Vermont Integrated Instruction Model (ViiM) Highlights August 2012

Vermont’s Integrated Instruction Model (ViiM) builds regional training/coaching capacity to support teams of educators in the use of evidence based educational practices within a multi-tiered framework.

This integrated system of instruction and intervention supports improved student academic and behavioral outcomes. (current focus = K-8 behavior and reading)

An innovative systems approach.... to educating all students.

ACSU LNSU LSSU NCSU ST. J SD ViiM Pilot Sites SY schools in 5 supervisory unions/districts North Country SU – 5 sites The St. Johnsbury School Lamoille North SU – 3 sites Lamoille South SU – 1 site Addison Central SU – 3 sites + 2 preparing

Building Staff, Students and Families The Cascade District Team School Based Leadership Team Supervisory Union/District Leadership Team Regional Training/Coaching State Providing feedback and data on implementation efforts Providing supports for effective practices implemented with fidelity

Critical Components of ViiM Across All Tiers of Support Fidelity of Implementation Universal Screening & Progress Monitoring Universal Screening & Progress Monitoring Data-based Decisions & Problem s olving Evidence-based Practices Behavior Support Academic Support Multi-tiered Model Leadership, Climate, and Culture

“Strengthen the core” at the Universal Level.

Primary Resources What Works Clearinghouse – IES Practice Guides Report of the National Reading Panel TA Center on Positive Behavioral Interventions and Supports Michigan Implementation Network

Highlight: Data and Data Systems Data Collection, Entry & Sharing Role of Data Analyst Types & Levels of Data

Building Sustainable Systems for Data-Based Decision Making Data Collection – Training (Initial and Re-Training) – Accuracy Checks for Administration & Scoring – Scheduling of Assessments Data Entry – Time for Data Entry – Accuracy of Data Entry – Training for Data Entry (Initial & Re-Training) Data Sharing – Training in Interpretation of Data (Initial & Re-Training) – Ensuring Timely Access to Data – Formal & Informal Data Sharing

Key Role of Data Analyst 13

We want to gather information that tells us : How well we are implementing: Fidelity Data and whether what we’re doing is working: Student Outcome Data

Implementation Fidelity Data Are we doing what we said we would do, when, and how we said we would do it?

One Common Voice – One Plan Do Implement Plan Monitor Plan Evaluate Plan Plan Develop Action Plan Gather Getting Ready Collect School Data Build School Profile Student Achievement Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice RtI A Response to Intervention System, well implemented, will support and operationalize the School Improvement Process Student Outcome Data

Highlight: Implementation Science There are stages of implementation. There is a difference between implementing a practice and the practice itself.

Implementation Science

Exploration Installation Implementation Full Operation Innovation Sustainability Awareness of need Explore options Decide whether to proceed with innovation Stages of Implementation

two sets of activities (intervention-level & implementation-level) and two sets of outcomes (intervention outcomes & implementation outcomes)

Building Staff, Students & Families School-Based Leadership Team SU/District Leadership Team Regional Training & Implementation Coaches TEAM State Implementation Team What skills and knowledge are needed at the different cascade levels? Innovation fluency Implementation fluency

Highlight: Leadership Teams Letting it happen, helping it happen, or making it happen? Braiding

Braiding School Building & SU/District Initiatives ViiM

What are your questions and comments? Please contact Carol Randall ViiM Co-coordinator