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Building District Capacity
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- This year Kent ISD's MTSS Team supported 43 schools from 7 districts to implement MTSS practices.
- Both Kentwood Public Schools and Caledonia Community Schools have developed the capacity to provide data review sessions in-district with their own staff facilitating the process. Kentwood has also been able to provide in-district professional development on Tier 2 Behavior Systems.
- Godfrey Lee Public Schools and Sparta Area Schools are partnering with Kent ISD to install a district-wide MTSS framework beginning in Fall 2017! Both districts will focus initially on developing an Interconnected Systems Framework which integrates school mental health services through Kent School Services Network (KSSN) and School-Wide Positive Behavioral Interventions and Supports (PBIS).
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From Spring 2016 to Spring 2017
- The percentage of schools implementing PBIS with fidelity increased from 46% to 86%.
- The percentage of schools implementing MTSS for Reading with fidelity increased from 40% to 70%.
- The percentage of schools either below the national median for major discipline referrals or reducing discipline referrals by a minimum of 3% increased from 55% to 65%.
In Spring 2017
- Over 70% of all schools implementing MTSS for Reading had over 80% of their students at or above benchmark on the DIBELS universal screening assessment.
- 90% of schools implementing MTSS for reading increased the percentage of students at or above benchmark on DIBELS from Fall 2016.
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MTSS in Legislation
MTSS practices are reflected in two state law passed over the last year.
- The Third Grade Reading Law requires schools to provide evidence-based core instruction inclusive of the 5 major reading components of phonemic awareness, phonics, fluency, vocabulary, and comprehension as well as instruction that is systematic, explicit and sequential. In addition schools must use universal screening, diagnostic, and progress monitoring assessment to make instructional decisions for all students and provide reading interventions for students struggling to read at grade level. These requirements are all part of the professional development provided to schools implementing MTSS for Reading.
- Based on the seclusion and restraint bills passed in December, MDE's Policy for the Emergency Use of Seclusion and Restraint promotes the care, safety, welfare, and security of the school community and the dignity of each pupil and encourages the use of proactive, effective, evidence- and research-based strategies and best practices to reduce the occurrence of challenging behaviors, eliminate the use of seclusion and restraint, and increase meaningful instructional time for all pupils. In the policy PBIS is identified as the framework for implementing these strategies.
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