Support systems and sustained implementation of a data-driven, problem-solving model Margie McGlinchey MAASE Summer Institute August 11, 2009 Steve Goodman Margie McGlinchey Kathryn Schallmo Co-Directors
Dec 26, 2015
Support systems
and sustained implementation of a
data-driven, problem-solving modelMargie McGlinchey
MAASE Summer Institute
August 11, 2009
Steve GoodmanMargie McGlincheyKathryn SchallmoCo-Directors
Please Welcome the Panel
• Cindy Shinsky, Clinton County RESA
• Tawny Smith, Clinton County RESA
• Laurie Montgomery, Portage Public Schools
Big Ideas to Improve Reading• Clear goals/objectives
• Research-based instructional practices
• Instructional time
• Instructional leadership
• Responsive intervention program
• Assessment
• Professional development
Big Ideas to Improve Behavior
• Specify appropriate behavior
• Teach appropriate behavior
• Monitor behavior
• Encourage appropriate behavior
• Correct inappropriate behavior
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
Participating Schools
2004 Schools (21)2005 Schools (31)2006 Schools (50)
2000 Model Demonstration Schools (5)
2007 Schools (165)2008 Schools (95)2009 Schools (150*)
In collaboration with 45 ISDs (79%)
Intensity of Supports
Continuum of Supports
Students within Schools
Universal PreventionCore Instruction, all students,preventive, proactive
Targeted Intervention Supplemental, some students, reduce risk
Intensive Intervention Individualized, functional assessment, highly specific for few
Why look at both
Behavior and Reading support?
• Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model (Stewart, Benner, Martella, & Marchand-Martella, 2007)
• Improving social behavior of students results in more minutes spent in academic instruction (Putnam, Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey and O’Leary-Zonarich, 2002)
• Quality instruction can reduce student engagement in problem behavior (Sanford, 2006; Preciado, Horner, Baker, 2009)
Integrated Functions Across All Tiers of Support
Team approachTeam approach
Progress monitoringProgress
monitoring
Data-based decisions
Data-based decisions
Evidence-based practices
Evidence-based practices
Beh
avio
r S
uppo
rt Reading S
upport
Summary of DIBELS Spring Benchmark Results
for Cohorts 1 - 4 (Combined Grades)
5,943 5,943 studentsstudents
5,943 5,943 studentsstudents
8,330 8,330 studentsstudents
8,330 8,330 studentsstudents
16,078 16,078 studentsstudents16,078 16,078
studentsstudents32,257 32,257
studentsstudents32,257 32,257
studentsstudents
Spring ’09: 62,608 students Spring ’09: 62,608 students assessed in cohorts 1 - 4assessed in cohorts 1 - 4
Spring ’09: 62,608 students Spring ’09: 62,608 students assessed in cohorts 1 - 4assessed in cohorts 1 - 4
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
Importance of Implementation Research
based on the State Implementation and Scaling up Evidence-based Practices (SISEP) Center
Implementation Science
• An intervention is one set of activities
• Implementation is a very different set of activities
Implementation Science
Students cannot benefit from interventions they do not experience
– Training by itself does not work
– Policy change by itself does not work
– Financial incentives alone do not work
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Student Benefits
Adaptive
Technical
Integrated & Compensatory
Com
pete
ncy
Driv
ers
Com
pete
ncy
Driv
ers O
rganization Drivers
Organization D
rivers
LeadershipLeadership
Implementation Drivers
District Leadership TeamDistrict Leadership Team
Active Leadership and CoordinationActive Leadership and Coordination
FundingFunding VisibilityVisibility
Training Coaching Evaluation
School Staff Implementing Practices with Fidelity to Support Students
Principal’s Role in Supporting Implementation
adapted from Center on Positive Behavioral Interventions and Supports, (2004) School-wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment. University of Oregon.
Resources
PoliticalPoliticalSupportSupport
Provides guidance, visibility, funding, political support for MiBLSi
StudentsStudentsStudentsStudents
Building StaffBuilding StaffBuilding StaffBuilding Staff
Building Building Leadership TeamLeadership Team
Building Building Leadership TeamLeadership Team
LEA District LEA District Leadership TeamLeadership Team
LEA District LEA District Leadership TeamLeadership Team
Across State
Multiple District/Building Teams
All staff
All students
Multiple schools w/in local district
Who is supported?
How is support provided?
Provides guidance, visibility, funding, political support
Provides coaching for District Teams and technical assistance for Building Teams
Provides guidance and manages implementation
Provides effective practices to support students
Improved behavior and reading
ISD Leadership ISD Leadership TeamTeam
ISD Leadership ISD Leadership TeamTeam
Regional Regional Technical Technical
AssistanceAssistance
Regional Regional Technical Technical
AssistanceAssistance
MichiganMichiganDepartment of Department of
Education/MiBLSi Education/MiBLSi LeadershipLeadership
MichiganMichiganDepartment of Department of
Education/MiBLSi Education/MiBLSi LeadershipLeadership
Multiple schools w/in intermediate district
Provides guidance, visibility, funding, political support
MiBLSi Statewide Structure of support
Panel Questions
Given the implementation drivers as described by Fixsen & Blase, 2008 :
• How are these functions being addressed at the district, ISD level?
• Are the functions aligned at the different levels