IN-SIG: FOUNDATIONS &
RESPONSE TO INTERVENTION
November 1, 2007
Presentation Scope
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IN-SIG Foundations
Response to Intervention
Barriers & Bridges
Topical Discussions




Management
Content Implementation
Evaluation
Sustainability
GOALS

Goal 1: To assist school-age students to successfully meet
challenging academic and behavior standards.

Goal 2: To improve early childhood programs and transitions.

Goal 3: To improve and enhance post-secondary education
and employment outcomes for students with disabilities.

Goal 4: To improve system-level partnerships and
collaborations among families, schools, and community
agencies.

Goal 5: To improve the quantity and quality of personnel to
meet student needs.
IN-SIG SITES
Early
Childhood
Initiative
1.
2.
3.
4.
5.
Challenging Academic & Behavioral Goals
Early Childhood
Transition
System Level Partnerships & Collaboration
Quantity & Quality of Personnel
INDIANA EARLY CHILDHOOD INITIATIVE

The Early Childhood
Transition Video Steps
to Success – Transition at
Age 3

The Early Childhood
Environment Rating
Scale
Indiana
Early
Childhood
Initiative
1.
2.
3.
4.
5.
Challenging Academic & Behavioral Goals
Early Childhood
Transition
System Level Partnerships & Collaboration
Quantity & Quality of Personnel
Indiana
Transition
Initiative
INDIANA TRANSITION INITIATIVE


The Indiana Post
School Follow-Up
System
The Indiana
Employability Skills
Assessment & Reporting
Initiative
Indiana
Early
Childhood
Initiative
1.
2.
3.
4.
5.
Challenging Academic & Behavioral Goals
Early Childhood
Transition
System Level Partnerships & Collaboration
Quantity & Quality of Personnel
Indiana
Curriculum
&
Instruction
Initiative
Indiana
Transition
Initiative
What are we doing to ensure that all students will meet Indiana’s
Academic Standards?



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Access to the General
Education Curriculum
Literacy
Differentiated
Instruction
Co-Teaching &
Collaboration
Indiana
Early
Childhood
Initiative
1.
2.
3.
4.
5.
Challenging Academic & Behavioral Goals
Early Childhood
Transition
System Level Partnerships & Collaboration
Quantity & Quality of Personnel
Indiana
Curriculum
&
Instruction
Initiative
Indiana
Positive
Behavior
Support
Initiative
Indiana
Transition
Initiative
Indiana School- Wide Positive Behavior
Support Initiative



11 SCHOOLS YEAR 1
9 SCHOOLS YEAR 2
18 SCHOOLS YEAR 3
Indiana Task Force
on Family, School,
Community
Partnerships
Indiana
Early
Childhood
Initiative
1.
2.
3.
4.
5.
Challenging Academic & Behavioral Goals
Early Childhood
Transition
System Level Partnerships & Collaboration
Quantity & Quality of Personnel
Indiana
Curriculum
&
Instruction
Initiative
Indiana
Positive
Behavior
Support
Initiative
Indiana
Transition
Initiative
System level partnerships and collaborations among families, schools &
community agencies


The Indiana Task Force on Increasing
Student Achievement Through Family,
School and Community Partnerships
Collaborative effort with Indiana
Partnerships Center (PIRC)
Indiana Task Force
on Family, School,
Community
Partnerships
Indiana
Early
Childhood
Initiative
1.
2.
3.
4.
5.
Indiana
Education
Leadership
Initiative
Challenging Academic & Behavioral Goals
Early Childhood
Transition
System Level Partnerships & Collaboration
Quantity & Quality of Personnel
Indiana
Curriculum
&
Instruction
Initiative
Indiana
Positive
Behavior
Support
Initiative
Indiana
Transition
Initiative
INDIANA EDUCATION LEADERSHIP
INITIATIVE
Increasing Student Achievement Through Leadership & Change

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LEADERSHIP TEAMS
PROFESSIONAL
LEARNING COMMUNITIES
UNDERSTANDING &
MANAGING CHANGE
KNOWING WHAT MAKES
SCHOOLS EFFECTIVE
HIGH QUALITY STAFF
LEARNING
DATA DRIVEN DECISIONS
Indiana Task Force
on Family, School,
Community
Partnerships
Indiana
Education
Leadership
Initiative
1. Challenging Academic & Behavioral Goals
2. System Level Partnerships & Collaboration
3. High Quality Professional Learning
Indiana
Curriculum
&
Instruction
Initiative
(P-12)
Indiana
Positive
Behavior
Support
Initiative
(P-12)
IMPLEMENT
WITH
FIDELITY
QUALITY
STAFF
LEARNING
EFFECTIVE
LEADERSHIP
SCHOOL IMPROVEMENT/
STUDENT ACHIEVEMENT
EVIDENCEBASED
INTERVENTION(S)
CULTURAL
RESPONSIVENESS
FAMILY &
COMMUNITY
PARTNERSHIPS
Integrated Systems for Supporting Student
Success
Tier 3
Intensive, individual interventions
Assessment based
High intensity/Longer duration
Tier 2
Targeted Group Interventions
At-risk students
High efficiency
Rapid response
Tier 1
Instructional Interventions
All Students
Preventative, proactive
Tier 3
Intensive, individual interventions
Assessment based
High intensity/Longer duration
Tier 2
Targeted Group Interventions
At-risk students
High efficiency
Rapid response
Tier 1
Instructional Interventions
All students
Preventative, proactive
Indiana’s Integrated Focused System for Supporting
Student Success
Core Curriculum Universal
Screening
School Improvement
Team
School
Core/Leadership Team
Differentiated
Instruction Benchmarking
Grade Level Teams
Data Based
Problem Solving
School and Classroom
Progress
Teacher-Parent
Curriculum,
Environment Monitoring
Assessment
&
Collaboration
Instruction,
Progress Monitoring
Learning
Environment
Principles of IFS
Principle 1: We believe that we can effectively teach ALL children.
Principle 2: We believe that effective leadership is essential to support student success.
Principle 3: We believe in the use of an effective and collaborative decision making
process that utilizes assessment data.
Principle 4: We believe it is essential to intervene at the first indication of academic,
social-emotional, or behavioral needs.
Principle 5: We believe in providing an integrated and focused system of instructional
interventions and resources that is applied to successfully meet all students’
academic, social-emotional, and behavioral needs.
Principle 6: We will use research and evidence-based instruction and interventions that
are implemented with fidelity.
21
Problem Solving Method
Define the Problem:
“Is there a problem”?
“What is it”?
“How significant”?
Evaluate Progress:
“Did the plan
work”?
“What needs
to
happen
next”?
Implement the
Plan with Fidelity
Analyze the
Problem:
“Why is it
happening”?
Determine
What to Do:
“Develop a plan to
22
address the problem”.
Barriers & Bridges

Barriers


Getting your arms around
the d_ _ _ thing
Evaluation:
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Large initiatives
Components of initiatives
School-based initiatives
Change in adult behavior
Student progress
Teachers’ Unions
Collaboration Time
Focus on Test Scores
High Schools
Resistance to Change

Bridges


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Leadership Teams
Understanding Change
Quality staff development
with follow-up
Learning Communities
Logic Model for Evaluation
Topical Discussions

Management

Content Implementation

Evaluation

Sustainability
MANAGEMENT

Site Selection


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Data Analysis, Demographic & Geographic Factors
Memorandum of Understanding
Pockets of Excellence/Demonstration Sites
State Project Management Team, District
Leadership Team, Building Leadership Teams
Fiscal Resources
Program Coordinator, Family Coordinator, Site
Coordinator
CONTENT IMPLEMENTATON

Indiana Leadership Initiative

High Quality Professional Learning



External Technical Assistance Providers
Internal Technical Assistance Providers
Measures of Fidelity


IN-SIG Team
School Teams
EVALUATION
SUSTAINABILITY

Leadership: Especially teacher leadership &
family and community involvement

Implementation Drivers

Learning Communities

Dr. Brett Bollinger
[email protected]

Dr. Michael Harvey
[email protected]
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