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Vermont Integrated Instruction Model ( ViiM ) Highlights

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.

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Vermont Integrated Instruction Model ( ViiM ) Highlights

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  1. Vermont Integrated Instruction Model (ViiM)Highlights August 2012

  2. 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.

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

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

  5. NCSU ViiM Pilot Sites SY2012-13 15 schools in 5 supervisory unions/districts LNSU LSSU • 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 ST. J SD ACSU

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

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

  8. “Strengthen the core” at the Universal Level.

  9. Primary Resources What Works Clearinghouse – IES Practice Guides www.ies.ed.gov/ncee/wwc/publications/practiceguides/ Report of the National Reading Panel www.nationalreadingpanel.org TA Center on Positive Behavioral Interventions and Supports www.pbis.org Michigan Implementation Network www.min.cenmi.org/

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

  11. 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

  12. 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

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

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

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

  17. Implementation Science http://www.fpg.unc.edu/~nirn/

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

  19. two sets of activities (intervention-level & implementation-level)and two sets of outcomes (intervention outcomes & implementation outcomes) http://www.fpg.unc.edu/~nirn/implementation/01_implementationdefined.cfm

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

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

  22. Braiding School Building & SU/District Initiatives ViiM

  23. What are your questions and comments? Please contact Carol Randall ViiM Co-coordinator carol.randall@state.vt.us

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