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.
What is MiBLSi?
MiBLSi stands for Michigan’s Integrated Behavior and Learning Support Initiative. Funded by the Michigan Department of Education (MDE), this project is designed to help schools develop schoolwide support systems in reading and behavior. MiBLSi is a Response to Intervention (RtI) model that takes approximately three years to complete. Schools that participate in the MiBLSi grant have a series of trainings designed to help them implement reading and behavior systems. Most sessions are provided regionally; larger groups are provided in Lansing. The training sequence is heavy in the first year and tapers off in the second and third years. Schools typically send a leadership team of five to seven people to the trainings. Principal attendance is essential! Buildings are responsible for delivering the information received back to their building staff.
MiBLSi as Response to Intervention (RtI):
MiBLSi is a successful implementation of a Response to Intervention (RtI) model. According to the RtI Action Network, RtI is a multi-tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both.
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, coaching, and (as available) funding. Coaches are provided with additional training (four meetings a year) to provide leadership in assisting local districts in meeting the performance requirements of MiBLSi.