Copyright © 2007 National Comprehensive Center for Teacher Quality. All rights reserved.

Innovation ConfigurationsInnovation Configurations

Daniel J. Reschly, Ph.D., and Susan M. Smartt, Ph.D.

Vanderbilt University

June 2007

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NCCTQ at Vanderbilt University

Focus on highly qualified teachers for students with disabilities (SWD) and at-risk characteristics

Elementary and Secondary Education Act (ESEA, 2002) and Individuals with Disabilities Education Act (IDEA, 2004, 2006) priorities• Scientifically based instruction, especially in

reading• Integration of ESEA and IDEA requirements• Improved least-restrictive environment profiles,

greater integration of SWD in the general education curriculum and environment

• Improved outcomes for SWD and economically disadvantaged students

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National Assessment of Educational Progress: 2005

Grade 4 Reading

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Reading and Classroom Behavior

Significant gaps in the preparation of general and special education teachers

Scientifically based principles for both, including randomized controlled trials (RCTs), often not applied

Gaps in:• Teacher preparation and practice• State program approval and teacher licensure• Professional association standards

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Innovation Configurations

Hall & Hord, 1987; Roy & Hord, 2004 Innovation configurations

• Specify key components• Level of implementation

Vanderbilt University’s three innovation configurations• Scientifically based reading research• Classroom organization and behavior management• Inclusive practices (draft)

Validity and reliability data on each

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Abbreviated Innovation Configuration Example

Component/Implement

Structured Environment

None OnlyMentions

Assignments,Readings,Projects

Plus Supervised Practice

Monitoring Behavior

Schoolwide Expectations

Rules/Routines

+ Behavior Focus

Behavior Reduction Strategies

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Tool for Professional Associations, States,

and Institutions of Higher Education (IHEs)

Dissemination and technical assistance to regional comprehensive centers

Development of additional innovation configurations in 2007-08• Inclusive practices, to expand• Learning strategies (focus on SWD, middle

and high school)• Transition planning and programming

Aligned with major IDEA and ESEA outcomes

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Classroom Organization and Behavior Management

Oliver, R. M., & Reschly, D. J. (2007). Improving student outcomes in general and special education: Effective classroom management. Washington DC: National Comprehensive Center for Teacher Quality.

Rationale: Teacher attrition, student achievement, improves inclusion outcomes.

Most beginning and some experienced teachers report significant problems with “discipline.”

Improved behavior also critical to ESEA and IDEA outcomes.

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Classroom Organization and Behavior Management Innovation Configuration

Content Validity• Engaging instruction assumption• Schoolwide positive behavior supports• Structured environment• Active supervision and student engagement• Classroom rules and routines• Encourage appropriate behavior• Behavior reduction strategies

Interjudge agreement about .85

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DRAFT Inclusive Practices Innovation Configuration

Holdheide, L. R., & Reschly, D. J. (forthcoming in 2008?). Tentative title: Improving inclusive practices results for all students.

Draft Inclusive Practices in Table 3Seek feedback on content: more? less?

different?

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DRAFT Inclusive Practices

?? Content Validity of Components ??• Collaboration for planning and services

delivery• Instructional strategies for diverse learners

including accommodations and modifications• Services in inclusive settings• Social opportunities, relationships, and self

advocacy• Family involvement

Reliability, interjudge agreement = .79

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Scientifically Based Reading Research Innovation

ConfigurationSmartt, S. M., & Reschly, D. J. (2007).

Barriers to the preparation of highly qualified teachers in reading (TQ Research & Policy Brief). Washington, DC: National Comprehensive Center for Teacher Quality.

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What Is the Scientifically Based Reading Research Innovation

Configuration? Tool used to evaluate teacher preparation

coursework (syllabi) Specifically assess the degree to which

selected evidence-based practices are implemented in required reading courses

Established through tables with two dimensions: • Key essential components • Levels of implementation

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Scientifically Based Reading Research Innovation

Configuration Essential Key Components (Content Validity)

• Preventing Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998).

• Teaching Children to Read: An Evidence Based Assessment of the Scientific Research Literature on Reading and Its implications for Reading Instruction (National Reading Panel, 2000).

• Policy support ESEA (NCLB, 2002)

IDEA (2004, 2006)

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Key Essential Components

Scientifically based reading research/NCLB/IDEA• Phonemic awareness• Phonics• Fluency• Vocabulary• Comprehension• Integration• Systematic and explicit instruction• Screening and progress monitoring

assessment

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Levels of Implementation

Mentioned. The component is mentioned (Code=1).

Mentioned, plus readings/tests are specified (Code=2).

Mentioned, plus readings/tests, PLUS assignments such as papers, projects are required (Code=3).

All prior levels, PLUS supervised practice (field work) with feedback about degree of success are required (Code=4).

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Partial Example of Scientifically Based Reading Research Innovation

ConfigurationKey Essential Component

None

Code=0

Mention Only

Code=1

Mention PlusReadings/Tests

Code=2

Plus Assign-ments

Code=3

PlusSuper-visedPractice

Code=4

PhonemicAwareness

Phonics

Fluency

Vocabulary

Comprehension

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Applications for Scientifically Based Reading Research Innovation

Configuration IHE individual reading faculty self-assessment IHE department heads, deans, and other

university administrators interested in ensuring high-quality reading instruction in teacher preparation programs

State departments of education seeking to unify reading instruction statewide with common language and goals consistent with federal policy (e.g., Maryland and Colorado)

Design of professional development Professional association standards

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Applications for Scientifically Based Reading Research Innovation

ConfigurationIHE administrators interested in conducting

a needs assessment throughout all required early reading courses across departments (e.g., teaching and learning, special ed) universitywide

Lesson planning guide at the elementary and higher education reading course level to ensure that all elements of scientifically based reading research are taught

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Questions to Consider

1. How might the Inclusive Practices innovation configuration be improved?

2. How could you use the innovation configurations in your setting?

3. Other areas that should be addressed with innovation configurations?

• Learning strategies• Inclusive practices• Transition services?• Other areas???

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References

Hall, G. E., & Hord, S. M. (1987). Change in schools: Facilitating the process. New York: State University of New York Press.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

Roy, P., & Hord, S. M. (2004). Chart a measured course toward change. Journal of Staff Development, 25(2), 54–58.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.