Break

MIM: Components of the Model

Ronda Jenson, Ph.D.UMKC-Institute for Human Development

Erica Lembke, Ph.D.University of Missouri, Columbia

Who are we?Roles & Experience

What is your primary role?A. General education teacher

B. Special educator teacherC. School administratorD. District administratorE. Technical assistance

consultant/directorF. State coordinator, director, or

managerG. Other….

Who are we?Roles & Experience

A.2. How many years of experience do you have in your current role?

Who are we?Roles & Experience

A.3. How many years of experience do you have in education?

The Missouri Integrated Model (MIM) is a framework that pulls together evidence-based components and processes. MIM includes:•Tiered levels of support,•Essential features of effective schools, &•Implementation processes.

Essential FeaturesBuild and sustain capacity for responding to student needsShared vision and commitmentLeadership at state, district, &

building levelsCollaborative environment Ongoing professional developmentEducator support through

mentoring and coachingCulturally responsive practices

Processing………………………

Think about the following questions regarding “Building & Sustaining Capacity.” Answer using your clicker. Feel free to discuss the questions with your colleagues.

4. As a school, do you have a shared vision and

commitment to school improvement?

A. No, among no staffB. Among some staffC. Among most staffD. Among all staffE. I don’t know

5. Do you have leadership at the school and district

level to support systems change?

A. No, neither school or districtB. Partially, we have a few key

leaders C. Yes, we have the leadership

we needD. I don’t know

6. As a school, is collaboration a natural

process for problem-solving?

A. No, neverB. Sometimes, with some staffC. Sometimes, with all staffD. All of the time, with some

staffE. All of the time, with all staffF. I don’t know

7. As a school, does professional

development address the needs of teachers and

support staff?A. We don’t know what their

needs areB. Some of the timeC. Most of the timeD. All of the time

8. As a school, are mentoring and coaching used to follow-through with professional development in

the classroom?A. No, neverB. Sometimes, with some staffC. Sometimes, with all staffD. All of the time, with some staffE. All of the time, with all staffF. I don’t know

9. As a school, is the diversity of all learners

(culture, background, learning styles, abilities,

etc.) recognized? A. No because all our students are the

sameB. Sometimes, we’re still working on it.C. Yes, all of the timeD. I don’t know

Essential Features

Maximize resources needed for innovationResource mappingFamily and community involvement

Processing………………………

Think about the following questions regarding “Maximizing Resources.” Answer using your clicker. Feel free to discuss the questions with your colleagues.

10. As a school, do you use a collaborative process for identifying resources to match existing needs?

A. No, neverB. We did onceC. SometimesD. All the timeE. I don’t know

11. As a school, to what extent are parents & the community

involved in school processes and student achievement?

A. Somewhat, parents and the community are made aware through newsletters, website, conferences, etc.

B. Fully, parents and the community are invited members of planning teams.

C. Never, we don’t tell them anything

D. I don’t know.

Essential Features

Make informed decisionsEvidence-based practicesData based decision-makingProgress monitoring

Processing………………………

Think about the following questions regarding “Making Informed Decisions.” Answer using your clicker. Feel free to discuss the questions with your colleagues.

12. In our school, teachers understand what evidence-

based practices and effective instruction are?

A. No, none of the teachers understand

B. A few teachers understandC. Most teachers understandD. All teachers understandE. I don’t know.

13. As a school, data is used for problem-solving?

A. No, we don’t collect dataB. No, we collect data but don’t

analyze itC. Somewhat,we analyze data

and it sometimes informs problem-solving

D. Yes, we use data to problem-solve

E. I don’t know

14. As a school, screening and progress monitoring are embedded into ongoing

instruction?A. No, not at this timeB. No, but we have started planning

for how to implement universal screening and progress monitoring

C. Somewhat, we’ve just begunD. Yes, it is totally embedded.E. I don’t know.

15. Given the option to discuss the questions with your colleagues

before responding, did you choose to do so? A. No, I answered all of them by

myselfB. Yes, on a few of the questionsC. Yes, on more than half of the

questions.

Tiered Levels of Support

Primary Prevention:Schoolwide and classwide

instruction

Secondary Prevention:Intensified, validated

intervention

Tertiary Prevention:Further intensified and

individualizedIntervention

~80% of students

~15%

~5%

Example of a tiered model

16. Where does the tiered model concept come from?

A. MedicineB. Erica, Tim, and RondaC. George TierD. As with all things, the federal

government

Examples of programs with tiered levels of support

• Academic– Response to Intervention– Reading First– High Schools That Work

• Behavioral– Positive Behavior Support

• Professional– Professional Learning Communities

Primary Prevention (Tier 1)An example from academics

• All students screened to determine which students are suspected to be at risk.– Collect academic data (‘ala Curriculum-

Based Measurement)

• Students suspected to be at risk remain in primary prevention, with progress monitoring.

• Progress monitoring– Disconfirms risk. These responsive

students remain in primary prevention OR

– Confirms risk. These unresponsive students move to secondary prevention.

Secondary Prevention (Tier 2)An example from academics

• Research-based tutoring– Evidence based strategy/intervention or standard,

purchased program• Provided in small groups either by the

general education teacher or specialists– In general education or pull-out

• With monthly or weekly progress monitoring

• At end of tutoring trial, progress monitoring indicates students were– Responsive to Tier 2 tutoring. These

responsive students return to primary prevention, but progress monitoring continues OR

– Unresponsive to Tier 2 tutoring. These unresponsive students move to tertiary prevention (could be special education).

Tertiary Prevention (Tier 3)An example from academics

• More intensive intervention OR Special education services

– Intervention outside of general education in small groups

• With weekly progress monitoring– ‘ala Curriculum-Based Measurement

• Progress monitoring is used to – Design Individualized instructional programs OR– Set Individualized education program (IEP)

goals – Monitor student response, continuing to make

changes as necessary• Example in Special School District

Clicker question

A. 17. On a scale from 1 to 10, with 10 being the most and 1 being the least, indicate how familiar you are with 3-tiered models

Clicker question

A. 18. On a scale from 1 to 10, with 10 being the most and 1 being the least, indicate how prepared you feel your school is to implement a tiered system of support

An applied example at the elementary level

• Eugene Field Elementary, Columbia, MO

• Dr. Carol Garman, principal

Continuum of Effective Behavior and Academic Supports

Field Elementary Discipline Data 04-05

0%

20%

40%

60%

80%

100%

1

Students with 6+Referrals

Students with 2-5Referrals

Students with 0 or 1Referrals

76.8%

16.8%

6.4%

Literacy Data 04-05 (DIBELS)

30%

Strategic, 26%

44%

0%

20%

40%

60%

80%

100%

2004-2005

Intensive

Strategic

Benchmark

Field Literacy Data (DIBELS)

30%

26%

44%

40%

27%

33%

40%

29%

31%

51%

25%

23%

0%10%20%30%40%50%60%70%80%90%

100%

2004-2005 2006-2007 2007-2008 2007-2008

Intensive

Strategic

Benchmark

PBS Data

PBS Data Why the drop?

9+ Referrals

11

7

12

3

0

2

4

6

8

10

12

14

2004-2005 2005-2006 2006-2007 2007-2008

9+ Referrals

Other Data Sources Used

• Developmental Reading Assessment (DRA & DRA-2)

• Scholastic Reading Inventory (SRI)• District Writing Assessments

Structure for literacy

• ALL students receive 90 minutes of the Core reading program. No one is pulled out during that time.

• Regular classroom teachers teach the core and the Tier I and Tier II groups. Reading specialists, Sp Ed, ELL, Sp. Lang, all teach the Tier III intervention groups. Intervention groups meet each day for 45 minutes.

Core Reading and Intervention Schedule

• Core• K 9:00-10:30• 1st 9:00-10:30• 2 10:00-

11:30• 3 11:00-

12:30• 4 1:45-3:15• 5 1:00-2:30

Intervention

11:30-12:159:15-10:0010:15-11:001:00-1:452:15-3:00

Literacy Programs

• Tier I students receive enrichment based on the themes of the core program.

• Tier II students receive strategic intervention using Reading Mastery or Soar to Success.

• Support for Tier III students has come through the adoption of standard protocol: SRA Reading Mastery for K-2 and Wilson Reading Systems for grades 3-5.

Data collection• Literacy data—Collecting benchmark data

occurs three times per year: fall, winter and spring. Progress monitoring for Tier II and III students occurs every other week. This tool allows us to assess the effectiveness of our system as well as individual students’ response to the interventions.

• Behavioral data—examining the “big 5” twice monthly– Location of referral– Time of day– Individual student– Behavior itself– Average daily referrals

Progress Monitoring provides information about individual students

Of students evaluated for SPED how many qualified?

% Qualifiying for SPED

25%

40%50%

83%

0%

20%

40%

60%

80%

100%

1 2 3 4 5

Year

% Qualifiying

3rd Grade CA

2004-2005 2005-2006 2006-2007

Total 5.4% 15.5% 27.0%

White 18.2% 30.8% 57.1%

Black 0.0% 12.5% 15.8%

F/R Lunch 7.4% 14.7% 22.2%

IEP 0.0% 12.5% 25.0%

LEP 0.0% 0.0% 27.3%

How do we get there?• Literacy:

– prioritized time for literacy– a structured, research-based core literacy

curriculum– a three-tiered approach to intervention– consistent and monitored implementation– support for effective implementation– support for strategic and intensive interventions

as needed– progress monitoring to insure effectiveness of

system– collaboration time – Professional learning communities

Middle School Example—Sunny Vale, Blue Springs

school district• Any student on the team that scored Basic

or Below Basic on the MAP comm arts test during the previous year is monitored

• Aimsweb benchmark tests are given fall, winter, spring– Individual students are progress monitored

weekly• Students that score in the lowest section

are chosen for small group interventions (Tier 2)

• Students in the upper and middle section are monitored in the classroom

Taken from slides produced by Sunny Vale staff

Interventions

• Interventions take place twice a week on Tuesday and Thursday from 1:05-1:33 (during a time when students are in home room)

• Address specific areas that students demonstrate deficiency

• 3:1 teacher/student ratio• Intervention time is spent bridging the

gap of learning and building strong teacher/student relationships

Taken from slides produced by Sunny Vale staff

5 biggest challenges

• Manipulation of the schedule• Obtaining quality resources for

interventions• Commitment to differentiated

instruction• Monitoring student achievement• Technology training (screening and

progress monitoring web-based system)

Taken from slides produced by Sunny Vale staff

Benefits

• Really is the tip of the iceberg of what we can do for students within a 3-tiered model

• Empowers teachers to address struggling students showing a deficiency

• Allows teachers instant data that can guide instruction immediately

• Allows teachers and administrators to make educated, data-driven decisions that will allow for greater student achievement for all students

Taken from slides produced by Sunny Vale staff

19. Within a three-tiered model, what do you

perceive is your greatest need as you get started?

A. Data system for screening and progress monitoring

B. Quality interventionsC. Time for data-based decision-makingD. Monitoring fidelity of implementationE. All of the above

Lunch