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- Kent ISD is partnering with Kent District Library and the Grand Rapids Public Library to provide professional learning for librarians around the key components of the third grade reading law including the five foundational skills of reading.
- Five local districts are beginning to develop an Interconnected Systems Framework (ISF) which integrates school mental health services through Kent School Services Network (KSSN) and School-Wide Positive Behavioral Interventions and Supports (PBIS). Pinewood Middle School in Kentwood was featured at MDE's School Improvement Conference for their implementation of ISF.
- Both Lowell and Grandville have created additional positions to better support the implementation of MTSS throughout their districts.
- Kent ISD's MTSS team continues to develop a coaching system to support each of its partnering districts. We will begin collecting coaching effectiveness data this winter. Our score on the Regional Capacity Assessment continues to be higher than the state average.
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- The team from Crossroads Alternative High School presented at the 2017 National PBIS Forum in Chicago with Dr. Robert Putnam from the May Institute. They presentation discussed the successes and challenges they have encountered implementing PBIS in an alternative setting.
- Godwin Heights High School successfully kicked off PBIS Implementation this fall. They saw approximately a 50% decrease in referrals for targeted behaviors over the first two months of the school year.
- All of Grandville's elementary schools are implementing a 90 minute reading block this year. Of the three schools that began implementing a school-wide reading system in Fall 2016, two increased the number students at benchmark from last fall to this fall by approximately 10 percentage points.
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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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