Schoolwide Instructional & Intervention Supports
Webberville is currently developing school-wide instructional and intervention supports in Literacy, Mathematics, and Behavior. With the help of national and statewide programs, Webberville is using data to drive many decisions throughout the district.
Multi-Tiered Systems of Support (MTSS)
MTSS is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying student response data to important educational decisions.” (G. M. Batsche et al 2005).
The MTSS/RtI model focuses on leadership, professional development, and empowering culture within the context of curriculum, assessment, and instruction. The Student Instructional Services (SIS) team provides technical assistance to over 90 buildings and 30 pre-school classrooms across all districts in the Ingham ISD service area. SIS supports preK-12 efforts in the areas of behavior, math and literacy for the implementation of the core components of Multi-Tiered System of Supports.
Positive Behavioral Interventions and Supports
Parents and family members are valuable partners in Positive Behavioral Interventions and Supports (PBIS) implementation within the school setting.
PBIS is focused on improving student academic and behavior outcomes. It is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes. More importantly, SWPBS is not a curriculum, intervention, or practice, but is a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.
In general, SWPBS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi)
MiBLSi is an initiative through the Michigan Department of Education’s Office of Special Education and Early Intervention Services working in collaboration with the Office of School Improvement. MiBLSi is in its fourth year and has partnered with more than 250 schools throughout the State of Michigan.
MiBLSi helps schools create a “culture” where staff teaches academic success and behavior success side-by-side. The program does this by providing professional development that supports school leadership teams:
- Monitor student reading and behavior performance
- Access dynamic data collection systems that provide staff with performance indicators in reading and behavior that are accurate and timely – for example, the School Wide Information System (SWIS™) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS™)
- Make decisions based on dataDevelop and implement reading and behavior interventions using student performance indicators
- Evaluate intervention effectiveness through ongoing data collection and progress monitoring
- Develop schoolwide instructional and intervention supports
- Use research-based interventions connected to the five essential components of a comprehensive reading program: phonemic awareness, phonics, fluency, vocabulary, and comprehension
- Use research-based interventions connected to the five essential components of a comprehensive reading program: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
- Improve behavioral success and reduce behavior problems through Schoolwide Positive Behavior Support
- Establish a continuum of prevention and support across different levels of student need
- Network with others and access local, regional, and state-wide support