Agenda Item
Meeting Date: 8/13/2020 - 5:30 PM
Category: ITEMS OF BUSINESS
Type: Info
Subject: 3. Report with Possible Action Regarding the District's Multi-Tiered Student Support Systems
Strategic Plan Compatibility Statement:
Goal 1
Academic Achievement
Policy: Admin Policy 1.01 - Vision, Mission, Core Beliefs, and Goals
Attachments:
File Attachment:
Background: At the request of President Miller, this report on the district's multi-tiered student support systems is being presented.

During the past school year, 99 school principals completed the full 16-hour Restorative Practices (RP) Professional Development (PD). During the school closure due to the COVID-19 pandemic, the RP team offered virtual circles to create a safe space for staff to discuss the impact of this unprecedented time. For 2020-21, the team will identify schools to implement school-wide restorative practices

During 2019-20, K-8 schools continued to implement Second Step, MPS’ Tier 1 SEL curriculum. In addition to curriculum implementation, integrating SEL into teaching practices PD was created and delivered to educators. The Devereaux Student Strengths Assessment (DESSA) was introduced to help plan for SEL instruction for students referred for Tier 2 or 3 intervention, as well as students in comprehensive behavior units. This tool provides information about specific SEL instructional strengths and needs.

During virtual learning, Tier 1 guidance was developed and distributed with educator self-care tips, SEL lessons for students, and daily student and adult self-care practices. Instructional packets were created and distributed at the Grab and Go sites, containing SEL materials for students to use independently or with their families. Virtual PD was created on supporting SEL virtually, and adult SEL and self-care.

For 2019-20, mindfulness PD was provided to staff at 42 schools and there were three district-wide trainings. Classroom instruction was provided at 25 schools and parent workshops were provided at 14 schools. In addition, school psychologists offered a professional learning community (PLC) that focused on the book, 101 Mindful Arts-Based Activities to Get Children and Adolescents Thinking. The MPS mindfulness initiative supports staff through weekly mindful moments, mindful moment text messages, and a monthly practice in Knowledge News.

To promote sustainability, student mentors were trained at 23 schools allowing them to lead this work in their schools. Five schools received Mentoring for Mindful Champions training. Eight mindfulness modules were created and placed on LMS. Additional items were created to build capacity and promote sustainability including the Mindfulness Menu for Classrooms, the Mindfulness Menu for School-wide implementation and the Mentoring for Mindfulness Champions Guide.

PBIS is the research-based multi-tiered system of support (MTSS) used in MPS and part of WI DPI Vision for RtI. Other approaches or initiatives around climate/behavior implemented through the PBIS framework include cultural responsiveness, social-emotional learning, restorative practices, and mindfulness.

The Violence Prevention Program has been training schools for over 20 years to implement peer mediation. The district provides training, but the program is led by the school. Five additional schools were trained to begin a peer mediation program in fall 2019.

Schools provide support and interventions within the multi-tiered system of support. Tier 1 supports include staff-member classroom management strategies supported through a school’s PBIS Tier 1 Team. Tier 2 interventions include Check-In/Check-Out, Social Academic Instructional Groups, Behavior Assessment Intervention Plans coordinated through a school’s Building Intervention Team (BIT). Tier 3 interventions are primarily supported and coordinated by school psychologists and social workers and include Educational Wraparound, RENEW, and FBA/BIP.
Fiscal Impact Statement: N/A
Implementation and Assessment Plan
Recommendation:
Approvals:
Recommended By:
Signed By:
Keith Posley, Ed.D. - Superintendent