Ohio Confederation of Teacher Education Organizations Fall Conference October 26, 2006 Columbus, Ohio

“We did then what we knew how to do, When we knew better, We did better.” -Maya Angelou

Today’s Discussion Federal Historical Perspective Federal Historical Perspective Context of Ohio’s Performance Expectations Context of Ohio’s Performance Expectations Key Aspects of NCLB and IDEA 04 Key Aspects of NCLB and IDEA 04 The Ohio Integrated System for Academic and Behavior Supports, Response to Intervention, Disproportionality, Early Intervening Services, AYP and Other Topics of Interest The Ohio Integrated System for Academic and Behavior Supports, Response to Intervention, Disproportionality, Early Intervening Services, AYP and Other Topics of Interest Ohio’s Progress To Date Ohio’s Progress To Date Questions and Discussion Questions and Discussion

ESEA PL No Child Left Behind Legislative Requirements Inform and Support an Integrated Systems Approach Between NCLB & IDEA 04 IDEA Operating Standards for Ohio’s Schools Operating Standards for Ohio’s Schools Serving Children with Disabilities Accountability-data based decision making Progress in the general curriculum for ALL students Systems of Intervention for ALL students Scientifically Based Instruction Increased parental involvement Academic Content Standards Professional Development Standards Principal Standards Teaching Standards

National Context

ßOver 50% of U.S. crime is committed by 5-7% of children between ages of ßOver 82% of crime is committed by people who have not completed school ß70% of youth viewed as antisocial in school are arrested within 3 years of leaving school ßProblem behavior is the single most common reason why students with disabilities are removed from regular schools, work, and house settings (From Kincaid, D. University of South Florida) Student Problem Behavior: Social Cost

Student Problem Behavior: Economic Cost The average cost of the most highly restrictive placements for students with disabilities is $150,000 Federal & state governments add 1,500 prison beds every week costing $30 billion/ year It is projected that soon more Americans will be in prison than will attend the nation’s 4-year colleges Kincaid, h Florida (Kincaid, D., University of South Florida)

Ohio’s Context

Ohio’s Annual Report Card on Educational Progress Average of all students’ scores on state tests has increased by 19+ points, from 73.7 to 92.9 Average of all students’ scores on state tests has increased by 19+ points, from 73.7 to % of LEAs have improved their performance index score 97% of LEAs have improved their performance index score 200 LEAs moved up at least one state designation 200 LEAs moved up at least one state designation 8 of 10 Ohio LEAs are either Excellent or Effective 8 of 10 Ohio LEAs are either Excellent or Effective No Ohio LEAs in Academic Emergency; 7 in Academic Watch; 88% of Ohio LEAs in top three designations No Ohio LEAs in Academic Emergency; 7 in Academic Watch; 88% of Ohio LEAs in top three designations

Ohio’s Annual Report Card on Educational Progress (con’t) Adequate Yearly Progess(AYP) for Ohio’s 610 LEAs Adequate Yearly Progess(AYP) for Ohio’s 610 LEAs 193 met AYP 193 met AYP 244 missed AYP for one subgroup 244 missed AYP for one subgroup 97 missed AYP for two subgroups 97 missed AYP for two subgroups 76 missed AYP for three or more subgroups 76 missed AYP for three or more subgroups Percent of Schools and LEAs Meeting AYP Percent of Schools and LEAs Meeting AYP : 83%(schools) 64%(districts) : 83%(schools) 64%(districts) : 75.7%(schools) 55.5%(districts) : 75.7%(schools) 55.5%(districts) : 60.6%(schools) 31.6%(districts) : 60.6%(schools) 31.6%(districts)

Ohio’s Annual Report Card on Educational Progress (con’t) Graduation Rates Climb Graduation Rates Climb (79.8%) (79.8%) (86.2%) (86.2%) Achievement Gap Remains a Challenge Achievement Gap Remains a Challenge

Impact of 491 Office Referrals in an Elementary School in Ohio... Administrative Time Lost 7,365 minutes 123 hours 20 work days * Based on 15 minutes per referral. Student Instructional Time Lost 22,095 minutes 368 hours 61 school days * Based on 45 minutes out of the classroom. Adapted from Barrett et.al. *** $6,500 or more spent per year for an instructional leader to process office referrals. * Based on an average salary of $70,000

Impact of 3057 Office Referrals in a Middle School in Ohio... Administrative Time Lost 45,855 minutes 764 hours 95 work days * Based on 15 minutes per referral. Student Instructional Time Lost 137,565 minutes 2,292 hours 382 school days * Based on 45 minutes out of the classroom. Adapted from Barrett et.al. *** $35,000 or more spent per year for an instructional leader to process office referrals. * Based on an average salary of $70,000

The Ohio Integrated Systems Model for Academic and Behavior Supports The Ohio 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.

“Ohio Integrated Systems Model for Academic & Behavior Supports” Big Ideas in Beginning Reading Big Ideas in Beginning Reading DIBELS DIBELS Florida Center for Reading Research Florida Center for Reading Research Institute for the Development of Educational Achievement Institute for the Development of Educational Achievement National Center for Culturally Responsive Educational Systems National Center for Culturally Responsive Educational Systems North Central Regional Educational Laboratory North Central Regional Educational Laboratory Oregon Reading First Oregon Reading First Positive Behavior Intervention and Supports Positive Behavior Intervention and Supports School Wide Information Systems (SWIS) School Wide Information Systems (SWIS) What Works Clearinghouse What Works Clearinghouse

Ohio Integrated Systems Model Whole School Systems Whole School Systems Comprehensive Comprehensive Prevention Prevention Intervention Intervention Continuum of Supports Continuum of Supports Academic and Behavior Academic and Behavior All Students All Students

Academic System Ohio Integrated Systems Model for Academic and Behavior Supports Decisions about tiers of support are data-based Behavioral System 1-5% Intensive Individualized Interventions Tier Three Adapted from OSEP Effective School-Wide Interventions 5-10% Targeted Interventions Tier Two 5-10% Targeted Interventions Tier Two 1-5% Intensive Individualized Interventions Tier Three 80-90% School-Wide Interventions Tier One 80-90% School-Wide Interventions Tier One

Key Features of an Effective Integrated Model Administrative Leadership Collaborative Strategic Planning (CPS) Scientifically- Based Research Data-Based Decision Making Culturally Responsive Practices Academic & Behavior Supports Across 3-tiers

Summative Effects of an Integrated Model Shephard Kellam, Johns Hopkins University Reading Instruction RB RBRB Reading & Behavior Instruction Behavior Instruction Significance BL

Research Foundations Based on longitudinal research, achievement is strongly and reciprocally linked to behavior and psychological well being. Based on longitudinal research, achievement is strongly and reciprocally linked to behavior and psychological well being. School wide prevention/intervention efforts in early grades promote academic achievement, prevent school failure and drop out. School wide prevention/intervention efforts in early grades promote academic achievement, prevent school failure and drop out. School wide prevention/intervention efforts promote emotional and behavioral well-being; prevent drug abuse, aggression, and mental disorders. School wide prevention/intervention efforts promote emotional and behavioral well-being; prevent drug abuse, aggression, and mental disorders.

Research Foundations Supporting OISM Proven relationship between academic and social behavior skill development (Kellam,1998) Proven relationship between academic and social behavior skill development (Kellam,1998) Effectiveness of a system wide, 3 tiered model of intervention with increasing intensity to infuse behavior and academic support across a school for all students in need of assistance (Sugai, Horner,Kame’enui, Simmons, 2002) Effectiveness of a system wide, 3 tiered model of intervention with increasing intensity to infuse behavior and academic support across a school for all students in need of assistance (Sugai, Horner,Kame’enui, Simmons, 2002) Established efficacy of educational systems change as a means to improve schools, and consequently, student achievement (Fullan, 2003) Established efficacy of educational systems change as a means to improve schools, and consequently, student achievement (Fullan, 2003)

Ohio Integrated System for Academic and Behavior Supports (OISM) and… Response to Intervention (RtI) Response to Intervention (RtI) Disproportionality Disproportionality Early Intervening Services Early Intervening Services Adequate Yearly Progress (AYP) Adequate Yearly Progress (AYP) Association with School Improvement Association with School Improvement

Progress of Schools and Districts Involved with the Ohio Integrated Systems Model for Academic and Behavior Supports

State Improvement Grant Outcomes Characteristics of the sample Characteristics of the sample Evidence of accuracy of implementation Evidence of accuracy of implementation Literacy outcome data Literacy outcome data Stakeholder satisfaction with the model Stakeholder satisfaction with the model State Evaluation Coordinator for Ohio SIG: State Evaluation Coordinator for Ohio SIG: Francis E. Lentz Ph.D. Francis E. Lentz Ph.D. University of Cincinnati University of Cincinnati

Characteristics of the Sample Two cohorts 59 buildings Two cohorts 59 buildings buildings buildings total buildings 137 total buildings Geographically distributed across state Geographically distributed across state Similar proportions of at-risk students in NCLB subgroups compared to other OH schools Similar proportions of at-risk students in NCLB subgroups compared to other OH schools OISM buildings were lower performing on OH report card than OH norm OISM buildings were lower performing on OH report card than OH norm OISM buildings were significantly lower in reading performance than overall OH schools OISM buildings were significantly lower in reading performance than overall OH schools

Implementation Accuracy SET data for PBS implementation SET data for PBS implementation (75% implemented) (75% implemented) Building action plans (65% accuracy for use of strategic planning process) Building action plans (65% accuracy for use of strategic planning process) SWIS/DIBELS implementation & use of web data systems (123 buildings) use of data to make decisions across tiers of support SWIS/DIBELS implementation & use of web data systems (123 buildings) use of data to make decisions across tiers of support

Literacy Outcome Data Both cohorts significantly improved fall to spring outcomes for measures analyzed Both cohorts significantly improved fall to spring outcomes for measures analyzed (ORF, NWF, LNF ) (ORF, NWF, LNF ) 22,000 students in DIBELS database 22,000 students in DIBELS database Cohort one better improvement than cohort two(one with more experience than two ) may speak to effect of level of implementation) Cohort one better improvement than cohort two(one with more experience than two ) may speak to effect of level of implementation)

Stakeholder Satisfaction Belief about the effectiveness of OISM components for teachers, principals, and regional coaches. Belief about the effectiveness of OISM components for teachers, principals, and regional coaches. All groups indicated strong belief that OISM will be effective in improving outcomes with coach and principal ratings being highest All groups indicated strong belief that OISM will be effective in improving outcomes with coach and principal ratings being highest Overall, participants believed that OISM will improve outcomes, skills related to OISM are good, but there are some concerns about knowledge and commitment of their peers. Overall, participants believed that OISM will improve outcomes, skills related to OISM are good, but there are some concerns about knowledge and commitment of their peers.

Regional Evaluation Small Sample Size Outcomes: Positive correlation between schools’ self -assessments of implementation and independent raters Positive correlation between schools’ self -assessments of implementation and independent raters Low implementing schools vs. High implementing schools Low implementing schools vs. High implementing schools Both high and low implementer schools made overall achievement gains Both high and low implementer schools made overall achievement gains High implementers demonstrated higher subgroup student performance. These schools were more successful in closing achievement gaps for SWD and other at-risk students. High implementers demonstrated higher subgroup student performance. These schools were more successful in closing achievement gaps for SWD and other at-risk students.

Questions and Discussion