In the Spring of 2003, Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) was created for the Michigan Department of Education, Office of Special Education and Early Intervention Services (MDE, OSE-EIS) to support implementation of schoolwide Positive Behavior Support (PBS) and schoolwide reading intervention. MiBLSi is a Response to Intervention (RtI) model, specifically targeted in the content areas of reading and behavior developed from the scientific research base of Applied Behavior Analysis, and the findings of the National Reading Panel report and the National Research Council.

The purpose of MiBLSi is to develop support systems and sustained implementation of a data-driven, problem-solving model in schools so educators can help students become better readers with appropriate behavior resulting in increased success in the school and community.  The unit of change for MiBLSi focuses on the school building level while the unit of support is at the regional/district level accomplished by investing in intermediate school districts (ISDs) that support local school districts.

Schools apply to participate in MiBLSi for a three-year period.  Professional development is provided in a two prong approach.  Building Leadership Teams develop knowledge and skills to guide and manage implementation process.  Focus training takes place for practitioners to develop skills in specific interventions in reading or behavior.  Building leadership team training is provided in schoolwide foundations for reading and behavior supports during the first year.  The second year focuses on Tier II and Tier III behavior and reading supports.  The third year focuses on sustainability and continued use of data-based decision making.

Currently, there are approximately 340 schools implementing MiBLSi.  Support is being developed in the selection, training, coaching, evaluation, and systems integration for:  a) Coaches, b) Building Leadership Teams, c) Principals, d) District Leadership Teams, e) Trainers, and f) Technical Assistance Partners.  To develop regional supports, the state is divided into 12 regions with equivalent schools. There are six regional coordinators who provide technical support and professional development opportunities to teams, coaches, and principals.  Funding is provided through MDE, OSE-EIS through Part B funds of IDEA, State Personnel Development Grant (SPDG), and Title I.

Goals and current status of implementation: