regional leadership launching change welcome! miblsi directors steve goodman, ph.d. margaret...

Regional LeadershipRegional LeadershipLaunching ChangeLaunching Change

Welcome!Welcome!

MiBLSi DirectorsSteve Goodman, Ph.D.Margaret McGlinchey , Ph.D.Kathryn Schallmo, Ed.Spec. www.cenmi.org/miblsi

TAP CoordinatorTAP Coordinator

http://www.cenmi.org/miblsi

Session ObjectivesSession 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)

Session Objectives 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

AgendaAgenda

• 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

Mission StatementMission 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.

Goals of MiBLSiGoals 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

Core Principles of RtI / MiBLSiCore 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

Helps students become better readers with social skills necessary for successHelps schools develop schoolwide support systems in reading and behaviorCombines the best of scientifically based practices in literacy and behavior interventions

Michigan’s Integrated Michigan’s Integrated Behavior and Learning Support Initiative…Behavior and Learning Support Initiative…

DiscussionDiscussion

MiBLSi Executive SummaryMiBLSi Executive Summary

• How will MiBLSi support your schools?

• How does MiBLSi relate to your School Improvement Goals?

• Regional, District, Local

Questions?

Prerequisites for MiBLSi Prerequisites for MiBLSi ImplementationImplementation

• 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

Participating SchoolsParticipating Schools

2004 Schools (21)2005 Schools (31)2006 Schools (50)

2000 Model Demonstration Schools (5)

2007 Schools (165)2008 Schools (95)2009 Schools (150*)

Total of 512 schools in collaboration with45 of 57 ISDs (79%)

Intensity of Supports

Continuum of SupportsContinuum of Supports

Students within Schools

Universal PreventionCore 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 Why look at both Behavior and Reading support?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

Integrated FunctionsIntegrated FunctionsAcross All Tiers of SupportAcross All Tiers of Support

Team approachTeam approach

Progress monitoringProgress

monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Beh

avio

r S

up

po

rtR

eadin

g S

up

po

rt

Provides guidance, visibility, funding, political support for MiBLSi

StudentsStudentsStudentsStudents

Building StaffBuilding StaffBuilding StaffBuilding Staff

School School Leadership TeamLeadership Team

School School Leadership TeamLeadership Team

LEA District LEA District Leadership Leadership

TeamTeam


TeamTeam

Across State

Multiple District/Building Teams

All staff

All students

Multiple schools w/in local district

Who is Who is supported?supported?

How is How is support support

provided?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 ISD Leadership TeamTeam


Regional Regional Technical Technical

AssistanceAssistance



MichiganMichiganDepartment of Department of

Education/MiBLSi Education/MiBLSi LeadershipLeadership



Multiple schools w/in intermediate district


MiBLSi Statewide Structure of Support

Big Ideas to Improve BehaviorBig Ideas to Improve Behavior

• Specify appropriate behavior

• Teach appropriate behavior

• Monitor behavior

• Encourage appropriate behavior

• Correct inappropriate behavior

Cost of Behavior Problems: Cost of Behavior Problems: One school exampleOne school example

1,792 office discipline referrals

@ 15 minutes per incident = 26,880 minutes =

448 hours/8 hour days=

56 days lost instructional time

Big Ideas to Improve ReadingBig Ideas to Improve Reading

• Clear goals/objectives

• Research-based instructional practices

• Instructional time

• Instructional leadership

• Responsive intervention program

• Assessment

• Professional development

Roadmap to Schoolwide SuccessRoadmap 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!Moving in a New Direction!

Cohort 6Cohort 6Required Trainings and Principal/Coach MeetingsRequired Trainings and Principal/Coach Meetings

MIBLSI COHORT 6 SCHOOL LEADERSHIP TEAM

REQUIRED TRAININGS AND PRINCIPAL/COACH MEETINGS

22000099--22001100 SSCCHHOOOOLL YYEEAARR

Your MiBLSi School Leadership Team must consist of five to seven staff members (maximum) who are also members of the School Improvement Team (SIT), including: 1) the principal, 2) a person who supports behavior issues in your building (Internal Behavior Coach), 3) a person who supports reading intervention in your building (Internal Reading Coach), 4) representative from lower elementary grades (or for MS: English, language arts, or reading), 5) representative from upper elementary grades (or for MS: another English, language arts, or reading), and 6) special education (social worker, psychologist, and/or educator), 7) member of school improvement team (parent, staff, chairperson)

SOUTHEAST REGION Macomb Intermediate School District

44001 Garfield Road Clinton Township, MI 48038-1100

Virginia Axon, TAP Coordinator [email protected] 586.228.3522

Brenda Mayo, TAP Secretary [email protected] 586.226.4571

Date Event Required Participants

Location

August or September 2009

1 day Time to be announced

Initial District Administration and Coaches Meeting Agenda Items: Braiding school initiatives Team Roles: School Improvement and District

Leadership and MiBLSi Building Leadership What do Central Administrators, Principals,

and Coaches need to know? Alignment with School Improvement efforts

District Central Office Administrators Principals External Coaches

Macomb ISD

September 2009 1 day

Time to be announced

1. Principal and Coaches Meeting Agenda Items: Building Leadership team membership

responsibilities, sustainability Calendar of 2009/2010 with specific dates for:

-Leadership Team Trainings -Principal and Coaches meetings

Principal Reading and/or Behavior External Coaches Reading and/or Behavior Internal Coaches

Regional

October 2009 1 day

Time to be announced

2. Principal and Coaches Meeting Agenda Items: To Be Announced

Principal Reading and/or Behavior External Coaches Reading and/or Behavior Internal Coaches

Regional

November 03-04, 2009 2 days

9:00am – 3:30pm

Coaches’ Conference Agenda Items: Role of Coaches in supporting School-wide

Model Strands for Beginning Coaching Advanced Coaching

External Reading and Behavior Coaches Optional for Internal Reading and Behavior Coaches

Sheraton Hotel, Lansing

McGlinchey & Hixson (2004)

Relationship of Reading Rate and Relationship of Reading Rate and MEAP Performance: One SchoolMEAP Performance: One School

End of Year goal is to demonstrate this skill at End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area)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?

End of Year goal is to demonstrate this skill at End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area)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.

If you were the instructional leader If you were the instructional leader in this building, what might you do?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

Same building different teacherSame 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?

Steps for Successful ReadersSteps for Successful Readers (Schools in Kalamazoo County 2004-2006)

Phonemic Awareness(Spr, Kdg)

Fluency(Spr, 1st)

Alphabetic Principle(Win, 1st)

Fluency(Spr 2nd)

Fluency(Spr, 3rd)

Fluency(Spr, 4th)

Fluency(Spr, 5th)

.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

Percent of Students meeting DIBELS Spring BenchmarkPercent of Students meeting DIBELS Spring Benchmarkfor Cohorts 1 - 4 (combined grades)for Cohorts 1 - 4 (combined grades)

5,943 5,943 studentsstudentsassessedassessed








Spring ’09: 62,608 students Spring ’09: 62,608 students assessed in cohorts 1 - 4assessed in cohorts 1 - 4

Spring ’09: 62,608 students Spring ’09: 62,608 students assessed in cohorts 1 - 4assessed in cohorts 1 - 4

Percent of Students at DIBELS Intensive Level Percent of Students at DIBELS Intensive Level across year by Cohortacross year by Cohort

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

Average Major Discipline Referral per 100 Students by CohortAverage Major Discipline Referral per 100 Students by Cohort


Consider the MiBLSi statewide outcome data Consider the MiBLSi statewide outcome data we have presented.we have presented.

What is compelling about the data?

– Behavior– Reading

How will your region/district/school benefit from participation in the MiBLSi initiative?

AgendaAgenda

• 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

One Common Voice - One PlanOne Common Voice - One Plan School Improvement FrameworkSchool Improvement Framework

MichiganMichiganContinuous School ImprovementContinuous 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

StudentAchievement

GatherGetting ReadyCollect DataBuild Profile

StudyAnalyze Data

Set Goals & Measurable Objectives

Research Best Practice

PlanDevelop Action Plan

DoImplement Plan

Monitor Plan Evaluate Plan

One Common Voice - One PlanOne Common Voice - One PlanSchool Improvement Planning ProcessSchool Improvement Planning Process

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 PlanOne Common Voice – One Plan Study: Research Best PracticesStudy: Research Best Practices

One Common Voice – One PlanOne Common Voice – One Plan School Improvement Planning ProcessSchool Improvement Planning Process

StudentAchievement

GatherGetting ReadyCollect DataBuild Profile

StudyAnalyze Data

Set Goals & Measurable Objectives

Research Best Practice

PlanDevelop Action Plan

DoImplement Plan

Monitor Plan Evaluate Plan

MI-SISEP

One Common Voice - One PlanOne Common Voice - One Plan

Monitor the progression of the Action Plan and its impact on

student achievement

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 PlanOne Common Voice - One Plan

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 PlanOne Common Voice – One Plan

Title I Accountability GrantTitle 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

Implementation NetworksImplementation 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


Integration of MiBLSi with Ed Yes! Integration of MiBLSi with Ed Yes! Performance IndicatorsPerformance 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.

AgendaAgenda

• 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

National Implementation Research NetworkNational 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

http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=31



System ChangeSystem 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

State Implementation and Scaling upState Implementation and Scaling upof Evidence-based Practices (SISEP)of Evidence-based Practices (SISEP)

36 States expressed interest16 States applied

MI, IL, MN, OR 4 were selected

www.scalingup.org

http://www.scalingup.org/

MiBLSi is Michigan’s evidence-MiBLSi is Michigan’s evidence-based practice selected for based practice selected for

state-wide implementation and state-wide implementation and scale up.scale up.

SISEP GOALS:SISEP GOALS:• Scale up implementation capacity statewide• Improve education systematically for decades to come• Build on current strengths

Scaling UpScaling 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

• 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 ScienceImplementation Science

© 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

“Imple

men

tatio

n

Driver

s”

•Exploration

•Installation

•Initial Implementation

•Full Implementation

•Innovation

•Sustainability

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

Stages of ImplementationStages of Implementation

MiBLSi Implementation Phase

MiBLSi Foundation Phase

MiBLSi Sustainability Phase

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 ChangeSystems Change

Provides guidance, visibility, funding, political support for MiBLSi

StudentsStudentsStudentsStudents

Building StaffBuilding StaffBuilding StaffBuilding Staff

Building Building Leadership TeamLeadership Team

Building Building Leadership TeamLeadership Team


TeamTeam


TeamTeam

Across State

Multiple District/Building Teams

All staff

All students

Multiple schools w/in local district

Who is Who is supported?supported?

How is How is support support

provided?provided?


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











Multiple schools w/in intermediate district


MiBLSi Statewide Structure of Support

TrainingCoaching Evaluation

Implementation within Schools

Interactive Role of LEA and ISD Leadership TeamsInteractive 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

VisibilityVisibility

FundingFunding PoliticalPoliticalSupportSupport

Local Education

Agency (LEA)

Leadership Team

Intermediate District

School (ISD) Leadership

Team

CompensateCompensate

IntegrateIntegrate

Translate intoTranslate into

System AlignmentSystem Alignment

State Department

Districts

Schools

Teachers/ Staff

Effective Practices

AL

IGN

ME

NT

Tra

nsf

orm

atio

n

Zo

ne

Federal Departments

Imp

lem

enta

tio

n T

eam

s

FORM SUPPORTS FUNCTION

ISDs/RESAs


How will the implementation research How will the implementation research impact your long-range planning?impact your long-range planning?

From your perspective:

• Regional/ISD Leadership

• LEA Leadership

• Principals and Coaches

Questions?

AgendaAgenda

• 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

What is a Regional/District What is a Regional/District Leadership Team?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.

Who is on the Regional / District Who is on the Regional / District Leadership Team?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

TrainingCoaching Evaluation

Implementation within Schools

Interactive Role of LEA and ISD Leadership TeamsInteractive 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

VisibilityVisibility

FundingFunding PoliticalPoliticalSupportSupport

Local Education

Agency (LEA)

Leadership Team

Intermediate District

School (ISD) Leadership

Team

CompensateCompensate

IntegrateIntegrate

Translate intoTranslate into

Successful Student OutcomesSuccessful Student Outcomes

School School ImprovementImprovement

MiBLSiMiBLSi

No ChildNo ChildLeft BehindLeft Behind

Response to Response to InterventionIntervention

• 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 Future Planning Key ConsiderationsKey Considerations

Future Planning Future Planning Key ConsiderationsKey Considerations

• 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?

District District Leadership Leadership

Team Team Planning Planning

GuideGuide

DISTRICT LEADERSHIP TEAM PLANNING GUIDE Adapted from Florida’s Positive Behavior Support Project, University of South Florida, Tampa, FL

I. Current Status

A. Commitment to school-wide Behavior and Reading Supports B. Other initiatives that may impact (positively or negatively) school-wide support efforts

II. Enrollment

A. Members of leadership team, Cross-representation B. Capacity to identify the number of schools to be involved C. Complete yearly self-assessment and action plan with MiBLSi project D. Plan and follow through with a 3- to 5-year action plan E. Commit to regular meetings and a process to implement school-wide supports

III. Functions

A. Coordination - Coordinator/district contact with sufficient FTE to make the process work

B. Funding to support activities for the next 3 years C. Visibility - Issues that may impact support for the MiBLSi process by the

board/superintendent D. Training Capacity

1. Providing training to new schools 2. Identified trainers freed up to train or recruit new schools

E. Coaching Capacity 1. Facilitating (direct assistance or coaches) to participating schools 2. Support to facilitators working with teams at least once a month

F. MiBLSi Schools 1. Schools identified (past, present, future) 2. Range of schools (e.g., exemplary vs. challenging, elementary vs. secondary) 3. Fiscal and technical support for each school

G. Evaluation 1. Standard evaluation processes established 2. SWIS in each school for assistance in data-based decision-making 3. DIBELS/AIMSWeb in each school for assistance in data-based decision-making 4. Opportunities for participating schools to network

IV. Goals

A. Goals to accomplish in three years. Outcomes you would like to achieve. B. Goals to accomplish in one year. Outcomes you would like to achieve C. Tasks to be accomplished in the next three months to make progress toward these goals.

V. First Steps A. Tasks to be initiated and by whom in the next week to address 3-month goals. B. Person to follow up on the first steps C. Schedule next District Leadership Team meeting D. Person to reproduce and disseminate this document.

Priority tasks for Leadership TeamPriority 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

Team TaskTeam Task

Preview the MiBLSi District Systems Self-Preview the MiBLSi District Systems Self-Assessment and Support PlanAssessment and Support Plan

Prioritize Next Steps on the MiBLSi Action Prioritize Next Steps on the MiBLSi Action Planning GuidePlanning Guide

Questions?

Action Planning DebriefAction 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

MiBLSi Website PreviewMiBLSi Website Previewwww.cenmi.org/miblsi

http://www.cenmi.org/miblsi/About.aspx

http://www.cenmi.org/miblsi/

Regional PagesRegional Pages

regional leadership launching change welcome! miblsi directors steve goodman, ph.d. margaret...

Documents

reading support

social behavior of students

models of integrated

schoolwide support systems

problem behavior sanford

schoolwide improvement

regional leadership

levels regional