1. “Lessons learned” regarding Michigan’s state-wide implementation of schoolwide behavior and reading support Margie McGlinchey Kathryn Schallmo Steve Goodman OSEP Director’s Conference July 16, 2007 www.cenmi.org/miblsi

2. A logic for linking Behavior and Literacy Supports Improving the social behavior of students results in: –More minutes spent in academic instruction –Better acquisition during engaged minutes High quality instruction engages students, and leads to reduction in problem behavior. Children who fall behind academically will be more likely to: –A) Find academic work aversive –B) Find escape-maintained problem behaviors reinforced

3. MiBLSi Support Structure State Support ISD/RESA/ DISTRICT Team School National Initiatives Connection Funding/ Professional Development Reading/ Discipline Information

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

6. MiBLSi is NOT for… It takes work, commitment and courage!

7. Criteria on Team Implementation Checklist and Effect on Student Behavior

8. Importance of Protected Reading Block Kindergarten Example

9. Leadership Teams Building Leadership Team Represents School improvement team or connected to school improvement team Example: Principal, Lower elementary teacher, Upper elementary teacher, Coach) District Leadership Team Example: District MiBLSi coordinator, Student services director, curriculum director, mental health State Leadership Team Director- Special Education and Early Intervention Services Director- School Improvement Parent/Advocate Senior Executive Director- Educational Assessment and Accountability Deputy Director- Special Education and Early Intervention Services Director Michigan Reading First President- State Board of Education Board Member- State Board of Education

10. Focus on outcomes, integrity of implementation and problem solving Outcomes Measures Behavior –Major Discipline Referrals –Suspensions/Expulsions Reading –DIBELS/CBM –High Stakes Test (MEAP) Process Measures Behavior –Team Implementation Checklist –Self-Assessment Survey –Schoolwide Evaluation Tool Reading –Team Checklist –Planning and Evaluation Tool for Effective Schoolwide Reading Programs

11. Coaching Support Use of existing professionals who typically provide technical assistance at the student level (e.g., school psych, social worker, teacher consultant, reading specialist) Important to change from expert “doing for” to facilitator “doing with” Coaches meet with teams at least once/month in addition to team training session Coaches meet additional 4 days per year Additional coaching support strategies –Phone conferences with coaches prior to training session –Principal and Coaches meet one hour prior to training session or meeting outside of team training Coaches have supporting webpage

12. Example of the Impact of Coaching on Student Outcomes: Average Major Discipline Referrals per Day per Month Coach returns from leave

13. 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

14. Major Discipline Referrals per 100 Students per Year (Schools implementing > 80% on Team Implementation Checklist)

15. Percent of Students (Schoolwide) at DIBELS Benchmark level by Cohort Schools

16. Example School A

17. High Stakes Test Reading Results: Michigan Educational Assessment Program Began Implementation Fall 2001 Example School A

18. Core Support Program: Provided to all, intended to reach most. Continuum of Supports The required resources to address the problem increases The need to enhance environmental structures increases The frequency for collecting and acting upon information increases As the magnitude of the problem increases….

19. “Work in Progress” Technical Assistance Partners –Increased PD individualization based on regional need –Increased Technical Assistance and Support for the region Competence-based progress through phases of implementation Adding more schools, focus on district implementation with elementary, middle and high schools

20. I spend more time visiting and assisting teachers in the classrooms than I ever have because I spend much less time on discipline issues. Because we have more time, we have been able to re-structure our day to incorporate more time to teach reading. Sherryl Martin, Principal Riverton Elementary, Ludington