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School-Wide Applications Model: SAM in the DC Public Schools Action Planning and Effective Implementation Sailor, Roger, McCart & Wolf, 2008.

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Presentation on theme: "School-Wide Applications Model: SAM in the DC Public Schools Action Planning and Effective Implementation Sailor, Roger, McCart & Wolf, 2008."— Presentation transcript:

1 School-Wide Applications Model: SAM in the DC Public Schools Action Planning and Effective Implementation Sailor, Roger, McCart & Wolf, 2008

2 2 Survey of Barriers to Implementation and Sustainability of SW- PBS in Urban Settings (Putnam et al., 2008) 10. Cultural difference between teacher-student 9. History of failed initiatives 8. Competing initiatives that drain resources 7. High proportion of inexperienced, short term teachers 6. Disconnect between school and district administration 5. Administrative turnover 4. Continuous change in district leadership and priorities 3. High bureaucratic complexity 2. Inadequate prepared teaching force 1. Teacher turnover

3 SAM Schoolwide Applications Model Six Guiding Principles Fifteen Critical Features

4 Six Guiding Principles of SAM All instruction is guided by General Education All school resources are configured to benefit all students School Proactively addresses social development and citizenship School is data-based learning organization School has open boundaries in relation to its families and its community School enjoys district support for undertaking the extensive systems-change activities required to implement SAM

5 Critical Features of SAM (1-5)  School serves all students.  All students at school are considered general education students.  General education teachers assume responsibility for all students at the school.  School is inclusive of all students for all classroom and school functions.  School is organized to provide all specialized supports, adaptations and accommodations to students in such a way as to maximize the number of students who will benefit.

6 Critical Features of SAM (6-10)  All students are taught in accordance with the general curriculum.  The school has an active, schoolwide Positive Behavior Support (SWPBS) program operating at all 3 levels.  The school is a data-driven, collaborative decision-making, learning organization with all major functions guided by team process.  School effectively utilizes general education students in instruction of students in need of supports in all instructional environments.  All personnel at the school participate in the teacher/learning processes and are valued for their respective contributions to pupil academic and social outcomes.

7 Critical Features of SAM (11-15)  School personnel use a uniform, non-categorical lexicon to describe both personnel and teaching/learning functions.  School has established a Site Leadership Team (SLT) empowered by the school and the district to implement SAM at the school.  School has working partnership with families of students who attend the school.  School has working partnership with its community businesses and service providers.  SAM implementation at the school site is fully recognized and supported by the district.

8 Schoolwide Applications Model Analysis SAMAN

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10 SAMSCHOOLS DCPS RtI: Response to Intervention Framework Effective District Level Systems and Structure District and School-Based Action Planning Coaching Model PBS: Positive Behavioral Support Co-Teaching Year One

11 RESPONSE TO INTERVENTION

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13 POSITIVE BEHAVIORAL SUPPORT

14 Washington, D.C. Summer Insitute 2008 SAMSCHOOLS, LLC. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

15 DISTRICT LEVEL SUPPORT Systems and Supports at the District Level: District and School Based Action Planning

16 Leadership Team Is there a SAM leadership team established? Does the team meet at least semi-monthly? Is there a team leader? Does the leadership team have an action plan completed? Does the team regularly review data? Does the team understand the critical features of SAM? Data Collection Are there established data collected? Is there a SAM data collection system in place? Are SAMAN assessments completed at least bi-annually? Staffing Is there a school employee with established Full Time Equivalence committed to the SAM process? Training Are there regularly established training times on SAM guiding principles? How are new school personnel trained on SAM? Is there general new teacher training in place? Sustainability Is the team actively working on sustaining systems? SAM Action Plan

17 INSTRUCTIONAL COACHING Based on the work of Jim Knight

18 What Is Instructional Coaching A collaborative process that aimed to improve teaching. An on-site professional developer who partners with educators to identify and assist with implementation of proven teaching strategies. (Jim Knight, KU, Center for Research on Learning) An instructional coach: Is on site Is a professional developer Partners with teachers Identifies with teachers Uses proven strategies (research-based) Assists teachers Jim Knight Journal of Staff Development, Spring 2004 (Vol. 25, No. 2)

19 CO-TEACHING Based on the work of Marilyn Friend

20 The Power of Two Co-Teaching is a model for successful collaboration between special education and general education teachers in order to meet the needs of all students with diverse learning abilities in the general education classroom.

21 Co-teaching is a collaborative process... Two educators Delivering instruction together in the regular classroom To diverse groups of students Accomplished through joint planning and both educators delivering instruction in large, small, and individual groups. Co-Teaching South Central RPDC

22 INITIAL OUTCOMES Year One

23 “What are the expectations for SAM schools in WDC over a three-year period?” SAM uses an RTI logic model to examine the relationship of the implementation fidelity tool, SAMAN, to repeated assessments of pupil progress over time using a procedure called latent growth modeling. As schools learn to implement the critical features of SAM, fifteen of which are sampled by SAMAN, outcomes will be reflected in pupil progress as measured by grade level and school gains in curriculum based measures, benchmark assessments and annual standardized assessments. It is expected that over a three year period SAM schools will outperform demographically comparable schools within the same district in math and reading gains as estimated by statistical probability assessments. Moreover, we expect these gains to be reflected in all subgroups including special education. Sailor & Choi, 2009

24 SAMSCHOOLS YEAR ONE We expect modest trends in a positive direction and gains on the SAMAN from initiation to implementation score ranges for the same corresponding period. Sailor & Choi, 2009

25 SAMSCHOOLS YEAR TWO We expect statistically significant trends on outcome data as SAMAN assessments move toward the upper ranges of implementation. Sailor & Choi, 2009

26 SAMSCHOOLS YEAR THREE We expect significant differences between SAM schools and a comparable match set of non-SAM schools (SAM waitlisted), on math and reading, and with statistically significant trends in a positive direction within each SAM school. Sailor & Choi, 2009

27 To Illustrate the Desired Trend  SAMAN progress from Chavez Elementary, Ravenswood School District, California.  Chavez took three years to reach SAMAN scale score 2.5 and higher which is the phase of enculturation.  Scores in that phase indicate that the SAM process has become “business as usual” at the school.  California State test (STAR) on math and reading over the span from AY to AY and the resultant statistical analysis. Sailor & Choi, 2009

28 Repeated Measure ANOVA- Significant main effect on year of measurement F(1.96, ) = 53.62, p <.01, η p2 =.17 Significant on Tuckey’s HSD Test

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30 DCPS Initial Data  AY DC-BAS  Seven of the eight schools are trending upward averaged across all grades  If the trend continues, cohort 1 schools as a group should reflect gains in annual grade level assessments by the end of year three.  In year two, we will create a matched sample of schools with comparable demographics and do a comparative analysis of SAM vs. non-SAM school gains.

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34 Next Year We add additional training on the core components (RtI, coaching, co-teaching, PBS) We look for additional gains in progress and outcome data As we introduce children back into the classroom there will be additional needs to address. Not sure of the impact on the data. Additional focus on capacity building and school climate.

35 Thank You Amy McCart, Ph.D. Research Assistant Professor University of Kansas Pbis.org


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