Implementation of Supports by Using Existing Building Team Structures. Who Scope Purpose Information Gathered Example Activities Whole School School Improvement Team All staff and students within school as well as those who receive the services produced by the school Provide guidance with school-wide assessments, school improvement planning/ implementation and evaluation of the improvement process. Communicate and celebrate with school/community Emphasis on Prevention System, process and outcome data in areas of reading and behavior Example: Self assessments, implementation checklist, DIBELS, SWIS, MEAP data Write school improvement plan to focus on increasing number of student reading at grade level Guide staff in identifying, teaching, monitoring, and encouraging behavior expectations Grade Level Grade Level Team “Most” students within the specific grade level Guide assessments at the grade/student level, provide instructional planning, implementation and evaluation for reading instruction and behavior management Primary emphasis on Prevention Secondary emphasis on Intervention Information on the effectiveness of Reading instruction and behavior management at the specific grade level Example: DIBELS, SWIS, MEAP, progress monitoring data Evaluate core curriculum and supplement areas critical to reading success at specific grade level Create consistent classroom management procedures and routine Individual Student Student Assistance/ Child Study Team Specific students within the school who are having difficulty Provide guidance with individual assessments, linking assessment results to intervention planning, implementation and evaluation of plan for reading and/or behavior Primary emphasis on Intervention Individual student data on behavior and/or reading Example: diagnostic reading assessments, functional behavior assessments, DIBELS, SWIS, progress monitoring data Create intensive, individual reading program that is highly focused on critical components of reading Develop functional behavior intervention plan, guide intervention implementation
MiBLSi promotes the investment of time to identify, teach, monitor, acknowledge appropriate student behavior so that less time will be taken away form instruction to address discipline problems Strand III - Personnel and Professional Learning The school has highly qualified personnel who continually acquire and use skills, knowledge, attitudes and beliefs necessary to create a culture with high levels of learning for all. Standard Benchmark Key Characteristic MiBLSi Project Component Standard 1 - Personnel Qualifications: School/district staff qualifications, knowledge and skills support student learning. Benchmark B: Skills, Knowledge and Dispositions Staff has the professional skills to be effective in their positions. III.1.B.1 Content Knowledge: Staff members have extensive knowledge of their content area and/or grade level and maintain this knowledge through accessing frequent professional development opportunities. They seek frequent opportunities to share this knowledge through collaboration with other staff. MiBLSI provides focus training on strategies to improve student behavior and reading Professional development involves more that single training session- provide ongoing development through training, guidance, feedback, resources/tools, etc. Coaches work with school teams School staff attend training as a team rather than individuals Standard 2 - Professional Learning: Professional learning is conducted with colleagues across the school/district on improving staff practices and student achievement. Benchmark A: Collaboration Professional development is conducted with colleagues across the school/district on improving practices and student achievement. III.2.A.1 Staff Participates in Learning Teams: Professional development is seen as a collaborative staff activity. Teams of staff members are provided regularly scheduled time in order to collaborate around common professional development opportunities. MiBLSI provides training for school with support from coaches, rather than individuals Networking with MiBLSi participating schools regionally and statewide during scheduled training/work sessions. Connection with national initiatives in area of Reading and Behavior support Benchmark B: Content and Pedagogy Professional development at schools/districts emphasizes both content and pedagogy of teaching and learning. III.2.B.1 Uses Best Practices: Professional development initiatives lead teachers to reflect on their content and pedagogy. These initiatives inform and strengthen the connection between classroom application and student achievement. MiBLSi stresses use of empirically supported practices (e.g., National Center on Positive Behavioral Interventions and Supports, “Big Ideas in Reading based on National Reading Panel, Consumer's Guide to Evaluating Reading Programs Grades K - 3: A Critical Elements Analysis- Oregon Reading First, and Florida Center for Reading Research)
practice, implementation of the curricular and instructional program, and the impact on student achievement. AIMSweb, SWIS, functional assessments in reading and/or behavior support) Strand IV - School and Community Relations The school staff maintains purposeful, active, positive relationships with families of its students and with the community in which it operates to support student learning. Standard Benchmark Key Characteristic MiBLSi Project Component Standard 1 - Parent/Family Involvement: Schools actively and continuously involve parents and families in student learning and other school activities. Benchmark A: Communication School/parent/family communications are two-way, ongoing and meaningful. IV.1.A.2 Diversity: The school places particular value on the diversity of its population. It demonstrates this belief through the diversity of its communication systems taking into account language, culture, economic status, and belief systems. Staff members are constantly looking for ways to bridge the gap between the culture at home and the school in order to develop meaningful conversations. Benchmark B: Engagement Schools have a systematic approach that encompasses a variety of meaningful activities/actions that engage parents/families as partners in helping students and schools succeed. IV.1.B.2 Extended Learning Opportunities: The school is seen as a "learning organization" and the parents are an integral part of this philosophy. Numerous extended learning opportunities are provided to parents in order to enhance their own education, as well as to reinforce and support their children learning at home. IV.1.B.3 Decision-Making: The school believes that parents and families are partners in helping students and the school succeed. this role, they serve an important function as participants in the decision-making process. Particular efforts are made by the school to assure that the demographics of parents in leadership roles represent the diversity of the school population. Student behavior expectations are communicated to parents Parent are involved in the Targeted behavior support program “check in- check out” Parent are involved in the functional assessment and behavior support planning for students with intensive behavior support needs Standard 2 - Community Involvement: The is supportive and involved in student learning and other school activities. Benchmark A: Communication Communications within the community are welcoming, visible, purposeful and take into account diverse populations. IV.2.A.2 Diversity: In order to benefit the diverse student body represented at the school, the school reaches out to community organizations that reflect this diversity. The voice of community organizations are represented in the school.
about the meaning of the information derived from the analysis of their data. Building leadership teams evaluate data and create an action plan Strand V - Data and Information Management (continued) Schools/districts have a system for managing data and information in to inform decisions to improve student achievement. Standard Benchmark Key Characteristic MiBLSi Project Component Standard 2 - Information Management: The school/district staff collaborate to derive information from data and use it to support decisions. Benchmark B: Applications Data is used to inform school decisions including monitoring and adjusting teaching for learning. V.2.B.1 Dissemination: The information and meaning resulting from the analysis and interpretation of the school's data is shared a variety of ways with a range of stakeholders in a timely manner. Building leadership teams evaluate data, action plan and share information with staff three times per year (following reading Benchmark assessments) V.2.B.2 Data-Driven Decision Making: Decisions are informed /supported by the careful, appropriate analysis and interpretation of sufficient data of good technical quality. Multiple types of data from multiple sources are used whenever possible. Staff are encouraged to evaluate the accuracy of any data collected DIBELS (elementary) 3 times per year for all students Oral Reading Fluency and MAZE (middle school) 3 times per year for all students Progress monitoring for students needing more help:1x/month for students requiring strategic interventions, 1x/week for students requiring intensive interventions Monthly review of SWIS data Quarterly review of Effective Behavior Support Team Implementation Checklist Yearly assessments of Effective Behavior Support Self-Assessment Survey results Yearly assessment of PET (reading schoolwide system) results Additionally, in the area of behavior, some schools have conducted the schoolwide evaluation tool (SET) and the Benchmarks of Quality (BoQ)