SISEP IN ILLINOIS INTEGRATED SYSTEM FOR STUDENT ACHIEVEMENT October 8, 2009 PBIS National Forum

Integrated System for Student Achievement Evidence-based practices are implemented on the foundation of one cohesive statewide system of school improvement making education:  More effective  More efficient

Integrated Training SAC SEL PBIS RTI CHOICES READING FIRST ITTAAP SSOS SCHOOL IMPROVEMENT ISTAC-P

Collaborative Efforts for School Improvement for All Students Standards Aligned Curriculum Evidenced-based Practices Differentiation for Academic and Behavior Sustainability Family 3 Tiered Model of Intervention District Leadership Team Based Implementation Universal Screening Data-based Decision Making Progress Monitoring Common Core Concepts

Common Core Elements  Leadership & Commitment  Family & Community Partners  Team Based Implementation  Data Based Decision Process  Evidence Based Practices  Professional Development & Coaching

Non-Negotiables Family involvement/driven District leadership team -- external and internal coach structure Direct teaching and pre-corrections Communication to entire staff Guided practice with feedback Reinforcement Data based decision making with universal screener and progress monitoring Problem solving protocol with decision rules Differentiated Instruction

Non-Negotiables Understanding for ALL the three tiered model of support Access and equity including LRE/EE students in their home school and least restrictive intervention/environment Coaching: 7 norms, effective meetings, and data driven Teaming/collaborating Adaptations Effective classroom teaching strategies Teaming Professional learning communities

Integrated System for Student Achievement District System:

Integrated System for Student Achievement  Develop a multi-tiered statewide system of school improvement making education more effective and more efficient  Support districts in the development of an infrastructure and processes necessary to implement and sustain evidence based practices  Work within the context of the District Improvement Plan, this support will include a focus on the core elements

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence, Academic Achievement and Safety Supporting Decision Making

District Leadership Team Necessary Superintendent (or designee) Director of Curriculum & Instruction Director of Special Education Board Member Family member (not a district employee) Union representative District Level Coach* Encouraged ROE RESPRO Community Partner Principal Data Manager Special Ed Cooperative Representative

Approach to Districts  Installation  District team membership  ISSA Agreement  3-6 meetings to address core concepts  Initial Implementation  Development of Action Plan via District Improvement Plan  Using Timetable start building system  Problem Solve with District as roadblocks occur  Collect information about what policies/practices need changing  Work to resolve on regional/state/federal level