IN-SIG: FOUNDATIONS & RESPONSE TO INTERVENTION November 1, 2007

Presentation Scope IN-SIG Foundations Response to Intervention Barriers & Bridges Topical Discussions  Management  Content Implementation  Evaluation  Sustainability

GOALS Goal 1: To assist school-age students to successfully meet challenging academic and behavior standards. Goal 2: To improve early childhood programs and transitions. Goal 3: To improve and enhance post-secondary education and employment outcomes for students with disabilities. Goal 4: To improve system-level partnerships and collaborations among families, schools, and community agencies. Goal 5: To improve the quantity and quality of personnel to meet student needs.

IN-SIG SITES

1. Challenging Academic & Behavioral Goals 2. Early Childhood 3. Transition 4. System Level Partnerships & Collaboration 5. Quantity & Quality of Personnel Early Childhood Initiative

INDIANA EARLY CHILDHOOD INITIATIVE The Early Childhood Transition Video Steps to Success – Transition at Age 3 The Early Childhood Environment Rating Scale The Early Childhood Environment Rating Scale

1. Challenging Academic & Behavioral Goals 2. Early Childhood 3. Transition 4. System Level Partnerships & Collaboration 5. Quantity & Quality of Personnel Indiana Early Childhood Initiative Indiana Transition Initiative

INDIANA TRANSITION INITIATIVE The Indiana Post School Follow-Up System The Indiana Employability Skills Assessment & Reporting Initiative The Indiana Employability Skills Assessment & Reporting Initiative

1. Challenging Academic & Behavioral Goals 2. Early Childhood 3. Transition 4. System Level Partnerships & Collaboration 5. Quantity & Quality of Personnel Indiana Early Childhood Initiative Indiana Transition Initiative Indiana Curriculum & Instruction Initiative

What are we doing to ensure that all students will meet Indiana’s Academic Standards? Access to the General Education Curriculum Literacy Differentiated Instruction Co-Teaching & Collaboration

1. Challenging Academic & Behavioral Goals 2. Early Childhood 3. Transition 4. System Level Partnerships & Collaboration 5. Quantity & Quality of Personnel Indiana Early Childhood Initiative Indiana Transition Initiative Indiana Curriculum & Instruction Initiative Indiana Positive Behavior Support Initiative

Indiana School- Wide Positive Behavior Support Initiative 11 SCHOOLS YEAR 1 9 SCHOOLS YEAR 2 18 SCHOOLS YEAR 3

1. Challenging Academic & Behavioral Goals 2. Early Childhood 3. Transition 4. System Level Partnerships & Collaboration 5. Quantity & Quality of Personnel Indiana Early Childhood Initiative Indiana Transition Initiative Indiana Curriculum & Instruction Initiative Indiana Positive Behavior Support Initiative Indiana Task Force on Family, School, Community Partnerships

System level partnerships and collaborations among families, schools & community agencies The Indiana Task Force on Increasing Student Achievement Through Family, School and Community Partnerships The Indiana Task Force on Increasing Student Achievement Through Family, School and Community Partnerships Collaborative effort with Indiana Partnerships Center (PIRC)

1. Challenging Academic & Behavioral Goals 2. Early Childhood 3. Transition 4. System Level Partnerships & Collaboration 5. Quantity & Quality of Personnel Indiana Early Childhood Initiative Indiana Transition Initiative Indiana Curriculum & Instruction Initiative Indiana Positive Behavior Support Initiative Indiana Task Force on Family, School, Community Partnerships Indiana Education Leadership Initiative

INDIANA EDUCATION LEADERSHIP INITIATIVE Increasing Student Achievement Through Leadership & Change LEADERSHIP TEAMS PROFESSIONAL LEARNING COMMUNITIES UNDERSTANDING & MANAGING CHANGE KNOWING WHAT MAKES SCHOOLS EFFECTIVEEFFECTIVE HIGH QUALITY STAFF LEARNING DATA DRIVEN DECISIONS

1. Challenging Academic & Behavioral Goals 2. System Level Partnerships & Collaboration 3. High Quality Professional Learning Indiana Curriculum & Instruction Initiative (P-12) Indiana Positive Behavior Support Initiative (P-12) Indiana Task Force on Family, School, Community Partnerships Indiana Education Leadership Initiative

EFFECTIVE LEADERSHIP FAMILY & COMMUNITY PARTNERSHIPS CULTURAL RESPONSIVENESS EVIDENCE- BASED INTERVENTION(S) QUALITY STAFF LEARNING IMPLEMENT WITH FIDELITY SCHOOL IMPROVEMENT/ STUDENT ACHIEVEMENT

Tier 1 Instructional Interventions All Students Preventative, proactive Tier 1 Instructional Interventions All students Preventative, proactive Tier 2 Targeted Group Interventions At-risk students High efficiency Rapid response Tier 2 Targeted Group Interventions At-risk students High efficiency Rapid response Tier 3 Intensive, individual interventions Assessment based High intensity/Longer duration Tier 3 Intensive, individual interventions Assessment based High intensity/Longer duration

Indiana’s Integrated Focused System for Supporting Student Success Data Based Problem Solving Assessment & Progress Monitoring Curriculum, Instruction, Learning Environment Core Curriculum Differentiated Instruction School and Classroom Environment Universal Screening Benchmarking Progress Monitoring School Improvement Team School Core/Leadership Team Grade Level Teams Teacher-Parent Collaboration

Principles of IFS Principle 1: We believe that we can effectively teach ALL children. Principle 2: We believe that effective leadership is essential to support student success. Principle 3: We believe in the use of an effective and collaborative decision making process that utilizes assessment data. Principle 4: We believe it is essential to intervene at the first indication of academic, social-emotional, or behavioral needs. Principle 5: We believe in providing an integrated and focused system of instructional interventions and resources that is applied to successfully meet all students’ academic, social-emotional, and behavioral needs. Principle 6: We will use research and evidence-based instruction and interventions that are implemented with fidelity. 21

Problem Solving Method 22 Define the Problem: “Is there a problem”? “What is it”? “How significant”? Analyze the Problem: “Why is it happening”? Determine What to Do: “Develop a plan to address the problem”. Implement the Plan with Fidelity Evaluate Progress: “Did the plan work”? “What needs to happen next”?

Barriers & Bridges Barriers  Getting your arms around the d_ _ _ thing  Evaluation: Large initiatives Components of initiatives School-based initiatives Change in adult behavior Student progress  Teachers’ Unions  Collaboration Time  Focus on Test Scores  High Schools  Resistance to Change Bridges  Leadership Teams  Understanding Change  Quality staff development with follow-up  Learning Communities  Logic Model for Evaluation

Topical Discussions Management Content Implementation Evaluation Sustainability

MANAGEMENT Site Selection  Data Analysis, Demographic & Geographic Factors  Memorandum of Understanding  Pockets of Excellence/Demonstration Sites State Project Management Team, District Leadership Team, Building Leadership Teams Fiscal Resources Program Coordinator, Family Coordinator, Site Coordinator

CONTENT IMPLEMENTATON Indiana Leadership Initiative High Quality Professional Learning  External Technical Assistance Providers  Internal Technical Assistance Providers Measures of Fidelity  IN-SIG Team  School Teams

EVALUATION

SUSTAINABILITY Leadership: Especially teacher leadership & family and community involvement Implementation Drivers Learning Communities

Dr. Brett Bollinger Dr. Michael Harvey