1 / 21

Scaling up and sustaining an integrated behavior and reading schoolwide model of supports

Scaling up and sustaining an integrated behavior and reading schoolwide model of supports November 18, 2008. Mission Statement.

alexia
Télécharger la présentation

Scaling up and sustaining an integrated behavior and reading schoolwide model of supports

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Scaling up and sustaining an integrated behavior and reading schoolwide model of supports November 18, 2008

  2. Mission Statement To develop support systems and sustained implementation of a data-driven, problem solving model in schools to help students become better readers with social skills necessary for success.

  3. Participating Schools 2000 Model Demonstration Schools 2004 Schools 2005 Schools 2006 Schools 2007 Schools 2008 Schools Partnering with 38 ISDs 151 School Districts 340 School Buildings ~9,000 Staff Impacting ~130,000 Students

  4. Unit of Change vs. Unit of Support • Focus on outcomes at the building level • Process, Systems, Student • Support at District Level • Investing in the Intermediate School Districts/Local School Districts which will serve and support individual schools.

  5. State Support ISD/RESA/ DISTRICT Team School School School MiBLSi Support Structure National Initiatives Connection Funding/ Professional Development Reading/ Discipline Information

  6. Professional Development Schedule

  7. Why Behavior and Reading? • Both involve similar processes to achieve desired outcomes • Both are necessary for academic success • As disruptive student behavior decreases, teaching time increases, allowing all children to learn more

  8. Better Integration of Academic and Behavior Supports Multi-Tiered Supports Academic Support Academic Support Academic Support Behavior Supports Behavior Supports Behavior Supports

  9. Sustainability • Application process (establishing commitment) • Coaching support linked to ISD • Investing in Teams • Develop local capacity (regional, district, building levels) • Develop local infrastructures and implementation process

  10. Braiding MiBLSi with School Building and District Initiatives School Improvement Response to Intervention Reading First No Child Left Behind Student Support Team

  11. Going to Scale through SPDG • Implementation in 500 elementary schools with 80% of schools implementing with fidelity • Implementation in 80 middle and high schools with 80% of schools implementing with fidelity • Regionalization • Technical Assistance Partners (TAPs) assigned to each region • Trainers for each region • At least 100 trainers statewide • Coaching Support • At least 250 coaches representing 70% of all ISD and 5 large school districts

  12. 2004 Schools 2005 Schools 2006 Schools 2007 Schools 2008 Schools

  13. Plan for long-term implementation by using information for continuous improvement 4th Grade Reading MEAP: Met/Exceed Standards Change MEAP Fall 2005 Began Project Implementation Fall 2001 Example project school

  14. Measures

  15. Focus on Implementing with Fidelityusing Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08 Decrease 14.6% Increase 8%

  16. Investing in Coaches:Average Major Discipline Referrals per Day per Month Coach returns from leave One School’s Example

  17. Problem Solving at the Various levels School Wide Level Purpose: Evaluate the success of each grade level programs supporting all students within the school and to take action to strengthen these programs. Grade Level Purpose: Evaluate the success of programs supporting all students within the specific grade and class; and to take action to strengthen these programs. Individual Student Level Purpose: Evaluate the success of programs supporting the student and to take action to strengthen the program.

  18. Process of Inquiry Through this process of inquiry, we are using data to determine if we have the critical information (quantity and quality) to design and evaluate student support programs.

  19. Process of Inquiry • Do we have a problem? • What are the standards? (goals, benchmarks, etc.) • What is the actual performance? • Is the actual performance acceptable? • Where are the concerns? • With who? • When? (sometimes/all the time, under specific conditions? • What does it look like? • Why is this problem occurring? • What is currently being done to address the situation? • Is the “right thing” being done at the “right time”? • What needs to be done differently? • Do we have the information needed to develop/enhance student support? • Do we need more information? • Do we need different information? • Do we know how and where to get the information?

  20. Percent of Students at DIBELS Benchmark (Spring) and Major Discipline Referrals per 100 Students

More Related