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http://miblsi.cenmi.org. Steve Goodman Co-Director sgoodman@oaisd.org. Moving Upstream: A Story of Prevention and Intervention.
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http://miblsi.cenmi.org Steve Goodman Co-Director sgoodman@oaisd.org
In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.
Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.
In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”
She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.
Intensive Intervention • Individualized, functional assessment based behavior support plan • Universal Prevention • Identify expectations • Teach • Monitor • Acknowledge • Correct • Targeted Intervention • Check-in, Checkout • Social skills training • Mentoring • Organizational skills • Self-monitoring Continuum of Supports Examples of Behavior Supports
Mission Statement To develop support systems and sustained implementation of a data-driven, problem solving model in elementary schools to help students become better readers with social skills necessary for success.
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
Prerequisites for MiBLSi Implementation Commitment by… 80% of building staff Administration at building and district levels Agreement to implement for at least three years Reading/Behavior one of top three building goals Building team and coach identified
Elementary Schools: Mean Major Discipline Referralsper 100 Students per Day
MiBLSi Personnel Structures Program Fiscal Evaluation • 3 Project Directors • 6 Project Coordinators • 10 Regional Coordinators • 84 State Trainers • 600 External and Internal Coaches • Over 600 building leadership teams
Key Features of MiBLSi • Focus on developing local capacity • Invest leadership teams (building, district, regional levels) • Coaching support • Trainer support • Regional Technical Assistance • Data-based decision making • Emphasis on fidelity • Implementation content • PD content, Tools, Website
Michigan Department of Education/MiBLSi Leadership Who is supported? Regional Technical Assistance District/Regional Leadership Team Building Leadership Team Building Staff How is support provided? Students MiBLSi Statewide Structure of support Provides guidance, visibility, funding, political support for MiBLSi Across State Provides coaching for District Teams and technical assistance for Building Teams Multiple District/Building Teams Multiple schools w/in local or intermediate district Provides guidance, visibility, funding, political support Provides guidance and manages implementation All staff All students Provides effective practices to support students Improved behavior and reading
System Change “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation” (R. Elmore, 2002)
Comparison of Schoolwide Evaluation Tool (SET) Scores after training and after MiBLSi Implementation
Coach returns from leave One School’s Example Investing in Coaches:Average Major Discipline Referrals per Day per Month
Phases of Implementation over 3 year period Phase I:Building schoolwide foundations • Strengthening the core programs provided to all students with a goal of prevention of behavior or reading problems. (8 training sessions) Phase II:Developing a multi-tiered system of support for students in both reading and behavior. • As the significance of student need increases, the intensity of support also increases. (8 training sessions) Phase III:Developing a responsive system of ongoing evaluation and support • Use data to continuously advancing student outcomes by improving support structures and activities (3 data review/planning sessions)
How do we do this in schools? Use existing teams and 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
Problem Students cannot benefit from interventions they do not experience Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Decrease 14.6% Increase 8% Focus on Implementing with Fidelityusing Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08
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.
