Welcome to the Annual State Conference March 27, 2009

1. Welcome to the Annual State Conference March 27, 2009

2. Many, Many Thanks! • Kim Laing • Nancy Centers • Angie Chirio • Brenda Mayo • Nikki Matthews • Ed Huth

3. 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

4. Team Time Talk with others at your table What is your one thing your school has accomplished this year in the area of schoolwide behavior and reading supports?

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

7. It’s what we do… Creating a shared culture of competence around sustainable student outcomes • Common vision • Common language • Common experience

8. 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

9. Where we have been…

10. Anything worth doing, is worth doing poorly. Karen Blase

11. 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.

12. Participating Schools 2000 Model Demonstration Schools (5) 2004 Schools (21) 2005 Schools (31) 2006 Schools (50) 2007 Schools (165) 2008 Schools (95) • Partnering with • 38 ISDs (67%) • 151 School Districts (19%) • 340 School Buildings ( 9%) • ~9,000 Staff • Impacting • ~130,000 Students (8%)

13. Where we are now…

14. Universal Systems Student outcomes at Universal Level Road Map of MiBLSi Three year training sequence Student outcomes at Tier II /Tier III Level Tier II/Tier III Systems Universal Sustainability of all support systems Student outcomes at all levels

15. Current Structure of Supports • 6 Regional Facilitators • 32 State Trainers • Over 150 Coaches

16. Experiences we face when implementing MiBLSi Sometimes it is challenging, getting others to share the excitement Leadership Team Excitement

17. …and sometimes you collect a few binders along the way!

18. What is unique about what we are doing? • Creating cascading levels of support from building staff to Department of Education • Focus on data-based decisions • Frequent review • Use multiple sources of data • Develop multi-tier model of support. • Research-based practices in behavior and reading support • Focus on sustainable outcomes

19. 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

20. Where we are going…

21. Plan for the Next Four Years • Implementation in 500 elementary schools with 80% of schools implementing with fidelity • Implementation in 80 middle and high schools with 80% of schools implementing with fidelity • Regionalization • Regional facilitators across state • Trainers for each region • At least 100 trainers statewide • Coaching Support • At least 250 coaches representing 70% of all ISD and 5 large school districts

22. A New Website

23. Problem Students cannot benefit from interventions they do not experience Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

24. Systems approach • Improving competencies for students • Supporting staff: Developing systems capacity • Using information to make decisions

25. Michigan Department of Education/MiBLSi Leadership MiBLSi Statewide Structure of support Provides guidance, visibility, funding, political support for MiBLSi Who is supported? Across State Regional Technical Assistance Provides coaching for District Teams and technical assistance for Building Teams Multiple District/Building Teams District/Regional Leadership Team Multiple schools w/in local or intermediate district Provides guidance, visibility, funding, political support Building Leadership Team Provides guidance and manages implementation All staff Building Staff How is support provided? All students Provides effective practices to support students Students Improved behavior and reading

26. 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.

27. 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.

28. Braiding MiBLSi with School Building and District Initiatives Successful Student Outcomes No Child Left Behind Positive Behavior Support Response to Intervention Reading First School Improvement

29. Michigan State Board of Education Positive Behavior Support Policy 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 …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.

30. Strengthening supports systems across each level The required resources to address the problem increases The need to enhance environmental structures increases The frequency for collecting and acting upon information increases Intensity of Supports

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

32. 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)

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

34. And now… • Pick up new ideas • Make new friends/network with others • Enjoy the rest of the conference!

35. Dr. Mark Shinn Keynote Speaker