The CMSD Integrated Systems Model – Supporting Implementation of the Cleveland Literacy System and CMSD Safety Plan April 26, 2006 CMSD-ISM: Creating a climate that supports academic success

2 What is a Safe and Civil School? A safe school is one in which no one is spending time or energy in trying to protect themselves from emotional or physical harm A civil school is one in which everyone is pleasant, polite, and respectful to everyone else-even during disagreements A productive school is one in which people are motivated, engaged in meaningful learning tasks and experiencing growth

3 The Integrated Systems Model for Academic and Behavior Supports The Integrated Systems Model for Academic and Behavior Supports is a comprehensive school-wide prevention & intervention model that provides support systems which address both academic and behavioral needs of ALL students.

4 An Integrated Systems Model… Intervention Based Services and Positive Behavior Supports Academic Systems Behavioral Systems Adapted from OSEP Effective School-Wide Interventions by Tasneem Lokhandwala 1- 5% Intensive Individualized Interventions 5-10% Targeted Interventions 80-90% School-Wide Interventions 1- 5% Intensive Individualized Interventions 5-10% Targeted Interventions 80-90% School-Wide Interventions Decisions about tiers of support are data-based FEFE FEFE ADAD BCBC

5 CMSD-ISM Where Do We Begin??

6 CMSD-ISM: A Process Develop a School Leadership Team Administrator and staff commitment is essential (> 80%) Data collection and review Development of an action plan

7 CMSD-ISM: Five Tasks Implementing PBS Consistent system of data collection Clear School wide expectations Instruction in expected behaviors System for providing consistent encouragement of expected behaviors and correction of behavior errors Effective classroom management

8 Four Organizing Principles for School-wide Success 1. Earlier rather than later 2. Schools, not just programs 3. Evidence, not opinion 4. Each and all (3 tiers of support) Kame’enui & Simmons (2002)

9 Today’s Agenda… What is Integrated Systems Model? Collaborative Problem Solving Process Leadership Team Roles and Responsibilities Leadership Team Training in May

10 Integrated Systems Model Collaborative Problem-solving model Dynamic process focusing on intervention, data collection and progress monitoring Involves learner, family and educators Used by building level teams

11 Problem Definition Problem Analysis Evaluate the Plan Goal Setting Plan Development & Implementation The Collaborative Strategic Planning Process

12 Assumptions of Problem Solving Process Learning/behavior problems are the result of an interaction between child and environment Shared responsibility for students Problem solving, not problem finding, sorting or labeling Needs based

13 Step One Problem Definition Statement Clear and concise Include baseline data and standard information. Measurable Written in terms of a mismatch between actual and desired conditions. What is the discrepancy between baseline data and the system standard?

14 Pitfalls to avoid when defining the problem Problem naming or admiring Writing a problem statement that is too vague or general Jumping to solutions Including no baseline data on problem situation

15 Step Two Analyze the Problem Why is the problem situation occurring? – Gather information that examines learner variables, curricular content, instructional practices, and environmental supports. – Determine patterns that may contribute to the mismatch between actual and desired conditions? – Develop a hypothesis about the factors that are perpetuating the problem situation.

16 Problem Analysis Questions for Reading 1. Are we consistently implementing a comprehensive research-based core reading program school wide reflecting the 5 big ideas? 2. Have we allocated enough time to daily instruction in reading? 3. Do we provide differentiated instruction? 4. Do we analyze data to maximize instructional time resources? 5. Have we provided adequate professional development to support reading instruction?

17 SWIS Data Answers The Questions: 1. Do our school-wide supports meet the needs of our current student population such that elementary discipline referral rates are at or below.3% per day and middle school rates are at or below 1% per day? 2. Where are the majority of referrals coming from (e.g., which settings, grade levels…)? 3. What are the most frequently occurring behaviors?

18 A hypothesis is … A data-based deduction about why the problem is occurring. An informed prediction about the actions or strategies that will likely resolve the problem situation

19 Pitfalls to avoid when analyzing the problem Failing to examine student performance data, instructional, curricular, & environmental factors that may have an impact on the situation (ex. barriers and resources). Viewing the problem as “these kids” or “these parents”…

20 Pitfalls to avoid when analyzing the problem Jumping to solutions Generating hypotheses about variables that cannot be changed

21 Step Three Set the Goal What do we want to see happen and by when? – Describe what you want to see in student performance instead of what is happening now. – Describe how much of a change you want to see given the baseline performance and the standard. – State by when you want the change to occur.

22 – a specific description of the desired change that should occur as a result of the intervention. A Goal Statement is …

23 Goal is not linked to the problem definition Goal does not include a timeline Pitfalls to avoid when setting a goal Goal is not specific and measurable Goal is overly ambitious or not ambitious enough Goal is not stated in terms of student performance

24 Step Four Develop & Implement Intervention Plan – Components of effective system-level intervention plans Write implementation steps/tasks √ Record Who? What? When? Where? & How? √ Make a plan for evaluating the plan > Include a plan for monitoring progress towards goal > Implementation integrity: checks for implementation of the plan as designed > Implement the plan including HQPD

25 Where Do We Intervene? The Student The Classroom The Group The School The Home The Community The Curriculum

26 Action Plans – Must be implemented with integrity – Require fully integrated supports and services (general and special) – Include high quality professional development

27 Is the plan working? Questions & Tasks – Organize data for analysis (graph) – Examine the data – Interpret – Make decisions based on the data Step 5 Evaluate the Plan

28 Leadership Team How do we make it work? Effective Team Work Collaboration

29 Collaboration is an unnatural act conducted by non consenting adults.

30 The Leadership Team Building Administrator Subject Area Specialists Grade Level Team Chairs Union Chair Special Education Liaison Student/Parent Organization Representative Instructional Assistants/Paras Related Services Other Building Staff (bus driver, custodian, lunch aides)

31 Characteristics of Leadership Teams Representation of all stakeholders (e.g. administration, general and special education, related services, parent ) Alignment with existing building teams Interdisciplinary and balanced perspective Organizational skills Regular meeting time Clear roles and responsibilities Structured, problem solving approach

32 “Rules of the Road” for Team Meetings Timed agenda Focus on the goal Focus on identification of research based interventions Analyze school-wide data in reading and behavior Evaluate reading and behavior supports at each tier Develop building-level action plan including high quality professional development Provide necessary data for statewide evaluation Communicate with entire school community

33 Leadership Team Meeting Agenda Introduction/minutes3 minutes Problem identification10 minutes Goal Statement5 minutes Brainstorm Interventions 10 minutes Select Interventions 10 minutes Develop Intervention Plan 20 minutes Update2 minute

34 Leadership Team Roles and Responsibilities Chair (principal) Coordinator Facilitator Time Keeper Recorder

35 Team Effectiveness Enhanced By: Process Factors Collaborative Skills No fault finding Consensus Nonhierarchical relationships

36 Questions to Guide Team Meeting Are we closing the achievement gap? Are we keeping all students in the general classroom engaged in instruction? Are we holding high expectations for increasing achievement for each and all? Are more of our students being successful in the core? (green) Is the green area on the pyramid getting bigger and yellow and red getting smaller? Are we improving enough for individuals as well as the system?

37 May Leadership Team Training Leadership teams will be trained during the first three weeks of May Climate survey data will be shared Each team will attend two sessions Team members will be required to bring building-wide rules and expectations to the second session

38 CMSD-ISM: Future Planning Questions and Concerns Future Planning