Welcome to the

Annual State ConferenceMarch 27, 2009

Many, Many Thanks!

• Kim Laing

• Nancy Centers

• Angie Chirio

• Brenda Mayo

• Nikki Matthews

• Ed Huth

5th Annual State Conference

• Over 500 people will participate over the next three days

• 49 pre-conference and breakout sessions

• Featured guest presenters from Illinois, Colorado, and Vancouver, Canada

Talk with others at your tableTalk with others at your table

What is your one thing your school has What is your one thing your school has accomplished this year in the area of accomplished this year in the area of schoolwide behavior and reading schoolwide behavior and reading supports?supports?

Team TimeTeam Time

Mission StatementTo 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.

Integrated Functions Across 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

uppo

rt Reading S

upport

It’s what we do…

Creating a shared culture of competence around sustainable student outcomes

– Common vision

– Common language

– Common experience

MiBLSi Project Expectations

• Collect information on Discipline and Reading

– SWIS, DIBELS, PBS Surveys, etc.

– Share information with MiBLSi project staff

• School leadership team participate in MiBLSi training

• Principal involvement in MiBLSi training

• School leadership team regular meeting outside of training focusing on behavior/reading support

• Coaches meet with school leadership teams/ principal at least monthly

• Grade level team meetings

Where we have been…

Anything worth doing, is worth doing poorly.

Karen Blase

The Moso Bamboo Tree

The moso is a bamboo plant that grows in China and the far east. After the moso is planted, growth occurs slowly for up to five years - even under ideal conditions! Then, as if by magic, it suddenly begins growing at the rate of nearly two and one half feet per day, reaching a full height of seventy-five feet within six weeks.

But it's not magic. The moso's rapid growth is due to the extensive root system it develops during those first five years, five years of getting ready.

Participating Schools2004 Schools (21)2005 Schools (31)2006 Schools (50)

2000 Model Demonstration Schools (5)

2007 Schools (165)2008 Schools (95)

Partnering with38 ISDs (67%)151 School Districts (19%)340 School Buildings ( 9%)~9,000 StaffImpacting~130,000 Students (8%)

Where we are now…

Focus of Data Review

FallFall WinterWinter SpringSpring

Year 1Year 1Schoolwide Schoolwide FoundationsFoundations

Year 2Year 2Secondary and Secondary and

Tertiary SupportsTertiary Supports

Year 3Year 3SustainabilitySustainability

Tier II/Tier III Systems

Road Map of MiBLSi Three year training sequence

Universal SystemsStudent outcomes at

Universal Level

UniversalStudent outcomes at

Tier II /Tier III Level

Sustainability ofall support systems upport systems

Student outcomes at Student outcomes at all levelsall levels

Current Structure of Supports

• 6 Regional Facilitators

• 32 State Trainers

• Over 150 Coaches

Sometimes it is challenging, getting others to share the excitement

Experiences we face when implementing MiBLSi

Leadership Team Excitement

…and sometimes you collect a few

binders along the way!

What is unique about what we are doing?

1. Creating cascading levels of support from building staff to Department of Education

2. Focus on data-based decisions

a. Frequent review

b. Use multiple sources of data

3. Develop multi-tier model of support.

4. Research-based practices in behavior and reading support

5. Focus on sustainable outcomes

Professional Development2008-2009

Number of PD Days by Topic

• Building Leadership Team Training = 142

• Focus Training = 14

• Principal Meeting = 10

• Coaches Meeting = 36

Total of 202 days of professional development provided by MiBLSi

Where we are going…

Plan for the Next Four Years

1. Implementation in 500 elementary schools with 80% of schools implementing with fidelity

2. Implementation in 80 middle and high schools with 80% of schools implementing with fidelity

3. Regionalization

a. Regional facilitators across state

b. Trainers for each region

• At least 100 trainers statewide

c. Coaching Support

• At least 250 coaches representing 70% of all ISD and 5 large school districts

A New Website

Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Problem

Students cannot benefit from interventions they do not experience

Systems approach

• Improving competencies for students

• Supporting staff: Developing systems capacity

• Using information to make decisions

MiBLSi Statewide Structure of support

StudentsStudentsStudentsStudents

Building StaffBuilding StaffBuilding StaffBuilding Staff

Building Building Leadership TeamLeadership Team

Building Building Leadership TeamLeadership Team

District/Regional District/Regional Leadership TeamLeadership TeamDistrict/Regional District/Regional Leadership TeamLeadership Team

Regional Regional Technical Technical AssistanceAssistance

Regional Regional Technical Technical AssistanceAssistance

MichiganMichiganDepartment of Department of

Education/MiBLSi Education/MiBLSi LeadershipLeadership

MichiganMichiganDepartment of Department of

Education/MiBLSi Education/MiBLSi LeadershipLeadership

Across State

Multiple District/Building Teams

All staff

All students

Multiple schools w/in local or intermediate 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, visibility, funding, political support for MiBLSi

Provides guidance and manages implementation

Provides effective practices to support students

Improved behavior and reading

Unit of Change vs. Unit of Support

Focus on outcomes at the building level

• Process, Systems, Student

Support at District Level

• Investing in the Intermediate School Districts/Local School Districts which will serve and support individual schools.

District Impact on Sustainability:

Four common areas • Competing initiatives

– Integrate/braid

– Fund/support

• Data use for continuous regeneration

– Require regular review of fidelity and outcome

– Cycle of review needs to fit cycle of impact.

• Efficiency

– If it works now, make it easier to do next year

• Stability/Leadership

– Role descriptions, etc.

Successful Student Outcomes

School Improvement

Response to Intervention

Positive Behavior Support

No Child Left Behind

Reading First

Braiding MiBLSi with School Building and District Initiatives

The vision of the State Board of Education is to create learning environments that prepare students to be successful citizens in the 21st century. The educational community must provide a system that will support students’ efforts to manage their own behavior and assure academic achievement. An effective behavior support system is a proactive, positive, skill-building approach for the teaching and learning of successful student behavior. Positive behavior support systems ensure effective strategies that promote pro-social behavior and respectful learning environments. Research-based positive behavior support systems are appropriate for all students, regardless of age. The principles of Universal Education reflect the beliefs that each person deserves and needs a positive, concerned, accepting educational community that values diversity and provides a comprehensive system of individual supports from birth to adulthood. A positive behavior support policy incorporates the demonstration and teaching of positive, proactive social behaviors throughout the school environment. A positive behavior support system is a data-based effort that concentrates on adjusting the system that supports the student. Such a system is implemented by collaborative, school-based teams using person-centered planning. School-wide expectations for behavior are clearly stated, widely promoted, and frequently referenced. Both individual and school-wide learning and behavior problems are assessed comprehensively. Functional assessment of learning and behavior challenges is linked to an intervention that focuses on skill building. The effectiveness of the selected intervention is evaluated and reviewed, leading to data-based revisions. Positive interventions that support adaptive and pro-social behavior and build on the strengths of the student lead to an improved learning environment. Students are offered a continuum of methods that help them learn and maintain appropriate behavior and discourage violation of codes of student conduct. In keeping with this vision, it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies.

Adopted September 12, 2006

Michigan State Board of Education Positive Behavior Support Policy

…it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies.

Intensity 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

Strengthening supports systems across each level

Percent of Students at DIBELS Benchmark (Spring) and Major Discipline Referrals per 100 Students

MiBLSi Points of Pride

• Implementation in over 340 schools across Michigan

• State Personnel Development Grant (SPDG)

– U.S. Dept of Ed. grant, provides for MiBLSi regionalization of support

• State Implementation and Scaling-up of Evidence-based Practices (SISEP)

– U.S. Dept. of Ed. Grant awarded to 4 implementing states

– Allows for the scaling up of MiBLSi

• Project improvements in reading and behavior (systems development, student outcomes)

Talk with others at your tableTalk with others at your table

Create a “quick plan” for sharing the Create a “quick plan” for sharing the information you will receive from the information you will receive from the conference with others from your school conference with others from your school team, the rest of your staff.team, the rest of your staff.

Team TimeTeam Time

And now…

• Pick up new ideas

• Make new friends/network with others

• Enjoy the rest of the conference!

Dr. Mark Shinn

Keynote Speaker