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

What are your questions and

comments?

Please contact Carol Randall

ViiM Co-coordinatorcarol.randall@state.vt.us