Community Partnerships to Support Education Research from
Development through Implementation Jeanne Poduska
American Institutes for Research
Mary Jane GomezHouston Independent School District
IES Research ConferenceJune 30 2010
Areas of Consideration
• Interventions and the support system for interventions
• Monitoring fidelity and support
• Multi-level factors (Domitrivich, Bradshaw, Poduska et al, 2008)
– e.g. Program, Teacher, Students, Classroom, Principal, School, District
• Stage of work—Type 2 Translational research
• Theories of individual level change and of organizational change (systems change)
Theoretical Model & Technical Steps in Building Community and Institution Partnerships
• Analyze the social/political context
• Learn the vision and understand the challenges and priorities
• Identify mutual self-interests within and across the leadership
• Fit the research program interests into the vision of the leadership
• Work through trust issues
• Request ad hoc oversight from community
Good Behavior Game Professional Development Study Team
American Institutes for ResearchPrincipal Investigator
– Jeanne PoduskaIntervention Team
– Judith Littman– Tessie Rose– Carla Ford
Assessment and Analysis – Anja Kurki– Sarah Bardack– Jeanette Moses– Jay Chambers
Center Coordinator – Matt Malouf
Houston Independent School DistrictCore Team
– Chief Academic Officer– Elementary Curriculum & Instruction– Early Childhood Education – Research and Evaluation– Multilingual Education– Student Support Services – Professional Development
University of South Florida– Wei Wang
University of Miami– Hendricks Brown
Support: IES R305A090446
Aims of the IES GBG PD Study
To understand the professional development teachers need tolearn, implement, and sustain the Good Behavior Game (GBG) in their classroom with fidelity
1. To test the impact of GBG under various models of professional development
2. To explore multi-level factors that influence teachers’ implementation of GBG and GBG impact
3. To assess the financial costs of delivering GBG under different models of professional development
Local Community
State Level
Federal & National Level
City/County Commission for
Children
Governor’s Office
General Assembly
State Dept of Ed
Deans: Schools of Ed
National Teachers’ Unions: AFT, NEA
National Institutes of Health:NIDA, NICHD. NIMH
SAMHSA
Dept of ED:Safe & Drug Free SchoolsSafe Schools/ Healthy StudentsIES
Legislators
District AttorneyMedia:
Houston Chronicle
Foundations:Simmons, Houston Endowment, Brown Family
National Foundations: RWJ, WT Grant, Spencer, Annie E Casey
Parents for Public Education; Parent Advocates
Business:Greater Houston Partnership
Schools of ED: UH
Criminal and Juvenile Justice
Mapping the Social/PoliticalContext: Houston
American Institutes for Research
School Districts
Teachers’ Unions
Independent School Districts
Health & Human Services
Harris County Board of Ed
House A+ Challenge, Project Grad, Collaborative for Children
NAACP
Preceptor: American Leadership Forum
Mental Health
Support: NIDA R21 DA024370
Establishing Mutual Self-Interest Supports the Research Endeavor
• Maintaining vision across changes of leadership in district
• Design—three classrooms per school, random assignment
• Intervention—where to place the coaches
• Longitudinal follow-up of students
• Sustainability
• Fidelity and adaptation____Two additional grants have been submitted buildingon this work: one from AIR; one from HISD
Houston ISD Perspective
• Determining if a body of proposed research supports the mission/vision of HISD– Alignment with District Standards– Artifacts– Achievement
• GBG PD Study addresses…
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Aims of IES GBG PD study
To understand the professional development teachers need tolearn, implement, and sustain the Good Behavior Game (GBG) in their classroom with fidelity
1. To test the impact of GBG under various models of professional development
2. To explore multi-level factors that influence teachers’ implementation of GBG and GBG impact
3. To assess the financial costs of delivering GBG under different models of professional development
The Goods of Trust
• Opportunity for cooperative and collaborative activity– Within and across the district– With external partners
• Knowledge
• Integrity
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Structures to Support Research and Sustainability
Requires Multiple Levels
– HISD has history of campus-level decision-making
– Central office provides direction and support
– School District Board of Education
– Role of broader community
Schools Committee
PartnershipsPrincipals of participating schools, central office staff, and AIR
CommunicationDay to day decisions
ReflectionFeedback loop re feasibility, applicability, and relevance of work
Core Team
Linking Pins
• Chief Academic Officer• Elementary Curriculum & Instruction• Early Childhood Education • Research and Evaluation• Multilingual Education• Student Support Services• Professional Development• AIR staff
Core Team
Check and BalanceMonitor progress
Focused OutcomesProblem solve
Moving ForwardConsider issues related to sustainability
Cultivating Success
A Safe and Trusting Present and
an Even Better Future
Thank You
Contacts
AIR, Center for Integrating Education & Prevention Research in Schools
300 E Lombard St Suite 1020 Baltimore MD [email protected]
410-347-8553
Houston Independent School District4400 West 18th Street Houston TX 77092-8501
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