1. Regional Leadership Launching Change Welcome! MiBLSi Directors Steve Goodman, Ph.D. Margaret McGlinchey, Ph.D. Kathryn Schallmo, Ed.Spec. www.cenmi.org/miblsi TAP Coordinator

2. Session Objectives Provide an overview of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Establish the alignment between MiBLSi and School Improvement Goals at all levels (regional, district, and building)

3. Session Objectives Explore the Implications of Implementation Research Build commitment to provide support at the ISD and local district levels Develop a regional leadership team to build local capacity and ensure sustainability Introduce the MiBLSi website

4. Agenda MiBLSi Overview –How does the schoolwide model support Response to Intervention? –What is the evidence of success? MiBLSi / School Improvement Goals -What is the alignment? Implementation Research –How does the research impact a schoolwide improvement model? Regional Leadership Teams –What are the key components to successful implementation and sustainability? Website Preview

5. Mission Statement To develop support systems and sustained implementation of a data- driven, problem solving model in schools to help students become better readers with social skills necessary for success.

6. Goals of MiBLSi Increase reading performance Reduce behavior problems Have accurate knowledge of behavior and reading performance Use student performance information to develop and implement interventions

7. Core Principles of RtI / MiBLSi We can teach all children Intervene early Use a multi-tier, problem solving model Use research-based, scientifically validated interventions and strategies Monitor student progress Use data to adjust instruction Use continual assessment: universal screening, progress monitoring and diagnostics

8. Helps students become better readers with social skills necessary for success Helps schools develop schoolwide support systems in reading and behavior Combines the best of scientifically based practices in literacy and behavior interventions Michigan’s Integrated Behavior and Learning Support Initiative…

9. Discussion MiBLSi Executive Summary How will MiBLSi support your schools? How does MiBLSi relate to your School Improvement Goals? Regional, District, Local Questions?

10. Prerequisites for MiBLSi Implementation Commitment by… –80% of local 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 leadership team and coaches identified

11. Participating Schools 2004 Schools (21) 2005 Schools (31) 2006 Schools (50) 2000 Model Demonstration Schools (5) 2008 Schools (95) 2009 Schools (150*) Total of 512 schools in collaboration with 45 of 57 ISDs (79%)

12. 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

13. 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 Quality instruction can reduce student engagement in problem behavior Sanford, 2006; Preciado, Horner, Baker, 2009

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

15. Provides guidance, visibility, funding, political support for MiBLSiStudentsStudents Building Staff School 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

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

17. Cost of Behavior Problems: One school example 1,792 office discipline referrals @ 15 minutes per incident = 26,880 minutes = 448 hours/8 hour days= 56 days lost instructional time

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

19. Roadmap to Schoolwide Success Foundation Phase Grant Development/Set Up Schoolwide PBS/Reading Systems Review Data Review Aug. ‘09…………Jun ’10 Implementation Phase Schoolwide PBS/Reading Targeted PBS/Reading Intensive PBS/Reading Data Review Aug ’10……………June ’11 Sustainability Phase On-Going Data Review Outcome-Based Decision Making Aug ’11…………Jun ’12 Moving in a New Direction!

20. Cohort 6 Required Trainings and Principal/Coach Meetings

21. McGlinchey & Hixson (2004) Relationship of Reading Rate and MEAP Performance: One School

22. End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area) As an educator, do you have a concern about this child’s progress on the end of year goal/skill (remember she is only in Kindergarten) Based on her performance and progress, would you think she may have some sort of developmental delay?

23. End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area) And now… the rest of the class. Now that you see this student in the context of the whole class. What are your thoughts regarding the lack of significant growth? The environmental background is a significant factor in a schools achievement, given that so many children start below, and end below expectations.

24. If you were the instructional leader in this building, what might you do? 1.Organize a parent meeting to help parents understand the importance of preschool and early stimulation 2.Change the curriculum 3.Offer professional development for all Kindergarten teachers 4.Put the teacher on a plan of support 5.Ask the district office for paraprofessional support to address such a large group of needy students

25. Same building different teacher Would having this information, make a difference in your instructional decisions at a building level? Would it make a difference at the classroom level?

26. Steps for Successful Readers Steps for Successful Readers (Schools in Kalamazoo County 2004-2006) Phonemic Awareness (Spr, Kdg) Fluency (Spr, 1 st) Alphabetic Principle (Win, 1 st ) Fluency (Spr 2 nd) Fluency (Spr, 3 rd) Fluency (Spr, 4 th) Fluency (Spr, 5 th).16 (n=114).14 (n=336).05 (n=238).03 (n=401) 0 (n=190).09 (n=185) Probability of “Catching-Up”.62 (n=1178).83 (n=910).82 (n=849).85 (n=770).92 (n=561).97 (n=372) Probability of “Staying on Track” n = number of students

27. Percent of Students meeting DIBELS Spring Benchmark for Cohorts 1 - 4 (combined grades) 5,943 students assessed assessed 8,330 students assessed assessed 16,078 students assessed assessed 32,257 students assessed assessed Spring ’09: 62,608 students assessed in cohorts 1 - 4

28. Percent of Students at DIBELS Intensive Level across year by Cohort

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

30. Average Major Discipline Referral per 100 Students by Cohort

31. Discussion Consider the MiBLSi statewide outcome data we have presented. What is compelling about the data? –Behavior –Reading How will your region/district/school benefit from participation in the MiBLSi initiative?

32. Agenda MiBLSi Overview –How does the schoolwide model support Response to Intervention? –What is the evidence of success? MiBLSi / School Improvement Goals -What is the alignment?

33. 33 One Common Voice - One Plan School Improvement Framework

34. Michigan Continuous School Improvement Michigan School Improvement Framework Michigan Comprehensive Needs Assessment Michigan School Improvement Toolkit Focus on Student Achievement Continuous School Improvement Researching Best Practice Implementation of Research-based Strategies

35. Student Achievement Gather Getting Ready Collect Data Build Profile Study Analyze Data Set Goals & Measurable Objectives Research Best Practice Plan Develop Action Plan Do Implement Plan Monitor Plan Evaluate Plan One Common Voice - One Plan School Improvement Planning Process

36. MI-SISEP As a building, you want to establish procedures to utilize the best available research-based practices and strategies to improve student learning. This enables you to select the practices that will have the most impact on student achievement as you move forward with your school improvement plan. One Common Voice – One Plan Study: Research Best Practices

37. One Common Voice – One Plan School Improvement Planning Process Student Achievement Gather Getting Ready Collect Data Build Profile Study Analyze Data Set Goals & Measurable Objectives Research Best Practice Plan Develop Action Plan Do Implement Plan Monitor Plan Evaluate Plan

38. MI-SISEP One Common Voice - One Plan Monitor the progression of the Action Plan and its impact on student achievement

39. MI-SISEP The School Improvement Team’s role shifts from driving the process to helping determine the degree to which the strategies and activities are making a difference in student achievement and how to strengthen the various school improvement initiatives One Common Voice - One Plan

40. MI-SISEP However noble, sophisticated, or enlightened proposals for change and improvement might be, they come to nothing if teachers don’t adopt them in their own classrooms and if they don’t translate them into effective classroom practices. One Common Voice – One Plan

41. Title I Accountability Grant Expansion of SSOS: Supports for Teachers Alignment / School Improvement Framework Incorporates Implementation Research Continuous SIP + Implementation Research: –Data-Driven Decision Making –Evidence-Based Intervention –Coaching Support

42. Implementation Networks Network and Partner Support –ISD/RESA Supports to LEAs –School Improvement Facilitators –Statewide System of Support Audit Process Mentors Principal Fellowship and Leadership Coaches

43. Discussion Integration of MiBLSi with Ed Yes! Performance Indicators Given the close alignment between School Improvement, Title I, and MiBLSi; discuss the potential for collaboration, resource allocation, and clear objectives within your region.

44. Agenda Implementation Research –What is implementation research/SISEP? –How does the research impact a Schoolwide Improvement Model? Regional Leadership Teams -What are the key components to successful implementation and sustainability? Website Preview

45. National Implementation Research Network Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). Download all or part of the monograph at: http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=31 Implementation Research: A Synthesis of the Literature

46. System Change Implementation of scientifically based research Ensure that school personnel have the skills and knowledge necessary to improve the academic achievement and functional performance of children, including the use of scientifically based instructional practices, to the maximum extent possible NCLB Act and IDEA 2004

47. State Implementation and Scaling up of Evidence-based Practices (SISEP) 36 States expressed interest 16 States applied MI, IL, MN, OR 4 were selected www.scalingup.org

48. MiBLSi is Michigan’s evidence- based practice selected for state-wide implementation and scale up. SISEP GOALS: Scale up implementation capacity statewide Improve education systematically for decades to come Build on current strengths

49. Scaling Up “Education has a thousand pilots and no central heating system” Tom Luce, National Math and Science Initiative Need to de-silo, de-fragment, and de- duplicate State systems Blend and braid innovations and implementation supports

50. 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 Implementation Science

51. © Fixsen & Blase, 2007 Student Benefits Technical Integrated & Compensatory Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Staff Competence Organization Supports Leadership Abilities Adaptive “Implementation Drivers”

52. Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 2 – 4 Years Stages of Implementation MiBLSi Implementation Phase MiBLSi Foundation Phase MiBLSi Sustainability Phase

53. A part of everything you learn and do –Thinking at the Systems Level Up and Down Levels –Teacher to Student Interactions –Teacher to Classroom –School – Wide Level –District(s) Level –State Level –Federal Level Out Five Years –And the interaction effects Systems Change

54. 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

55. Training CoachingEvaluation Implementation within Schools Interactive Role of LEA and ISD Leadership Teams adapted from Center on Positive Behavioral Interventions and Supports, (2004) School-wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment. University of Oregon. Resources Visibility FundingPoliticalSupport Local Education Agency (LEA) Leadership Team Intermediate District School (ISD) Leadership Team Compensate Integrate Translate into

56. System Alignment State Department Districts Schools Teachers/ Staff Effective Practices ALIGNMENT Transformation Zone Federal Departments Implementation Teams FORM SUPPORTS FUNCTION ISDs/RESAs

57. Discussion How will the implementation research impact your long-range planning? From your perspective: Regional/ISD Leadership LEA Leadership Principals and Coaches Questions?

58. Agenda Implementation Research –What is implementation research/SISEP? –How does the research impact a Schoolwide Improvement Model? Regional Leadership Teams -What are the key components to successful implementation and sustainability? Website Preview

59. What is a Regional/District Leadership Team? A team made of individuals within the school community who promote funding, visibility, and political support around the initiative while leading and increasing the working capacity of the schoolwide system of supports.

60. Who is on the Regional / District Leadership Team? Individuals who decide funding, visibility and political support without first checking with others. –Superintendent –Curriculum Director –Special Education Director –Title I Director –Community Agency Representative –Union Representative –Parent

61. Training CoachingEvaluation Implementation within Schools Interactive Role of LEA and ISD Leadership Teams adapted from Center on Positive Behavioral Interventions and Supports, (2004) School-wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment. University of Oregon. Resources Visibility FundingPoliticalSupport Local Education Agency (LEA) Leadership Team Intermediate District School (ISD) Leadership Team Compensate Integrate Translate into

62. Successful Student Outcomes School Improvement MiBLSi No Child Left Behind Response to Intervention

63. How will fidelity of implementation be ensured? How will curriculum and assessments be aligned to support implementation? How will implementation efforts be sustained? Future Planning Key Considerations

64. How will local capacity be developed? Coaching, Training, Content Expertise Of all schools within the school district, how many should be implementing schoolwide reading and behavior supports over the next 5 years?

65. District Leadership Team Planning Guide

66. Priority tasks for Leadership Team Self Assessment Long Term Implementation Plan Short Term Action Plan Feedback Loop –Information FROM implementing schools –Information TO implementing schools Meeting Schedule Funding Coordination

67. Team Task Preview the MiBLSi District Systems Self- Assessment and Support Plan Prioritize Next Steps on the MiBLSi Action Planning Guide Questions?

68. Action Planning Debrief Form Regional/District Leadership Team –Identify members –Set initial meeting date –Develop agenda –Calendar quarterly meetings Set Key Priorities For Implementation and Sustainability –Build local capacity –Align curriculum and assessments –Clarify funding/resource allocation –Develop Communication Plan for Feedback Loop –Utilize project data for Regional/District long range planning

69. MiBLSi Website Preview www.cenmi.org/miblsi

72. Regional Pages