International Conference on School Reform
Vancouver, British Columbia, Canada
December 14, 2006
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Reforming Schools through Accountability:
The Ohio Integrated Systems Model
Dr. Sylvia J. Imler
Dr. Marianne K. Dove
Dr. Sally A. Lewis
Dr. Kenneth L. Miller
Youngstown State University
This presentation is based on materials produced by, and with permission of:
• the Ohio Department of Education’s (ODE’s) Office for Exceptional Children (OEC);
• the Northeastern Ohio Special Education Regional Resource Center (NEOSERRC);
• Michele DiMuzio, Instructional Coordinator, NEOSERRC.
The Ohio Integrated Systems Model (OISM) was made possible by a State
Improvement Grant (SIG) awarded by the U.S. Department of Education.
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An Overview of the
Ohio Integrated Systems Model (OISM)
for Academic and Behavior Supports
A Statewide Model to Close the Achievement Gap
for Students with Disabilities and Other At-Risk
Learners
Workshop Goals
•
•
•
•
•
Define OISM
Provide a rationale for OISM
Introduce OISM
Demonstrate OISM in action
Critique OISM
Ineffective
Instruction
Sets the
Occasion for
Student
Failure
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The Challenge
Punishing problem behaviors (without a proactive
support system) is associated with increases in (a)
aggression, (b) vandalism, (c) truancy, and (d)
dropping out.
• Mayer, 1995
• Mayer & Sulzar-Azaroff, 1991
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OISM DVD
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Question:
As you learn about Ohio’s attempt to close
the achievement gap, what model has your
country, province, or state created to meet
this goal?
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Three-Tiers of Support
• Purpose
• Characteristics
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School-Wide
Purpose:
1.
2.
3.
4.
Maximize learning for all
students
Strong core curriculum; 8090% of students are meeting
performance indicators
Minimize need for
interventions (number &
intensity)
Use school-wide data to
evaluate and improve the
instruction for all students in
reading/behavior
Characteristics:
1.
2.
3.
4.
Explicit, focused, highquality general education
instruction in academic
and social competencies
Based on concepts of
universal design for
learning
Core curriculum needs of
current student population
All students receive
instruction in core
curriculum
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Targeted
Purpose:
1. ID students at risk for not
reaching standards
2. Provide sufficient and
appropriate instruction so
that performance rapidly
reaches/exceeds
standards, preventing
school failure.
3. Use school-wide data to
determine
• students in need of
additional
instructional in
reading or behavior
&
• research-based
intervention
strategies to be used
Characteristics (Instruction):
1.
2.
3.
4.
5.
6.
Timely, focused, and
explicit instruction
Monitor progress
frequently
Flexible student
grouping
Identify students “atrisk” for academic AND
behavior problems
Scientifically-supported
supplemental programs
Culturally responsive
content
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Intensive
Purpose:
• To provide sustained
support for children
• Not progressing
with targeted
supports
OR
• Whose initial
assessment data
indicate need for
support at all 3
tiers
• Use school-wide and
functional
behavior/reading
assessment data to plan
supports so student
progresses in general
curriculum.
Characteristics (Curriculum):
•Research-based, Ongoing supports
Literacy : Increase direct
instruction with substantial
opportunities to practice
Behavior: Increased explicit
instruction in social skills with
opportunities to practice in
varied setting
•Instruction designed by skilled &
trained intervention team
•Small group (1:3)
•Once a week on target skill
•Regular progress reviews
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A Rationale for OISM
What the data indicate…
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15
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Disproportionality of Suspensions by Race/Ethnicity-Ohio State Discipline
Report Card 2002
78.9
White/Caucasian
24
1.5
Racial/Ethnic Group
Multiracial
16
Native American/Alaskan
Native
0.1
4
1.8
Hispanic
15
16.5
African American
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1.2
Asian/Pacific Islander
4
0
10
20
30
40
50
60
70
80
90
Percent
% of suspensions
SWO SERRC/Mod. I--9/30/03
% of student population by race/ethnicity
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Student Problem Behavior: Social Cost
•Over 50% of U.S. crime is committed by 5-7% of children
between ages of 10-20
•Over 82% of crime is committed by people who have not
completed school
•70% of youth viewed as antisocial in school are arrested within
3 years of leaving school
•Problem behavior is the single most common reason why
students with disabilities are removed from regular schools,
work, and house settings
Source: Kincaid, D. University of South Florida
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Student Problem Behavior: Economic Cost
•The average cost of the most highly restrictive placements for
SWD is $150,000
•Federal & state governments add 1,500 prison beds every week
costing $30 billion/ year
•It is projected that soon more Americans will be in prison than
will attend the nation’s 4-year colleges
Source: Kincaid, D., University of South Florida
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Kincaid, h Florida
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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Impact of 3057 Office Referrals
in a Middle School in Ohio...
Adapted from Barrett et.al.
Administrative
Time Lost
45,855 minutes
764 hours
95 work days
* Based on 15 minutes
per referral.
Student Instructional
Time Lost
137,565 minutes
2,292 hours
382 school days
* Based on 45 minutes
out of the classroom.
*$35,000 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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Summative Effects of an
Integrated Model
Significance
BL
R
B
R
B
Reading
Behavior
Instruction
Instruction
Sourced: Shep Kellem, Johns Hopkins University
R
B
Reading &
Behavior
Instruction
Focus on Academics AND Behavior
Question: In light of data presented in this
section, are you observing similar trends
in your schools?
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OISM in Action
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Six Key Features of OISM
1.
2.
3.
4.
5.
6.
Administrative Leadership
Collaborative Strategic Planning
Scientifically-based Research
Data-based Decision Making
Culturally Responsive Practices
Academic & Behavior Supports across 3tiers
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CASE STUDY
Miranda
GROUP ACTIVITY
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Case Study: Miranda
Miranda is a nine-year old, Latina third-grade student
enrolled at an urban elementary school. Miranda has
demonstrated a variety of academic and behavioral
problems since kindergarten when her parents were
divorced. Since that time Miranda has been sent to the
principal’s office on 11 occasions for disrupting class,
hitting other students, and refusing to participate in
classroom activities. Although Miranda’s progress was
satisfactory in kindergarten, it has declined substantially in
all subject areas in the past two years.
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Critical Evaluation
• Identify perceptions of strengths and
limitations of the Ohio Integrated Systems
Model as it applies to the unique
circumstances of your school.
• Identify implications for professional
practice.
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Summary Statement
Improved academic achievement and increased
positive behavior are required outcomes for
comprehensive school improvement. Research
shows that effective behavioral systems melded with
effective instruction are likely to result in improved
academic gains (Horner & Sugai, 2000). The Ohio
Integrated Systems Model (OISM) is a means to
achieve this goal.
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Q&A
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Appendix
Six Key Features of OISM
1.
2.
3.
4.
5.
6.
Administrative Leadership
Collaborative Strategic Planning
Scientifically-based Research
Data-based Decision Making
Culturally Responsive Practices
Academic & Behavior Supports across 3-tiers
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1. Administrative Leadership
• Directs system Vision &
Mission
• Establishes partnerships with
families & community
• Prepares and encourages leaders
• Demonstrates high expectations
• Models and supports
continuous learning
• Maintains persistence and
commitment
2. Collaborative Strategic Planning
Problem
Definition
Evaluate
the Plan
Plan Development
& Implementation
Problem
Analysis
Goal Setting
2. Collaborative Strategic Planning
continued…
Questions:
• How strong are our PREVENTION efforts?
• Is our response based upon INTERVENTION
rather than remediation?
• Is our response SYSTEMATIC?
• Is our response TIMELY?
• Is our response DIRECTIVE?
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3. Scientifically-based Research
• Expected academic skills are directly taught & reinforced within
systematic instruction provided to all students.
• Core curriculum is examined for the extent to which essential
evidenced- based skills are being taught with a priority on
examining Reading and the big ideas of literacy instruction
described in the National Reading Panel Report.
• School-wide data are examined to determine the extent to which
the school’s/district’s core curriculum enables most students to
reach standards and academic skill benchmarks.
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4. Data-based Decision Making
• Systematic use of evidence to support decision making
• Frequent, reliable, valid indicators of student performance in
essential academic skills & behavior guide curriculum & schoolwide behavior support plan
• Universal Screening
Academics
• Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
- http://dibels.uoregon.edu
• Curriculum-Based Measurement (CBM)
Behavior
• School Wide Information System (SWIS) http://www.swis.org
5. 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
6. Academic and Behavior
Supports Across Three-Tiers
• Intensity of interventions increases with the complexity
and intensity of academic or behavior problems
• 80-90% = School-wide
• 5-10% = Targeted
• 1-5 % = Intensive
Source: Ohio’s State Improvement Grant: A Statewide Model for Closing the
Achievement Gap for Students’ with Disabilities and Other At-Risk Learners
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