Our Work in the Field: Michigan
NCIL staff and expert coaches are working with several state education agencies and the local education agencies they identify to provide intensive technical assistance. Our work with Michigan Department of Education’s Office of Special Education through Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) focuses on intensification of instruction and intervention to comprehensively support the individual needs of students with or at risk for literacy-related disabilities.
- Build capacity among state education agencies (SEAs) and their partner technical assistance agencies to intensify and individualize interventions for students with or at risk for literacy-related disabilities in the context of effectively implemented multi-tiered systems of support (MTSS).
- Support state and MIBLSI goals to implement comprehensive, integrated academic and behavior interventions to prevent reading difficulty and ensure that all students are on track to meet grade level reading objectives by the end of 3rd grade.
We will address the following areas:
- Criteria used to define adequate and insufficient progress within Tier 1, 2, 3, and beyond;
- The process the school uses to make decisions (e.g., school-based teams) about which students to support within each tier and how to support them;
- How the school determines the content of instruction and intervention in Tiers 1, 2, 3, and beyond, and how that content will be taught (e.g., small groups, explicit instruction, etc.);
- How the school determines if literacy content is being taught as planned (i.e., measures of fidelity of implementation) and if the instructional delivery methods can be considered high-quality (e.g., pace of instruction, opportunities for students to participate).
- Strategies and approaches to intensify instruction within the system and within the classroom to meet the needs of students with protracted literacy-related difficulties based on current and emerging research evidence.
Intensification professional development and training to accompany existing MIBLSI training plans and resources (in progress).
Intensification lesson materials that correspond precisely to students’ individual learning needs (in progress).
Framework to guide the development and implementation of Tier 3 instructional routines for struggling readers. The instructional routines intensify early literacy content and help support cognitive processing (working memory, inhibitory control, attentional flexibility). The intensification framework also emphasizes the strategic integration of lower-order (foundational skills) and higher-order skills (vocabulary/comprehension) to help students transfer and functionally integrate key components of reading (in progress).
Support structures for state and local education agencies to more effectively collaborate with and engage parents and families of students with or at risk for literacy-related disabilities who need intensified instruction and intervention (in progress).
MIBLSI partners with school districts to help implement and sustain behavior and learning supports for improved student outcomes through a multi-tiered system of supports (MTSS). MIBLSI utilizes data-based decision making at all levels of implementation and focuses on evidence-based practices implemented with fidelity that are sustainable over time.
Meet the Michigan Team
Kimberly St. Martin
Assistant Director, MIBLSI
Professional Learning Coordinator, MIBLSI
Evaluation and Research Coordinator, MIBLSI
Kelly Tuomikoski, Ph.D.
Implementation Specialist, Western Upper Peninsula
Implementation Specialist, Western Michigan
Implementation Specialist, Mid-Michigan
Meet Our Team
Expert Coach, NCIL
Nancy J. Nelson Ph.D.
PD and TA Strand Lead, NCIL
Scott K. Baker Ph.D.
PD and TA Strand Co-Lead, NCIL
NCIL & MIBLSI Collaboration Spotlight
Evaluating a State-Level Initiative to Implement Supplemental Academic and Behavior Interventions in Integrated Multi-Tiered System of Supports, Institute of Education Sciences, National Center on Special Education Research, Award Number R324L180014
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2019 National Center on Improving Literacy. https://improvingliterarcy.org