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“ Lessons learned ” regarding Michigan ’ s state-wide implementation of schoolwide behavior and reading support Margie McGlinchey Kathryn Schallmo Steve Goodman OSEP Director’s Conference July 16, 2007. www.cenmi.org/miblsi. A logic for linking Behavior and Literacy Supports.

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“Lessons learned” regarding Michigan’s state-wide implementation of schoolwide behavior and reading support

Margie McGlinchey

Kathryn Schallmo

Steve Goodman

OSEP Director’s Conference

July 16, 2007

www.cenmi.org/miblsi

a logic for linking behavior and literacy supports
A logic for linking Behavior and Literacy Supports
  • Improving the social behavior of students results in:
    • More minutes spent in academic instruction
    • Better acquisition during engaged minutes
  • High quality instruction engages students, and leads to reduction in problem behavior.
  • Children who fall behind academically will be more likely to:
    • A) Find academic work aversive
    • B) Find escape-maintained problem behaviors reinforced
miblsi support structure

State Support

ISD/RESA/ DISTRICT Team

School

School

School

MiBLSi Support Structure

National Initiatives Connection

Funding/ Professional Development

Reading/

Discipline

Information

prerequisites for miblsi implementation
Prerequisites for MiBLSi Implementation
  • Commitment by…
    • 80% of building staff
    • Administration at building and district levels
    • Agreement to implement for at least two years
  • Reading/Behavior one of top three building goals
  • Building team and coach identified
miblsi is not for
MiBLSi is NOT for…

It takes work, commitment and courage!

leadership teams
Building Leadership Team

Represents School improvement team or connected to school improvement team

Example: Principal, Lower elementary teacher, Upper elementary teacher, Coach)

District Leadership Team

Example: District MiBLSi coordinator, Student services director, curriculum director, mental health

State Leadership Team

Director- Special Education and Early Intervention Services

Director- School Improvement

Parent/Advocate

Senior Executive Director- Educational Assessment and Accountability

Deputy Director- Special Education and Early Intervention Services

Director Michigan Reading First

President- State Board of Education

Board Member- State Board of Education

Leadership Teams
focus on outcomes integrity of implementation and problem solving
Outcomes Measures

Behavior

Major Discipline Referrals

Suspensions/Expulsions

Reading

DIBELS/CBM

High Stakes Test (MEAP)

Process Measures

Behavior

Team Implementation Checklist

Self-Assessment Survey

Schoolwide Evaluation Tool

Reading

Team Checklist

Planning and Evaluation Tool for Effective Schoolwide Reading Programs

Focus on outcomes, integrity of implementation and problem solving
coaching support
Coaching Support
  • Use of existing professionals who typically provide technical assistance at the student level (e.g., school psych, social worker, teacher consultant, reading specialist)
  • Important to change from expert “doing for” to facilitator “doing with”
  • Coaches meet with teams at least once/month in addition to team training session
  • Coaches meet additional 4 days per year
  • Additional coaching support strategies
    • Phone conferences with coaches prior to training session
    • Principal and Coaches meet one hour prior to training session or meeting outside of team training
  • Coaches have supporting webpage
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Example of the Impact of Coaching on Student Outcomes:Average Major Discipline Referrals per Day per Month

Coach returns from leave

how do we do this in our school
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
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Major Discipline Referrals per 100 Students per Year (Schools implementing > 80% on Team Implementation Checklist)
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Example School A

Example School A

high stakes test reading results michigan educational assessment program
High Stakes Test Reading Results: Michigan Educational Assessment Program

Began Implementation

Fall 2001

Example School A

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As the magnitude of the problem increases….

The need to enhance environmental structures increases

The frequency for collecting and acting upon information increases

The required resources to address the problem increases

Core Support Program:

Provided to all, intended to reach most.

Continuum of Supports

work in progress
“Work in Progress”
  • Technical Assistance Partners
    • Increased PD individualization based on regional need
    • Increased Technical Assistance and Support for the region
  • Competence-based progress through phases of implementation
  • Adding more schools, focus on district implementation with elementary, middle and high schools
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I spend more time visiting and assisting teachers in the classrooms than I ever have because I spend much less time on discipline issues. Because we have more time, we have been able to re-structure our day to incorporate more time to teach reading.

Sherryl Martin, Principal

Riverton Elementary, Ludington