To develop support systems and sustained implementation of a data-driven, problem solving model in schools and districts to help students become better readers with social skills necessary for success.
What is MiBLSi?
Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi) is a Mandated Activities Project (MAP), funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education, Office of Special Education. MiBLSi creates capacity for an integrated, K-12 Behavior and Reading Multi-Tiered System of Support. MiBLSi focuses on evidence-based practices implemented with fidelity, sustainable over time and utilizes data-based decision making at all levels of implementation support.
MiBLSi as a model for Multi-Tiered System of Supports (MTSS):
MiBLSi is a successful implementation of a Multi-Tiered System of Support (MTSS) model. MTSS is a framework to provide all students with the best opportunities to succeed academically and behaviorally in school. MTSS focuses on providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals. Data are used to allocate resources to improve student learning and support staff implementation of effective practices.
There are several key features of an RtI model (Sugai, 2008):
- Universal screening
- Data-based decision making and problem solving
- Continuous progress monitoring
- Focus on successful student outcomes
- Continuum of evidence-based interventions
- A core curriculum is provided for all students
- A modification of this core is arranged for students who are identified as nonresponsive
- A specialized and intensive curriculum for students with intensive needs
- Focus on fidelity of implementation
Why focus on reading and behavior?
Schools that have been using the MiBLSi process are finding that as disruptive behavior decreases, reading scores increase, as schools are free to address instructional needs. MiBLSi also helps schools use student data to intervene early with students that are struggling in reading and/or with behavior issues. (click here for more)
What do schools have to do?
Throughout the years as a MiBLSi school, sites will be expected to:
- Participate in training sessions for three phases: Foundations, Implementation, and Sustainability (further information within the MiBLSi Model section in this website).
- Develop and implement action plans around schoolwide reading and behavior systems with specific goals and strategies supported by MiBLSi. These action plans should be embedded within the site’s school improvement plan and aligned with other school improvement efforts.
- Demonstrate high degree of staff involvement in implementation of MiBLSi, including a principal-led MiBLSi leadership team of five to seven people who will attend trainings and bring back information.
- Agree to share Dynamic Indicators of Basic Early Literacy Skills (DIBELS), School-Wide Information System (SWIS), and other project data (e.g., team checklists) on a monthly basis.
What do schools receive?
- On-going training and technical assistance.
- State and national network of schools participating in state-of the art prevention models for reading and behavior.
- Improved behavioral climate and decreased negative behavior (office referrals, suspensions).
- Improved reading program with increased reading performance by students.
- Access to web-based data (DIBELS, SWIS) and decision-making systems that will help meet performance requirements for this and other programs in your school.
How are schools supported?
Schools are supported through training, and coaching. Coaches are provided with additional training (four meetings a year) to provide leadership in assisting local districts in meeting the performance requirements of MiBLSi.