MiBLSI expands to Detroit Public Schools

Michigan’s Integrated Behavior and Learning Support Initiative: Addressing school wide behavior and reading support for each and all students.

In 2003, the Michigan Department of Education (MDE) awarded a grant to Kalamazoo, Macomb and Ottawa ISDs to direct a school wide program to support the behavior and reading needs of all students within individual schools. This project is called Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). Currently, over 250 schools—both elementary and secondary— throughout the state participate in the initiative.

Based on the success of this model, MDE awarded Title I Technical Assistance grant funding to implement MiBLSi in 15 Detroit Public Schools, including seven High Priority Schools. This effort was initiated on January 14-15, 2008 with a two-day kick off training. A schedule of trainings and activities are planned for the remaining of the school year.

MiBLSI aims to improve reading and behavior
The purpose of MiBLSI is 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. Behavior and reading support are addressed through the MiBLSi project for several reasons:

• Both are necessary for academic success.
• Both involve similar processes to achieve desired outcomes.
• As disruptive student behavior decreases, teaching time increases, allowing all children to learn more.

MiBLSi is congruent with Michigan’s school improvement framework and Reading First, and it is connected with national centers of positive behavior support and reading support.

MiBLSI relies on leadership teams, evidence-based early support
Schools participate through a process that involves:

• Completing an application
• Ensuring that at least 80 percent of staff is committed to the project
• Gathering letters of assurance from building and central administration.

Building leadership teams are identified to guide the implementation process within the schools. The leadership teams consist of representative building staff, building administrator and a coach assigned to the team facilitating the implementation process within the building.

The leadership team attends regional professional develop activities with teams from other schools. Training focuses on a Response-to-Intervention, three-tiered model of supports. This model moves from “wait to fail” to a proactive approach to prevention and intervention. Student supports and intervention level of intensity varies with student need.

Within the model, screening takes place to identify students having potential problems in reading and behavior. Evidence-based practices are implemented to support these students. Data are collected to monitor student progress and based on this information; interventions are modified to promote success.