1. Application to Participate in LEA and MIBLSI Partnership
February 13, 2017

2. Presentation Overview
This presentation will provide an overview of the application process to participate with MIBLSI for the school year.

3. Who We Are…

4. What are we trying to do?
Scale-up a statewide structure to create local capacity to implement an integrated Behavior and Reading Multi-Tiered System of Support (MTSS) with fidelity, that endures over time and utilizes data-based decision making at all levels of implementation support

5. Logic of MIBLSI
Emphasis is on developing local implementation capacity
Schools/Districts will be supported through stages of implementation
Schools/Districts implement MTSS practices with fidelity supported by infrastructure that promotes continuous improvement and sustainability
Enhance partnership between ISD and Local District to focus on shared ownership and accountability around implementation of an integrated MTSS model

6. MIBLSI
We are an intensive technical assistance program for the implementation of an integrated reading and behavior MTSS model that focuses on research-based practices in reading, behavior and implementation science to ensure sustainability and scalability

7. Technical Assistance Infrastructure

8. Research Base Supporting MIBLSI Model
Positive Behavior and Intervention Supports (PBIS) is developed from the scientific research base of Applied Behavior Analysis
Schoolwide Reading is developed from the findings of the National Reading Panel Report, the National Research Council, and the Institute for Educational Science Practice Guides
Implementation Science

9. Key Principles of MIBLSI
Evidence-based practices
Data-based decision making
Integrated MTSS model
Systems to support implementation with fidelity
Local implementation capacity

10. Creating Socially Significant Outcomes

11. Host Environments
We need to establish host environments that support adoption, sustained use, & expansion of evidence-based practices
(Zins & Ponti, 1990)

12. MIBLSI as a Responsive System
We held true to our key principles but we have continuously improved our Technical Assistance delivery systems to produce successful outcomes
School based implementation
ISD based implementation
LEA based implementation

13. What does MIBLSI Bring to Partnership with schools and districts?
Experience in structuring and supporting implementation of an integrated MTSS model across 17 years and diverse settings
Training content and materials that have been field tested over many years with diverse schools and continually revised for improvement
Linkage of research to practice and integration with priority initiatives
Professional networking opportunities at state and national levels
Experience in structuring and supporting implementation of an integrated MTSS model across 10 years and diverse settings
A process that has demonstrated success in reading and behavior
Support for building team training
Coach development
Trainer development
RtI coordinator develop
District implementation team development
Training Content and materials that have been tested over many years and with diverse schools and continually revised for improvement
Linking research to practice
Integration within existing programs/initiatives (e.g., school improvement)
Professional networking opportunities at state and national levels
MiBLSi provides several state conferences (coaching, implementers, high school summit)
MiBLSi is connected with the National Technical Center

14. MIBLSI MTSS Project Team Membership and Functions
District Implementation Team (DIT)
Liaison
MTSS Coordinator
School Leadership Team (SLT)
Coaches
Data Coordinators

15. Implementation Team Activities
Develop implementation support plan (for districts/schools)
Help to “make room” for the practices through braiding of initiatives
Coordinate and monitor implementation of plan
Create implementation materials
Collect and summarize data (share with cabinet team)
Identify barriers to implementation (share with cabinet team)

16. Training Scope and Sequence
District Implementation Teams
Elementary School Teams
Secondary School Teams

17. Scope and Sequence – District level
Additional Program Information

18. Scope and Sequence - Elementary
Additional Program Information

19. Scope and Sequence - Secondary
Additional Program Information

20. District Implementation Team
Target Audience
Year 1
Year 2
Year 3
Year 4
District Implementation Team
4.5 (pre-session and modules covered in 3 days of training, monthly meetings in between formal trainings)
3 (and monthly meetings in between formal trainings)
2 (and monthly meetings in between formal trainings)
MTSS Coordinators
3 (7 total)
3 (6 total)
2 (4 total)
Days of training indicated in each cell. Total number of days in parenthesis.

21. Elementary School Team Training
Target Audience
Year 1
Year 2
Year 3
Year 4
School Leadership Team (SLT) 3
6-8 (depending on if Tier 2/3 systems team is same as SLT)
5-6 (depending on Tier 2/3 systems team composition)
Select Teaching Staff 1
0-5 (these 5 days are also counted in the 8 possible days for School Leadership Team)
0-1 (this day is also counted in the 6 possible days for School Leadership Team)
Coaches
1 (5 total days)
4 (12 total days including School Leadership Team trainings)
5 (11 total days including School Leadership Team trainings)
3 (6 total days including School Leadership Team trainings)
Data Coordinators
(depending on previous DIBELS Next training)
Days of training indicated in each cell. Total number of days in parenthesis.

22. Secondary School Team Training
Target Audience
Year 1
Year 2
Year 3
Year 4
School Leadership Team 3
6-9 (depending on if Tier 2/3 systems team is same as SLT)
4-5 (depending on Tier 2/3 systems team team composition)
Select Teaching Staff 1
0-4 (these days are also counted in the 8 possible days for School Leadership Team)
0-2 (this day is also counted in the 6 possible days for School Leadership Team)
Coaches
1 (5 total days)
4 (12 total days including School Leadership Team trainings)
5 (11 total days including School Leadership Team trainings)
3 (6 total days including School Leadership Team trainings)
Data Coordinators 6
1.5
Days of training indicated in each cell. Total number of days in parenthesis.

23. Requirements for LEA Participation
Implement an MTSS model across schools (integrated PBIS and Scientifically-Based Reading Research)
Implementation Team for planning, monitoring, problem solving, and continually improving implementation efforts across schools
Personnel to perform critical roles:
Executive leadership to oversee and participate on a District Implementation Team
MTSS coordination
District Implementation Team member
Systems-level coaching for School Leadership Teams
Data Coordination
An ISD is a critical partner with local districts and the state education agency (SEA) to improve educational outcomes. The ISD supports to constituent districts can exist along a continuum ranging from providing professional learning (e.g., teaching practices, curriculum alignment) to coordinating special education programming, to assistance with district operating procedures (e.g., payroll, bus transportation services). Throughout the evolution of the MIBLSI project, the partnerships with ISDs have been greatly valued. In particular, the past five years of the MIBLSI integrated model has emphasized developing local capacity at the ISD in MTSS coordination, training, coaching, and evaluation support to scale-up across the county/region an integrated behavior and reading MTSS model with fidelity so that it sustains over time.
Even with the emphasis on a district application, MIBLSI continues to believe ISDs can play a critical role in supporting a local district’s implementation of MTSS. The following ISD support roles to district applicants are possible:
District applicants who wish to request MTSS implementation support from the ISD will be asked to speak with ISD leadership about their request for support before submitting their application. ISD leadership will, in turn, be asked to provide the district with a signed letter outlining the support that will be provided from the ISD. The letter will be submitted with the district’s application.

24. Supporting District Implementation: Essential Role of the Intermediate School District (ISD)
Coaching support in the form of systems-level coaching (to the District Implementation Team, to the School Leadership Team, to the Grade-Level Teams)
Data coordination support (training on assessments, support with installation of measures and data systems)
Serving as member(s) of the District Implementation Team
Co-MTSS coordination support within a district
Data systems, technology integration support
Content expertise
An ISD is a critical partner with local districts and the state education agency (SEA) to improve educational outcomes. The ISD supports to constituent districts can exist along a continuum ranging from providing professional learning (e.g., teaching practices, curriculum alignment) to coordinating special education programming, to assistance with district operating procedures (e.g., payroll, bus transportation services). Throughout the evolution of the MIBLSI project, the partnerships with ISDs have been greatly valued. In particular, the past five years of the MIBLSI integrated model has emphasized developing local capacity at the ISD in MTSS coordination, training, coaching, and evaluation support to scale-up across the county/region an integrated behavior and reading MTSS model with fidelity so that it sustains over time.
Even with the emphasis on a district application, MIBLSI continues to believe ISDs can play a critical role in supporting a local district’s implementation of MTSS. The following ISD support roles to district applicants are possible:
District applicants who wish to request MTSS implementation support from the ISD will be asked to speak with ISD leadership about their request for support before submitting their application. ISD leadership will, in turn, be asked to provide the district with a signed letter outlining the support that will be provided from the ISD. The letter will be submitted with the district’s application.

25. School District Infrastructure
The School District Structure includes two teams and essential roles to ensure the delivery of supports to individual schools within the district. The Cabinet Team is responsible for providing the vision, facilitative administration and selection of key roles. The Implementation Planning team creates a plan for training, coaching, and resource allocation and oversees the delivery of the plans so effective practices get down to the schools. A Cabinet Liaison on the implementation planning team serves as a communication bridge between the Cabinet team and the Implementation Planning Team. An MTSS Coordinator is another identified role within the implementation planning team. Feedback loops identifying what is working, what is not, and what is needed to improve are established back to the cabinet team for continued problem solving and planning.

26. Leadership Function of District Teams
The Cabinet Level Team and Implementation Planning Team for the district have unique leadership functions, but coordination between the two teams is essential. The cabinet team provides the vision, political support and priorities to the Implementation Team who then can collect, summarize, and evaluate data and develop a district plan. It is also the role of this team to coordinate and monitor the plan, create/modify materials and tools, and identify barriers to implementation. Information is sent back to the cabinet level team so they can make the work more visible, allocate resources, and bust barriers. The focus is on creating the systems necessary to meet outcomes.

27. Rationale for Required Assessments
Additional Program Information

28. Required Assessments Assessment Type Elementary Schools Middle Schools
High Schools
Universal Screening & Progress Monitoring
DIBELS Next using DIBELSnet or DIBELS Data System
Student Risk Screening Scale Internalizing and Externalizing (SRSS-IE)
Major Discipline Referrals using the School-wide Information System (SWIS)
Early Warning Indicators (EWI)
Major Discipline Referrals using the School-wide Information System (SWIS)
Curriculum-Based Measures for Reading
Early Warning Indicators (EWI)
Student Risk Screening Scale Internalizing and Externalizing (SRSS-IE)
Major Discipline Referrals using the School-wide Information System (SWIS)
Curriculum-Based Measures for Progress Monitoring in Reading (i.e., DIBELS Next, CARI)

29. Required Assessments - continued
Assessment Type
Elementary Schools
Middle Schools
High Schools
Fidelity
School-wide Positive Behavior Intervention & Supports Tiered Fidelity Inventory (SWPBIS TFI)
Reading Tiered Fidelity Inventory (Elementary- Level Edition)
Reading Tiered Fidelity Inventory (Secondary- Level Edition)

30. District Assessment District Capacity Assessment
Based on MIBLSI Stages of Implementation Indicators

31. Various Components of Evaluation
The MIBLSI MTSS model includes evaluation in the following areas: Reach, Capacity, Fidelity and Impact. Each type of evaluation serves a different function. The end goal is to see an impact in successful outcomes in student reading and behavior. We know that students are more likely to have successful outcomes if staff implement effective practices with fidelity so it is an important component to evaluate. Capacity within the district to develop organizational structures and staff competencies is measured to make sure staff are adequately supported. Finally, Reach is evaluated to see how many schools within the district are implementing to develop a critical mass. Feedback loops on each evaluation component are created to support strong results.

32. Consider Fidelity of Implementation
Are we implementing the practices correctly and consistently over time?
Students cannot benefit from interventions they do not experience!
from Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

33. Implementation Fidelity and Outcomes
Schools with High Implementation Fidelity
Implementation Fidelity and Outcomes
Schools with Low Implementation Fidelity

34. District Capacity Assessment (DCA)
The primary purpose of the DCA is to assist school districts to implement effective innovations such as PBIS that benefit students
The capacity of a district to facilitate building-level implementation refers to the systems, activities, and resources that are necessary for schools to successfully adopt and sustain Effective Innovations

35. Port Huron Area School District: District Capacity and PBIS School Tier 1 Fidelity

36. MIBLSI Database (MIDATA)
Schools and districts are required to enter data into the MIBLSI Database (MIDATA) so that it can be used for the following purposes:
School-Level Data Review, Action Planning and Continuous Improvement
District-Level Data Review, Action Planning and Continuous Improvement
ISD-Level Data Review, Action Planning and Continuous Improvement (if applicable)
MIBLSI’s Internal Problem-Solving, Continuous Improvement, and reporting to the Michigan Department of Education and U.S. Department of Education

37. MIDATA Dashboard
Example Data Dashboard

38. Application Timeline Date Activity February 6 Application released
Application webinar (9:30 a.m. – 10:30 a.m. eastern)
March 3
Application due (entered online by 5:00 p.m. eastern)
March 24
Applicants are notified of potential partnerships
April
Initial meeting with potential partners to discuss next steps

39. Who should apply? Implement an integrated MTSS model
Previous experience with MIBLSI (school or ISD)
Allocate personnel with sufficient time to support the implementation efforts
Travel to a regional location to attend professional development
Use specific measures and data systems necessary for engaging in data-based problem solving at the school and district levels
Sustained commitment to support staff across the district to implement the MTSS

40. Who Should NOT Apply? ISDs/RESAs
The model is not currently a good fit for charter schools/public school academies.
Those interested in reading only or behavior only
Individual schools
Districts unable to allocate staff/resources to support implementation
District unable to implement measure

41. Benefits
Intensive technical assistance from experiences and skilled project staff to develop:
Common vision that aligns the beliefs and practices for implementation of an MTSS model
Infrastructures necessary to address the continuum of student and staff needs.
Long-range plan for supporting MTSS implementation Alignment with key initiatives at the state and national levels

42. Alignment of Effort Student Level of Analysis School
Level of Intervention
Local Educational Agency
Level of Implementation (providing Management and Resources)
Intermediate School District
Level of Support (providing technical assistance)
State
Level of Coordination

43. District-wide Approach
Efficiently organize/distribute resources, technical assistance, & professional development opportunities
Establish district-wide policy to guide efforts & increase accountability
Centralize & streamline action planning and decision making
Allow district administrators to promote visibility
Give priority to identification, adoption, and sustained use of evidenced-based practices
Provide opportunities for school to learn from and support each other’s successes and challenges

44. Stages of Implementation

45. Costs Associated with Implementation
MIBLSI is a technical assistance and professional development project; therefore, project funds are used to support MIBLSI-created professional development and technical assistance activities. Project funding goes towards training materials and the development of local training and coaching capacity

46. Costs Associated with Implementation, cont.
This project is not intended to cover the necessary costs associated with MTSS implementation
Applicants are encouraged to leverage existing funding sources to offset implementation costs to develop, sustain, and scale up local capacity for MTSS coordination, coaching, training, technical assistance and evaluation
Funding and additional resources are not available through MIBLSI to a participating District beyond the project sponsored technical assistance and professional development

47. Completing the Application
Download the application packet from the MIBLSI website. (
Answer the questions in your word processing program
Copy and paste your answers into the online application ( MIBLSI-Integrated-Model-District-Application)
All applications must be submitted online by 5 p.m. (eastern) on March 3, 2017

48. MIBLSI Website (https://miblsi.org)48 48

49. For Further Assistance
Steve Goodman (Project Director) for questions about potential participation  x4027
Anna Harms (Evaluation & Research Coordinator) for questions about this application survey

50. Your Turn
What questions do you have?