Michigan's Integrated Behavior & Learning Support Initative-click below on MiBLSi model link

Why an integrated approach to behavior and reading? Emerging research provides evidence to suggest that there are benefits to an integrated schoolwide approach to supporting all students. 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 the 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). High quality instruction engages students and leads to reduction in problem behavior (Sanford, 2006; Preciado, Horner, Baker, 2009). Students who have difficulty with reading may find ways to escape or avoid reading activities (McIntosh, Horner, Chard, Dickey, & Braun, 2008).

Additionally, there are similarities in how behavior and reading supports are implemented at the school level. Both are similar in their use of: (a) a continuum of support; (b) action planning guided by a team; (c) the problem solving process (e.g., identification of need based on data);  (d) the use of data for program development, progress monitoring, and evaluation; and (e) reliance on evidence-based practices.
Key Features of Successful Implementation An integrated model of support is based on several shared functions across behavior and reading. These functions include: