Upload
kareem-owens
View
24
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Vermont Integrated Instruction Model ( ViiM ) Highlights. August 2012. Vermont’s Integrated Instruction Model (ViiM) builds regional training/coaching capacity to support teams of educators in the use of evidence based educational practices within a multi-tiered framework. - PowerPoint PPT Presentation
Citation preview
Vermont Integrated Instruction Model (ViiM)
Highlights
August 2012
Vermont’s Integrated Instruction Model (ViiM) builds regional training/coaching capacity to support teams of
educators in the use of evidence based educational practices within a multi-tiered framework.
This integrated system of instruction and intervention supports improved student academic and behavioral outcomes.
(current focus = K-8 behavior and reading)
An innovative systems approach . .
. . to educating all students.
Universal
Intensive Targeted
Pre-Emergent Early
Literacy
Parent Partnerships
Speech and Language Pathology
Intensive
Targeted
Universal
ACSU
LNSULSSU
NCSU
ST. J SD
ViiM Pilot Sites SY2012-13 15 schools in 5 supervisory unions/districts
North Country SU – 5 sites
The St. Johnsbury School
Lamoille North SU – 3 sites
Lamoille South SU – 1 site
Addison Central SU – 3 sites + 2 preparing
Building Staff, Building Staff, Students and Students and
FamiliesFamilies
The Cascade
District Team
School Based School Based Leadership TeamLeadership Team
Supervisory Supervisory Union/District Union/District
Leadership TeamLeadership Team
Regional Regional Training/CoachingTraining/Coaching
StateStateProviding feedback and data on implementation efforts
Providing supports for effective practices implemented with fidelity
Critical Components of ViiM Across All Tiers of Support
Fidelity of Implementation Fidelity of Implementation
Universal Screening & Progress Monitoring
Universal Screening & Progress Monitoring
Data-based Decisions & Problem solvingData-based Decisions & Problem solving
Evidence-based PracticesEvidence-based Practices
Beh
avio
r S
uppo
rtA
cademic S
upport
Multi-tiered ModelMulti-tiered Model
Leadership, Climate, and CultureLeadership, Climate, and Culture
“Strengthen the core” at the Universal Level.
Primary Resources
What Works Clearinghouse – IES Practice Guideswww.ies.ed.gov/ncee/wwc/publications/practiceguides/
Report of the National Reading Panelwww.nationalreadingpanel.org
TA Center on Positive Behavioral Interventions and Supports
www.pbis.org
Michigan Implementation Networkwww.min.cenmi.org/
Highlight: Data and Data Systems
•Data Collection, Entry & Sharing
•Role of Data Analyst
•Types & Levels of Data
Building Sustainable Systems for Data-Based Decision Making
• Data Collection– Training (Initial and Re-Training)– Accuracy Checks for Administration & Scoring– Scheduling of Assessments
• Data Entry– Time for Data Entry – Accuracy of Data Entry– Training for Data Entry (Initial & Re-Training)
• Data Sharing– Training in Interpretation of Data (Initial & Re-Training) – Ensuring Timely Access to Data– Formal & Informal Data Sharing
Key Role of Data Analyst
13
We want to gather information that tells us:
How well we are implementing: Fidelity Data
and
whether what we’re doing is working: Student Outcome Data
Implementation Fidelity Data
Are we doing what we said we would do, when, and how we said we would do it?
One Common Voice – One Plan
DoImplement Plan
Monitor PlanEvaluate Plan
PlanDevelop Action Plan
Gather Getting Ready
Collect School DataBuild School Profile
StudentAchievement
StudyAnalyze Data
Set Goals Set Measurable Objectives
Research Best PracticeRtI
A Response to Intervention System, well implemented, will support and
operationalize the School Improvement Process
Student Outcome Data
Highlight: Implementation Science
•There are stages of implementation.
•There is a difference between implementing a practice and the practice itself.
Implementation Science
http://www.fpg.unc.edu/~nirn/
Exploration Installation Implementation Full Operation Innovation Sustainability
•Awareness of need
•Explore options
•Decide whether to proceed with innovation
Stages of Implementation
two sets of activities (intervention-level & implementation-level)
and
two sets of outcomes (intervention outcomes & implementation outcomes)
http://www.fpg.unc.edu/~nirn/implementation/01_implementationdefined.cfm
Building Staff , Building Staff , Students & Students &
FamiliesFamilies
School-Based School-Based Leadership TeamLeadership Team
SU/District SU/District Leadership TeamLeadership Team
Regional Training & Regional Training & ImplementationImplementationCoaches TEAMCoaches TEAM
State State Implementation Implementation
TeamTeam
What skills and knowledge are needed at the different
cascade levels?
Innovatio
n
fluency
Implementatio
n
fluency
Highlight: Leadership Teams
•Letting it happen, helping it happen, or making it happen?
•Braiding
Braiding School Building & SU/District Initiatives
ViiM