Support systems and sustained implementation of a data-driven, problem-solving model Margie McGlinchey MAASE Summer Institute August 11, 2009 Steve Goodman Margie McGlinchey Kathryn Schallmo Co-Directors

Please Welcome the Panel Cindy Shinsky, Clinton County RESA Tawny Smith, Clinton County RESA Laurie Montgomery, Portage Public Schools

Big Ideas to Improve Reading Clear goals/objectives Research-based instructional practices Instructional time Instructional leadership Responsive intervention program Assessment Professional development

Big Ideas to Improve Behavior Specify appropriate behavior Teach appropriate behavior Monitor behavior Encourage appropriate behavior Correct inappropriate behavior

Prerequisites for MiBLSi Implementation Commitment by… –80% of building staff –Administration at building and district levels –Agreement to implement for at least three years Reading/Behavior one of top three building goals Building team and coach identified

Participating Schools 2004 Schools (21) 2005 Schools (31) 2006 Schools (50) 2000 Model Demonstration Schools (5) 2008 Schools (95) 2009 Schools (150*) In collaboration with 45 ISDs (79%)

Intensity of Supports Universal Targeted Intensive Continuum of Supports Students within Schools Universal Prevention Core Instruction, all students, preventive, proactive Targeted Intervention Supplemental, some students, reduce risk Intensive Intervention Individualized, functional assessment, highly specific for few

Why look at both Behavior and Reading support? Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model (Stewart, Benner, Martella, & Marchand-Martella, 2007) Improving social behavior of students results in more minutes spent in academic instruction (Putnam, Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey and O’Leary-Zonarich, 2002) Quality instruction can reduce student engagement in problem behavior (Sanford, 2006; Preciado, Horner, Baker, 2009)

Integrated Functions Across All Tiers of Support Team approach Progress monitoring Data-based decisions Evidence-based practices Behavior Support Reading Support

Average Major Discipline Referral per 100 Students by Cohort

Summary of DIBELS Spring Benchmark Results for Cohorts (Combined Grades) 5,943 students 8,330 students 16,078 students 32,257 students Spring ’09: 62,608 students assessed in cohorts 1 - 4

Percent of Student at DIBELS Intensive Level across year by Cohort

Cohort 4 Middle School Students: Percent 'Established’ in Oral Reading Fluency and Maze procedure

How do we do this in our school? Use existing teams/committees as much as possible Embed project activities into current initiatives (i.e., school improvement, safe schools, character education, etc.) Establish three levels of implementation, each with different functions –School-wide –Grade level –Individual student

Importance of Implementation Research based on the State Implementation and Scaling up Evidence- based Practices (SISEP) Center

Implementation Science An intervention is one set of activities Implementation is a very different set of activities

Implementation Science Students cannot benefit from interventions they do not experience –Training by itself does not work –Policy change by itself does not work –Financial incentives alone do not work

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Student Benefits Adaptive Technical Integrated & Compensatory Competency Drivers Organization Drivers Leadership Implementation Drivers

District Leadership Team Active Leadership and Coordination Funding Visibility TrainingCoachingEvaluation School Staff Implementing Practices with Fidelity to Support Students Principal’s Role in Supporting Implementation adapted from Center on Positive Behavioral Interventions and Supports, (2004) School-wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment. University of Oregon. Resources PoliticalSupport

Provides guidance, visibility, funding, political support for MiBLSiStudentsStudents Building Staff Building Leadership Team LEA District Leadership Team Across State Multiple District/Building Teams All staff All students Multiple schools w/in local district Who is supported? How is support provided? Provides guidance, visibility, funding, political support Provides coaching for District Teams and technical assistance for Building Teams Provides guidance and manages implementation Provides effective practices to support students Improved behavior and reading ISD Leadership Team Regional Technical Assistance Michigan Department of Education/MiBLSi Leadership Michigan Multiple schools w/in intermediate district Provides guidance, visibility, funding, political support MiBLSi Statewide Structure of support

Panel Questions Given the implementation drivers as described by Fixsen & Blase, 2008 : How are these functions being addressed at the district, ISD level? Are the functions aligned at the different levels

Panel Questions How did you support conversations at the building level about RtI/MiBLSi? At the district/ISD level? What was one of your best accomplishments as a result of this work? What was a significant challenge?