The Schoolwide Applications Model (SAM) An RtI-Driven Approach to School Reform Wayne Sailor University of Kansas For Professional Development Conference Rochester, New York March 15, 2007

SAMSCHOOLS, LLC. SAM Agenda What is SAM? Does it work? What is required to implement SAM?

What is SAM? Schoolwide Applications Model

RESPONSE TO INTERVENTION A Logic Model of Support

White Church Elementary

Above proficiency in math29.4%66%47.8%66.7%90%100% Above proficiency in reading41.6%53.7%64.7%67.4%87.5% Unsatisfactory in math32.4%14.9%20.5%9.5%0% Unsatisfactory in reading27.1%22%12.5%8.7%3.1%2.4

Tertiary Level Support Must Include Response to Intervention Student study teams Schoolwide Positive Behavior Support Three levels School-Based Mental Health Services Prevention Wraparound School-wide Data-Based Decision Making Teams Site Leadership Teams Grade-Level Teams SWPBS Teams (initially)

SAM Schoolwide Applications Model Six Guiding Principles Fifteen Critical Features

Six Guiding Principles of SAM All instruction is guided by General Education All school resources are configured to benefit all students School Proactively addresses social development and citizenship School is data-based learning organization School has open boundaries in relation to its families and its community School enjoys district support for undertaking the extensive systems-change activities required to implement SAM

Critical Features of SAM (1-5)  School serves all students.  All students at school are considered general education students.  General education teachers assume responsibility for all students at the school.  School is inclusive of all students for all classroom and school functions.  School is organized to provide all specialized supports, adaptations and accommodations to students in such a way as to maximize the number of students who will benefit.

Critical Features of SAM (6-10)  All students are taught in accordance with the general curriculum.  The school has an active, schoolwide Positive Behavior Support (SWPBS) program operating at all 3 levels.  The school is a data-driven, collaborative decision-making, learning organization with all major functions guided by team process.  School effectively utilizes general education students in instruction of students in need of supports in all instructional environments.  All personnel at the school participate in the teacher/learning processes and are valued for their respective contributions to pupil academic and social outcomes.

Critical Features of SAM (11-15)  School personnel use a uniform, non-categorical lexicon to describe both personnel and teaching/learning functions.  School has established a Site Leadership Team (SLT) empowered by the school and the district to implement SAM at the school.  School has working partnership with families of students who attend the school.  School has working partnership with its community businesses and service providers.  SAM implementation at the school site is fully recognized and supported by the district.

Schoolwide Applications Model Analysis SAMAN

Does SAM Work? Evaluating the SAM Model

Ravenswood School District Demographics Data and Outcomes

Ravenswood School District School A Demographics Enrollment in 5 th -8 th Grades= 346

Schoolwide Evaluation Tool (SET)

School Progress on Critical Features

Progress By Cohort

School A N=5 N=4N=2N=1N=2N=3

Repeated Measure ANOVA- Significant main effect on year of measurement F(1.75, ) = 12.85, p <.01, ηp 2 =.07 Significant on Tuckey’s HSD Test

Repeated Measure ANOVA- Significant main effect on year of measurement F(1.908, ) = 15.66, p <.01, η p2 =.08 Significant on Tuckey’s HSD Test

Repeated Measure ANOVA- Significant main effect on year of measurement F(1.77, ) = 5.14, p =.09, η p2 =.03 Significant on Tuckey’s HSD Test

School A N=86N=72N=89N=87

What is Required to Make SAM Work? Systems, Structures and Tools

SAMSCHOOLS, LLC. Definition of SAM Cohorts Four elementary schools or Two elementary schools and one middle school or Two middle schools or One comprehensive high school

SAMSCHOOLS, LLC. SAM STRUCTURAL REQUIREMENTS District-Level Instructional Coaches (.50 EFT per cohort District-Level SAM Coordinator (.50 EFT per cohort) Baseline SAMAN assessment data SLT—School Leadership Team SCP—School-Centered Plan process Renewable Site Action Plans DLT—District Leadership Team DRT—District Resources Team

SAMSCHOOLS, LLC. SAM Internal Staffing Requirements One instructional coach per cohort.50 – 1.0 FTE Trained by SAM staff Supervised by district SAM coordinator One district-level coordinator.50 – 1.0 FTE per cohort Trained by SAM staff One “data manager” per school site One district-level data manager District Administrator responsible for SAM implementation Usually Assistant Superintendent for C&I

SAMSCHOOLS, LLC. SAM Assessment Tools Step One: Teacher/Administrator Survey Step Two: SAMAN Baseline Assessment Step Three: SET Assessment of SWPBS Step Four: District Level Self Assessment Step Five: Quarterly SAMAN Assessments

SAMSCHOOLS, LLC. SAM Self-Assessment District Leadership Features

SAMSCHOOLS, LLC. SAM Self-Assessment Critical Features

SAMSCHOOLS, LLC. SAM Self-Assessment Evaluation Features

SAMSCHOOLS, LLC. District Assessment Tools Step One: Risk Screening Assessment SSBD ISTEEP Step Two: Ongoing Risk Monitoring SSBD CBM’s Step Three: Grade Level State Assessments

Wayne Sailor University of Kansas Thank You For Your Time

Recommended Resources Sailor, W., Zuna, N., Choi, J., Thomas, J., McCart, A., & Roger, B. (2006). Anchoring schoolwide positive behavior support in structural school reform. Research and Practice for Persons with Severe Disabilities31(1), Sailor, W., & Roger, B. (2005). Rethinking inclusion: Schoolwide applications. Phi Delta Kappan 86(7), National Association of State Directors of Education: Response to Intervention