Raising the Achievement of All Students: Understanding Disproportionality, Early Intervening Service

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Raising the Achievement of All StudentsUnderstan
ding Disproportionality, Early Intervening
Services and the Ohio Integrated Model for
Academic and Behavior Supports

• Southwestern Ohio
• All County Task Force Meeting
• December 15, 2005

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Presenters

• Alicia Lateer-Huhn, M.Ed
• Consultant, SWO SERRC
• Amy Murdoch, Ph.D
• Consultant, SWO SERRC
• Thomas Lather
• Assistant Director, ODE
• Office for Exceptional Children
• Bill Bogdan, Ed.D
• Executive Director, SWO SERRC

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It has become clear that over the past decade
that we need large-scale, sustainable reform and
improvement. To achieve this, we must now work on
the question. What would the system look like
if it did know what it is doing? I am talking
about systems transformation.
- Michael Fullan, 2003
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If we dont focus directly on changing the
conditions that surround us--the culture of the
school, how one school relates to another, the
school districts role, and so on--- we will not
be able to pursue moral purpose on any scale.
- Michael Fullan, 2003
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The Challenges We Face in the Implementation of
NCLB and IDEA 04
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Challenge 1
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Challenge 2
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Challenge 3
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Challenge 4
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Legislative requirements inform and support an
integrated systems approach between NCLB and IDEA
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IDEA 04 108-446
ESEA PL 107-110No Child Left Behind
Operating Standards for Ohios Schools Serving
Children with Disabilities
OperatingStandards for Ohios Schools
Academic Content Standards

• 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

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IDEA 04 Seamless System of Service

• Expectations for ALL Students Coordinated with
  NCLB
• Prevention and Early Intervening Services
• Access to High Quality Instruction
• Use of Scientifically-Based Interventions
• Flexible Assessment Practices that can be Used to
  Judge a Students Response to Interventions
• Tiered Service Delivery that Moves from Universal
  Interventions through Supplemental to Intensive
  Practices
• Funding Patterns that Ensure that ALL Students
  have Access to Quality Academic and Behavioral
  Programs
• Determination of Need for Special Education
  Services Based on Student Response to
  Well-implemented, Continuously Monitored
  Evidence-based Interventions

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Early Intervening Services

• Allows a LEA to use not more than 15 percent of
  the amount it receives under IDEIA Part B for any
  fiscal year to develop and implement coordinated,
  early intervening services for students who have
  not been identified as needing special education
  or related services but need additional academic
  and behavioral support to succeed in the general
  education environment.

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Types of Activities Included in Early
Intervening Services

• Professional development for teachers and other
  school staff to improve the delivery of
  scientifically based academic instruction and
  behavioral intervention
• Providing educational and behavioral evaluations,
  service and supports, including scientifically
  based literacy instruction
• Aligned and coordinated with the use of NCLB
  funds, supplement and not supplant

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Response To Intervention

• SPECIFIC LEARNING DISABILITIES
• LEA shall not be required to take into
  consideration
• whether a child has a severe
  discrepancy between
• achievement and intellectual ability in
  oral expression,
• listening comprehension, written
  expression, basic
• reading skill, reading comprehension,
  mathematical
• calculation or mathematical reasoning.
• LEA may use a process that determines
  if the child
• responds to scientific, research-based
  intervention
• as a part of the evaluation procedures.

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Early Intervening and Response To Intervention

• Early Intervening Services broad application
  of support services which include professional
  development, evaluation, and support for students
  who are not yet eligible for special education
  services under IDEIA.
• Response To Intervention process of gathering
  and examining data for use in developing and
  judging the effectiveness of research-based
  interventions used with students in the context
  of evaluating a student suspected of having a
  disability.

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IDEA 2004 and Disproportionality

• Requirements for States and Local Educational
  Agencies (LEAs)

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Disproportionality

• Identification as children with disabilities
  (including particular disabilities)
• Placement in particular educational environments
• Over-representation in the incidence, duration
  and type of disciplinary action

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Identification of

• Cognitive Disability
• Specific Learning Disability
• Emotional Disturbance
• Speech/Language Disability
• Other Health Impairment (Major and Minor)
• Autism
• All Disability Categories Combined

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Disciplinary Actions

• Suspension
• Expulsion

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Placement

• Outside general education classroom less than 21
  of the day (or 80 or more in the general ed
  classroom)
• Outside the general education classroom more than
  60 of the day (or 40 or less in general
  education)
• Combined separate facilities

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Risk Ratio

• Compares the likelihood for children from
• various racial/ethnic groups to be
• Identified with certain disabilities
• Placed as children with disabilities in certain
  educational environments, or
• Subject to disciplinary actions as children with
  disabilities

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Risk Ratio

• Calculated by dividing the risk for a specific
• racial/ethnic group by the risk of the
• comparison group (comprised of all
• students in the LEA)

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Significance

• 1.00 indicates no difference between
  racial/ethnic groups and comparison groups
• Ohio has established 2.00 as the threshold for
  significance
• Note Students from certain racial/ethnic
  groups
• are twice as likely to be identified as
• students with disabilities as their
  student
• counterparts.

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Annually

• The ODE Office for Exceptional Children will
  analyze year-end (June) LEA EMIS data to
  determine if they reflect significant
  disproportionality.

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States Are Required to

• Design policies and procedures to prevent
  over-identification of children from various
  racial/ethnic groups as having disabilities or a
  particular disability
• Collect and examine LEA data
• Determine if data reflect significant
  disproportionality

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And, if disproportionality is found, states
must

• Provide for the review and, if appropriate,
  assist in the revision of LEA policies,
  procedures and practices
• Require LEAs to publicly report any revisions
• Require LEAs to reserve the maximum amount of
  funds for comprehensive coordinated EARLY
  INTERVENING SERVICES.

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Timelines for Activities

• October-December 2005
• Preliminary reports (using June 2005 data) sent
  to districts
• December 2005/January 2006
• Districts may appeal findings of
  disproportionality
• February 2006
• ODE makes appeal decisions
• March 2006
• Districts notified if data reflect
  disproportionality data made public
• April/May 2006
• Districts incorporate plan for addressing
  disproportionality in CCIP, including plan for
  early intervening

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LEA Requirements

• Review identification and placement policies,
  procedures and practices and revise, if necessary
• Publicly report on the analysis and any
  revision(s)in Ohio, through the CCIP
• Redirect 15 of IDEIA Part B allocation for
  early intervening services.

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Time for Questions and Reflection
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Creating the right conditions will raise the
achievement of ALL students and close achievement
gaps
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Four Organizing Principles for School-wide
Success

• Earlier rather than later
• Schools, not just programs
• Evidence, not opinion
• Each and All (3 Tiers of support)
• Kameenui Simmons (2002)

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The Whole Picture

• To Ensure School-Wide Success
• Reform Efforts Must Address Both
• Academic Achievement and Social Competence
  (Behavior)

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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.
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Ohio Integrated Systems Model for Academic and
Behavior Supports
Academic System
Decisions about tiers of support are data-based
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Summative Effects of an Integrated Model
Significance
BL
Reading Instruction
Reading Behavior Instruction
Behavior Instruction

• S. Kellam, Johns Hopkins University

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

• System Vision Mission
• Partnerships with families community
• Prepares and encourages leaders
• High expectations
• Model of Continuous Learning
• Persistence and commitment

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Building Leadership Team

• Representative of all stakeholders (e.g.
  administration, general education, special
  education, related services, parent
  representation)
• Alignment with existing building teams

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Collaborative Strategic Planning

• A Collaborative Team-based Question
• and Data Driven Process

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The Collaborative Strategic Planning Process
Problem Definition
Problem Analysis
Evaluate the Plan
Plan Development Implementation
Goal Setting
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What Is Scientifically Based Research?

• Research that involves the application of
  rigorous, systematic, and objective procedures to
  obtain reliable and valid knowledge relevant to
  educational activities and programs - NCLB

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Data-based Decision Making

• Systematic use of evidence to support decision
  making
• Frequent, reliable, valid indicators of student
  performance in literacy behavior guide reading
  curriculum school-wide behavior support plan

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Culturally Responsive Practices (CRP)
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Culturally Responsive Practices
Specific educational practices, teaming
processes, instructional strategies, and
curricula content which have been established by
research to increase the achievement of
historically underachieving culturally diverse
students - NCCRESt 2004
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Culturally responsive practices are grounded in
the evidence that

• Culturally diverse students excel academically
  when

• Their culture, language, heritage and experiences
  are valued and used to facilitate their learning
  and development
• They are provided culturally responsive,
  respectful and relevant programs, curricula, and
  resources and
• Have access to high quality educational
  practitioners

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Reading and Behavior Supports Across Three Tiers

• Explicit Instruction

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School-wide Reading
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Explicit Standards-Driven Reading Instruction
with SBR Support

• Expected reading skills are directly taught
  reinforced within systematic instruction provided
  to all students.

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SBR Reading Program Selected To Fit Within A
Comprehensive School-Wide Reading Model
Tier I Schoolwide Effective core reading
curriculum
Tier II Targeted Instructional strategies
Tier III Intensive Individualized instruction

• Scientifically based programs
• Common decision rules
• All resources are coordinated
• Increasing intensity

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School-widePositive Behavior Support
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Impact of 491 Office Referrals in an Elementary
School in Ohio...
Adapted from Barrett et.al.
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.
6,500 or more spent per year for an
instructional leader to process office
referrals. Based on an average salary of 70,000
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Recouping Time Lost

• Instructional time

Administrative Time
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School-wide Positive Behavior Supports (PBS)

• Establishing clear school-wide expectations
• Providing comprehensive instruction in expected
  behaviors
• Establishing System for providing consistent
  encouragement of expected behaviors and
  correction of behavior errors
• Building community connections

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SAVE The DATE!

• PBS Leadership Academy
• May 19, 2006
• An opportunity for administrators to learn from
  Dr. George Sugai, Center on Positive Behavior
  Interventions and Supports, University of
  Connecticut.
• Details forthcoming.

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Implementing the Tiered Model A School-Wide
Literacy Example of An Early Intervening Model
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Background About the School

• Urban neighborhood school
• Serving children from low-income backgrounds (83
  on free or reduced lunch), primarily
  African-American (roughly 90)

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Year 1 Getting Started

• How they got involved
• District Initiative
• 1 of 4 Pilot Schools
• All K - 1st grade teachers committed to training
  on DIBELS, Intervention, and Collaborative
  Problem Solving and to meet regularly with
  Consultant

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Year 1 Professional Development Activities

• Training was done throughout the year beginning
  in September - February
• DIBELS
• School-wide Supports
• Targeted Interventions
• Collaborative Problem Solving (for school-level
  and individual child)
• Met at least once a month as a team to review
  data and create plans
• Team District Consultant, Principal, Title 1
  teacher, Kindergarten and First grade teachers,
  and intervention specialists

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Year 1 What Was Done

• Collected all 3 DIBELS benchmarks
• Using DIBELS data and Collaborative Problem
  Solving process, created interventions for
  children who were struggling (lowest of the
  kids).
• Didnt work out perfectly (lack of consistent
  progress monitoring data, volunteers, started
  late in the year)
• Didnt see great improvements

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Year 1 Outcomes on DIBELS

• Kindergarten
• First Grade

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How Does OISM Provide a Framework for Addressing
Disproportionality Through Early Intervening

• Universal literacy and behavior data for early
  identification
• Systemic support resources in place across tiers
  school-wide, targeted and intensive
• Research based instruction/intervention for
  students needing support who are identified using
  data
• Response to intervention procedures to determine
  intensity of instructional need
• Progress monitoring data for special
  education decision making

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Kindergarten Benchmark Scores Initial Sound
Fluency
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Kindergarten Benchmark Scores Phoneme
Segmentation Fluency
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1st Grade Benchmark Scores Phoneme
Segmentation Fluency
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1st Grade Benchmark Scores Nonsense Word
Fluency
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1st Grade Benchmark Scores Oral Reading Fluency
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Year 1 Response to Outcomes

• End of Year 1 school year discussed data, needs,
  and what to do next year.
• Began System Level Collaborative Problem Solving

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Problem Identification

• Large number of students in our school have low
  literacy skills.
• Teachers feel overwhelmed trying to meet
  everyones needs.
• Problem Identification Statement Currently only
  10 of our K-1 students are meeting end of year
  benchmarks.

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Problem Analysis

• Core Program is not meeting the needs of at 80
  of our students. Kindergarten and 1st grade
  program at the school didnt include a strong
  emphasis on Phonological Awareness and early
  Phonics skills
• Our Tier 2 intervention program is not systematic
  or strong enough.
• Unclear what happens at Tier 3.

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Goal Setting

• Wanted 100 of kindergarten and 1st graders to
  meet all of the DIBELS benchmarks

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Intervention Design Implementation

• Create a Tiered Model of Support (Early
  Intervening Model)
• Tier 1 Universal supports
• Kindergarten and 1st Grade Classroom Changes
• Family Literacy Activities
• Tier 2 Supports Need to create automatic strong
  supports for children who need intervention
• Kindergarten Intervention Program
• 1st Grade Intervention Program
• Build community support volunteer base
• Tier 3 Implement Collaborative Problem Solving
  for Children not Successful at Tier 2

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Tier 1 Universal Supports

• Classroom centers re-worked
• Class-wide Peer Assisted Learning Strategies (did
  this as cross age tutoring with 3rd)
• Kindergarten
• Phonological Awareness in Young Children (PAYC)
• Re-worked Reading Groups
• 30 minutes, fluid skill groups. Used DIBELS
  Benchmark data to compose, and move students in,
  reading groups.
• SBRR Programs Primarily Used Letters, Sounds,
  Stories, ReadWell, and Teacher Directed Paths to
  Achieving Literacy Success
• First Grade
• Used PAYC first half of the year and then did
  Cross Age Repeated Readings Intervention the 2nd
  half of the year

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Tier 1 Decision Rules

• ALL children who had a deficit in particular
  skill on DIBELS received Tier 2 intervention
  services to address their area of need.
• BEFORE a child was put into intervention baseline
  data was collected to validate the initial
  benchmark score.

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Case Example 1st Grade Iesha
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Tier 2 Targeted Support

• Small groups (2-3 children) met with the trained
  IA or community volunteer 3 times a week for 30
  minutes.
• Kindergarten Used Extra Help Letters, Sounds,
  and Stories program Adapted Teacher Directed
  Paths to Achieving Literacy Success.
• First Grade Used Teacher Directed Paths to
  Achieving Literacy Success
• Had groups designed around skill needs--fluid
  groups
• For Each child at Tier 2, a Single Case Design
  graph was set up and their progress was assessed
  weekly.

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Case Example 1st Grade Iesha
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Tier 2 Decision Rules

• When children met their goals across 2
  consecutive assessment sessions, a team (teacher,
  parent, possibly others involved) met to decide
  if the child would move out of Tier 2 or if
  continued support was needed.
• If childs data was consistently below aim line
  (3 point rule used) child may move to Tier 3.

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Case Example of Kindergarten Child
Tier 3
Goal 25 by mid Jan.
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Tier 3 Individual Collaborative Problem Solving

• Collaborative Problem Solving Research Based 5
  step process (written down)
• The Team was created around the child based on
  who was involved and the concerns that were seen.
  Parent and Childs teacher were always on the
  team.
• Single Case Design graph was continued (may
  assess more frequently).

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Tier 3

• Recycled through the process as data indicated (3
  below the aim line guide)
• Inclusion based practice
• Built on Tier 1 and Tier 2 interventions, using
  response to intervention data as key data source
  to guide planning.
• Continued to receive Tier 1 and Tier 2

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Case Example of Kindergarten Child
Tier 3
Goal 25 by mid Jan.
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Where Do Children with Special Needs Fit In?

• Everywhere!
• Involved in all Tiers
• Inclusion is part of the model
• Prevents unnecessary special education placement,
  uses intervention data to guide decision-making
  (before and during special education placement)
• Gives teachers the tools to make it work

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Program Evaluation at the End of Year 2
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Kindergarten Benchmark Scores Across 2 Years
Initial Sound Fluency
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Kindergarten Benchmark Scores Across 2 Years
Phoneme Segmentation Fluency
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1st Grade Benchmark Scores Across 2 Years
Phoneme Segmentation Fluency
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1st Grade Benchmark Scores Across 2 Years
Nonsense Word Fluency
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1st Grade Benchmark Scores Across 2 Years Oral
Reading Fluency
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Number of Children at Each Tier of Support

• Kindergarten
• Tier 1 42 children, ALL children
• 24 children only received Tier 1 (57)
• Tier 2 18 children (43)
• Tier 3 5 children (12)
• 1st Grade
• Tier 1 35 children, ALL children
• 25 children received only Tier 1 (71)
• Tier 2 10 children (29)
• Tier 3 4 children (11).

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Effective Components of A Three Tier Model and
Meeting the Requirements of An Early Intervening
Model

• High expectations for ALL children. Meeting
  childrens needs and providing different levels
  of support
• Administrative Involvement and Support
• Creating a supportive, positive, collaborative
  environment--we are all in this together!
• At Tier 3 intervention we infused early literacy
  instruction throughout the day in many different
  ways whole group, small group, one-on-one older
  student, centers

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Effective Components

• Ongoing progress monitoring to guide decision
  making and conversation
• Ongoing checks of Treatment Integrity and
  implementation
• Clear procedures for record keeping and material
  organization
• Agreed guidelines for interventions
• Inclusive, important time, done with integrity,
  etc.

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Leadership Sustainability

• Almost 20 years ago, Peter Block (1987) argued
  that cultures get changed in a thousand small
  ways, not by dramatic announcements emanating
  from the boardroom. Not fully true. It requires
  the thousand small ways and boardroom policies.
  Sustainability is a team sport, and the team is
  large.
• Fullan 2005