand • Learning strategies (focus on SWD, middle and high school) • Transition planning and programming • Aligned with major IDEA and ESEA outcomes

8. Classroom Organization and Behavior Management • Oliver, R. M., & Reschly, D. J. (2007). Improving student outcomes in general and special education: Effective classroom management. Washington DC: National Comprehensive Center for Teacher Quality. • Rationale: Teacher attrition, student achievement, improves inclusion outcomes. • Most beginning and some experienced teachers report significant problems with “discipline.” • Improved behavior also critical to ESEA and IDEA outcomes.

9. Classroom Organization and Behavior Management Innovation Configuration • Content Validity • Engaging instruction assumption • Schoolwide positive behavior supports • Structured environment • Active supervision and student engagement • Classroom rules and routines • Encourage appropriate behavior • Behavior reduction strategies • Interjudge agreement about .85

10. DRAFT Inclusive Practices Innovation Configuration • Holdheide, L. R., & Reschly, D. J. (forthcoming in 2008?). Tentative title: Improving inclusive practices results for all students. • Draft Inclusive Practices in Table 3 • Seek feedback on content: more? less? different?

11. DRAFT Inclusive Practices • ?? Content Validity of Components ?? • Collaboration for planning and services delivery • Instructional strategies for diverse learners including accommodations and modifications • Services in inclusive settings • Social opportunities, relationships, and self advocacy • Family involvement • Reliability, interjudge agreement = .79

12. Scientifically Based Reading Research Innovation Configuration • Smartt, S. M., & Reschly, D. J. (2007). Barriers to the preparation of highly qualified teachers in reading (TQ Research & Policy Brief).Washington, DC: National Comprehensive Center for Teacher Quality.

13. What Is the Scientifically Based Reading Research Innovation Configuration? • Tool used to evaluate teacher preparation coursework (syllabi) • Specifically assess the degree to which selected evidence-based practices are implemented in required reading courses • Established through tables with two dimensions: • Key essential components • Levels of implementation

14. Scientifically Based Reading Research Innovation Configuration • Essential Key Components (Content Validity) • Preventing Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998). • Teaching Children to Read: An Evidence Based Assessment of the Scientific Research Literature on Reading and Its implications for Reading Instruction (National Reading Panel, 2000). • Policy support • ESEA (NCLB, 2002) • IDEA (2004, 2006)

15. Key Essential Components • Scientifically based reading research/NCLB/IDEA • Phonemic awareness • Phonics • Fluency • Vocabulary • Comprehension • Integration • Systematic and explicit instruction • Screening and progress monitoring assessment

16. Levels of Implementation • Mentioned. The component is mentioned (Code=1). • Mentioned, plus readings/tests are specified (Code=2). • Mentioned, plus readings/tests, PLUS assignments such as papers, projects are required (Code=3). • All prior levels, PLUS supervised practice (field work) with feedback about degree of success are required (Code=4).

17. Partial Example of Scientifically Based Reading Research Innovation Configuration

18. Applications for Scientifically Based Reading Research Innovation Configuration • IHE individual reading faculty self-assessment • IHE department heads, deans, and other university administrators interested in ensuring high-quality reading instruction in teacher preparation programs • State departments of education seeking to unify reading instruction statewide with common language and goals consistent with federal policy (e.g., Maryland and Colorado) • Design of professional development • Professional association standards

19. Applications for Scientifically Based Reading Research Innovation Configuration • IHE administrators interested in conducting a needs assessment throughout all required early reading courses across departments (e.g., teaching and learning, special ed) universitywide • Lesson planning guide at the elementary and higher education reading course level to ensure that all elements of scientifically based reading research are taught

20. Questions to Consider • How might the Inclusive Practices innovation configuration be improved? • How could you use the innovation configurations in your setting? • Other areas that should be addressed with innovation configurations? • Learning strategies • Inclusive practices • Transition services? • Other areas???

21. References • Hall, G. E., & Hord, S. M. (1987). Change in schools: Facilitating the process. New York: State University of New York Press. • National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development. • Roy, P., & Hord, S. M. (2004). Chart a measured course toward change. Journal of Staff Development, 25(2),54–58. • Snow, C. E., Burns, M. S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.