1. Copyright © 2007 National Comprehensive Center for Teacher Quality. All rights reserved. Innovation Configurations Daniel J. Reschly, Ph.D., and Susan M. Smartt, Ph.D. Vanderbilt University June 2007

2. www.ncctq.org 2 NCCTQ at Vanderbilt University  Focus on highly qualified teachers for students with disabilities (SWD) and at-risk characteristics  Elementary and Secondary Education Act (ESEA, 2002) and Individuals with Disabilities Education Act (IDEA, 2004, 2006) priorities Scientifically based instruction, especially in reading Integration of ESEA and IDEA requirements Improved least-restrictive environment profiles, greater integration of SWD in the general education curriculum and environment Improved outcomes for SWD and economically disadvantaged students

3. www.ncctq.org 3 National Assessment of Educational Progress: 2005 Grade 4 Reading

4. www.ncctq.org 4 Reading and Classroom Behavior  Significant gaps in the preparation of general and special education teachers  Scientifically based principles for both, including randomized controlled trials (RCTs), often not applied  Gaps in: Teacher preparation and practice State program approval and teacher licensure Professional association standards

5. www.ncctq.org 5 Innovation Configurations  Hall & Hord, 1987; Roy & Hord, 2004  Innovation configurations Specify key components Level of implementation  Vanderbilt University’s three innovation configurations Scientifically based reading research Classroom organization and behavior management Inclusive practices (draft)  Validity and reliability data on each

6. www.ncctq.org 6 Abbreviated Innovation Configuration Example Component/ Implement Structured Environment NoneOnly Mentions Assignments, Readings, Projects Plus Supervised Practice Monitoring Behavior Schoolwide Expectations Rules/Routines + Behavior Focus Behavior Reduction Strategies

7. www.ncctq.org 7 Tool for Professional Associations, States, and Institutions of Higher Education (IHEs)  Dissemination and technical assistance to regional comprehensive centers  Development of additional innovation configurations in 2007-08 Inclusive practices, to expand Learning strategies (focus on SWD, middle and high school) Transition planning and programming  Aligned with major IDEA and ESEA outcomes

8. www.ncctq.org 8 Classroom Organization and Behavior Management  Oliver, R. M., & Reschly, D. J. (2007). Improving student outcomes in general and special education: Effective classroom management. Washington DC: National Comprehensive Center for Teacher Quality.  Rationale: Teacher attrition, student achievement, improves inclusion outcomes.  Most beginning and some experienced teachers report significant problems with “discipline.”  Improved behavior also critical to ESEA and IDEA outcomes.

9. www.ncctq.org 9 Classroom Organization and Behavior Management Innovation Configuration  Content Validity Engaging instruction assumption Schoolwide positive behavior supports Structured environment Active supervision and student engagement Classroom rules and routines Encourage appropriate behavior Behavior reduction strategies  Interjudge agreement about.85

10. www.ncctq.org 10 DRAFT Inclusive Practices Innovation Configuration  Holdheide, L. R., & Reschly, D. J. (forthcoming in 2008?). Tentative title: Improving inclusive practices results for all students.  Draft Inclusive Practices in Table 3  Seek feedback on content: more? less? different?

11. www.ncctq.org 11 DRAFT Inclusive Practices  ?? Content Validity of Components ?? Collaboration for planning and services delivery Instructional strategies for diverse learners including accommodations and modifications Services in inclusive settings Social opportunities, relationships, and self advocacy Family involvement  Reliability, interjudge agreement =.79

12. www.ncctq.org 12 Scientifically Based Reading Research Innovation Configuration  Smartt, S. M., & Reschly, D. J. (2007). Barriers to the preparation of highly qualified teachers in reading (TQ Research & Policy Brief). Washington, DC: National Comprehensive Center for Teacher Quality.

13. www.ncctq.org 13 What Is the Scientifically Based Reading Research Innovation Configuration?  Tool used to evaluate teacher preparation coursework (syllabi)  Specifically assess the degree to which selected evidence-based practices are implemented in required reading courses  Established through tables with two dimensions: Key essential components Levels of implementation

14. www.ncctq.org 14 Scientifically Based Reading Research Innovation Configuration  Essential Key Components (Content Validity) Preventing Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998). Teaching Children to Read: An Evidence Based Assessment of the Scientific Research Literature on Reading and Its implications for Reading Instruction (National Reading Panel, 2000). Policy support  ESEA (NCLB, 2002)  IDEA (2004, 2006)

15. www.ncctq.org 15 Key Essential Components  Scientifically based reading research/ NCLB/IDEA Phonemic awareness Phonics Fluency Vocabulary Comprehension Integration Systematic and explicit instruction Screening and progress monitoring assessment

16. www.ncctq.org 16 Levels of Implementation  Mentioned. The component is mentioned (Code=1).  Mentioned, plus readings/tests are specified (Code=2).  Mentioned, plus readings/tests, PLUS assignments such as papers, projects are required (Code=3).  All prior levels, PLUS supervised practice (field work) with feedback about degree of success are required (Code=4).

17. www.ncctq.org 17 Partial Example of Scientifically Based Reading Research Innovation Configuration Key Essential Component None Code=0 Mention Only Code=1 Mention Plus Readings/ Tests Code=2 Plus Assign- ments Code=3 Plus Super- vised Practice Code=4 Phonemic Awareness Phonics Fluency Vocabulary Comprehension

18. www.ncctq.org 18 Applications for Scientifically Based Reading Research Innovation Configuration  IHE individual reading faculty self-assessment  IHE department heads, deans, and other university administrators interested in ensuring high-quality reading instruction in teacher preparation programs  State departments of education seeking to unify reading instruction statewide with common language and goals consistent with federal policy (e.g., Maryland and Colorado)  Design of professional development  Professional association standards

19. www.ncctq.org 19 Applications for Scientifically Based Reading Research Innovation Configuration  IHE administrators interested in conducting a needs assessment throughout all required early reading courses across departments (e.g., teaching and learning, special ed) universitywide  Lesson planning guide at the elementary and higher education reading course level to ensure that all elements of scientifically based reading research are taught

20. www.ncctq.org 20 Questions to Consider 1.How might the Inclusive Practices innovation configuration be improved? 2.How could you use the innovation configurations in your setting? 3.Other areas that should be addressed with innovation configurations? Learning strategies Inclusive practices Transition services? Other areas???

21. www.ncctq.org 21 References  Hall, G. E., & Hord, S. M. (1987). Change in schools: Facilitating the process. New York: State University of New York Press.  National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.  Roy, P., & Hord, S. M. (2004). Chart a measured course toward change. Journal of Staff Development, 25(2), 54–58.  Snow, C. E., Burns, M. S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.