Support systems

and sustained implementation of a

data-driven, problem-solving modelMargie McGlinchey

MAASE Summer Institute

August 11, 2009

Steve GoodmanMargie McGlincheyKathryn SchallmoCo-Directors

Please Welcome the Panel

• Cindy Shinsky, Clinton County RESA

• Tawny Smith, Clinton County RESA

• Laurie Montgomery, Portage Public Schools

Big Ideas to Improve Reading• Clear goals/objectives

• Research-based instructional practices

• Instructional time

• Instructional leadership

• Responsive intervention program

• Assessment

• Professional development

Big Ideas to Improve Behavior

• Specify appropriate behavior

• Teach appropriate behavior

• Monitor behavior

• Encourage appropriate behavior

• Correct inappropriate behavior

Prerequisites for MiBLSi Implementation

• Commitment by…

– 80% of 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 team and coach identified

Participating Schools

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

2000 Model Demonstration Schools (5)

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

In collaboration with 45 ISDs (79%)

Intensity of Supports

Continuum 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

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; Putnam, Handler, Rey and O’Leary-Zonarich, 2002)

• Quality instruction can reduce student engagement in problem behavior (Sanford, 2006; Preciado, Horner, Baker, 2009)

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

Average Major Discipline Referral per 100 Students by Cohort

Summary of DIBELS Spring Benchmark Results

for Cohorts 1 - 4 (Combined Grades)

5,943 5,943 studentsstudents

5,943 5,943 studentsstudents

8,330 8,330 studentsstudents

8,330 8,330 studentsstudents

16,078 16,078 studentsstudents16,078 16,078

studentsstudents32,257 32,257

studentsstudents32,257 32,257

studentsstudents

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 Student at DIBELS Intensive Level

across year by Cohort

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

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

Importance of Implementation Research

based on the State Implementation and Scaling up Evidence-based Practices (SISEP) Center

Implementation Science

• An intervention is one set of activities

• Implementation is a very different set of activities

Implementation Science

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

© Fixsen & Blase, 2008

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Student Benefits

Adaptive

Technical

Integrated & Compensatory

Com

pete

ncy

Driv

ers

Com

pete

ncy

Driv

ers O

rganization Drivers

Organization D

rivers

LeadershipLeadership

Implementation Drivers

District Leadership TeamDistrict Leadership Team

Active Leadership and CoordinationActive Leadership and Coordination

FundingFunding VisibilityVisibility

Training Coaching Evaluation

School Staff Implementing Practices with Fidelity to Support Students

Principal’s Role in Supporting Implementation

adapted from Center on Positive Behavioral Interventions and Supports, (2004) School-wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment. University of Oregon.

Resources

PoliticalPoliticalSupportSupport

Provides guidance, visibility, funding, political support for MiBLSi

StudentsStudentsStudentsStudents

Building StaffBuilding StaffBuilding StaffBuilding Staff

Building Building Leadership TeamLeadership Team

Building Building Leadership TeamLeadership Team

LEA District LEA District Leadership TeamLeadership Team

LEA District LEA District Leadership TeamLeadership 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 ISD Leadership TeamTeam

ISD Leadership ISD Leadership TeamTeam

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

Multiple schools w/in intermediate district

Provides guidance, visibility, funding, political support

MiBLSi Statewide Structure of support

Panel Questions

Given the implementation drivers as described by Fixsen & Blase, 2008 :

• How are these functions being addressed at the district, ISD level?

• Are the functions aligned at the different levels

Panel Questions

• How did you support conversations at the building level about RtI/MiBLSi? At the district/ISD level?

• What was one of your best accomplishments as a result of this work?

• What was a significant challenge?