We are building a culture of greatness!

“Unless commitment is made, there are only promises and hopes; but no plans.”

Peter F. Drucker

“There's a difference between interest and commitment. When you're interested in doing something, you do it only when circumstances permit. When you're committed to something, you accept no excuses, only results.”

Author Unknown

It's Beginning to Look A Lot Like...


The District MTSS Implementation Team met on November 4th to evaluate just what kind of progress has been made and to determine this year's action steps.

Here are a few of the highlights:

  • All schools in the district used the Self-Assessment Survey to evaluate current perspectives of staff regarding the implementation of Positive Behavior Supports.

  • The District MTSS Implementation Team completed a District Capacity Assessment to assess current implementation district-wide and to help guide future action steps.

  • STAR testing in Math has been added to the High School for all Algebra I students, CTE classes, and Special Education self-contained classes.

  • STAR testing in reading and math continues for all students enrolled at Swartz Creek Academy.

  • Academic data was able to evaluated at all levels.

The Team also committed to the following action steps:

  • The District MTSS Implementation Team committed to formulating and writing a District MTSS Implementation Plan.

  • Acknowledging those who work hard to ensure that the MTSS systems put into place in Swartz Creek are able to be sustained and student progress is always at the forefront.

Early Childhood MTSS

The Pyramid Model: Using MTSS to Promote Social and Emotional Outcomes

MiBLSi Early Childhood Webinar Series

Session 2

Exploring PELI (Preschool Early Literacy Indicators)

Webinar Part 1 -

Webinar Part 2 -


Middle School MTSS

27 Ways To Promote Intrinsic Motivation In The Classroom

by TeachThought Staff

We’ve talked about the definition of intrinsic motivation in the past. We’ve also talked about some basic ways to improve student motivation.

This time, it’s Mia MacMeekin‘s turn to speak to you about the same, but through gridded, blocked, and easy to read infographics. The graphic starts with a definition for both intrinsic motivation and extrinsic motivation, then offers 27 verbs that can help promote that magic stuff that is characterized by curiosity, effort, engagement, and academic success.

Some were a little iffy–”praise” and “milestones” seemed a little closer to extrinsic motivation. But the vast majority are useful to consider as you design units, lessons, and activities this school year.

Our favorites?

5. Create a grade free lesson

7. Challenge students to come up with new solutions to old problems

8. Encourage creative ways to accomplish the same task

22. Create a trusting atmosphere

23. Create a class vision

24. Engage in community service

High School MTSS

Implementing a multi-tiered model of supports at the high school level involves a set of unique strategies that may be very different from implementation in the earlier grades.

What Makes High Schools Unique (Horner, 2006)

  • Larger and more diverse population of students
    • Bigger campus environments
    • More staff
    • Larger administrative team
  • “Adolescence” – importance of choices, decision making, autonomy, and identification with a peer social group increases.
  • Mind set for some is to put in time and accumulate credits for a diploma.
  • Tension: Provide comprehensive curriculum with high academic standards and employment preparation accessible to diverse students.
  • Social culture is important in high school.
  • Social culture in high school is established by student-student interactions more than adult-student interactions.
  • The kinds of problem behaviors are different in high school compared to middle and elementary school.
    • Tardy and skipping.
    • Failure to engage in work, complete work, etc.
    • Student-guided deviancy training.
    • Adult-student conflict: insubordination and disrespect.
    • Student-student aggression and harassment.
  • Problem behaviors occur at a higher rate among 9th and 10th graders than 11th and 12th.

Adults in high school make a difference through:

  • Being models
  • Defining clear expectations
  • Acknowledging appropriate behavior
  • Influencing the behavior of older students
  • Preventing problem behavior from being rewarded

Process for Implementing a Three-Tiered Model of Supports in High Schools

  1. Establish commitment
  2. Establish and maintain team
  3. Conduct self-assessment/audit
  4. Establish tier I (universal) supports
    1. Behavior supports
      1. Identify schoolwide behavior expectations
      2. Teach behavior expectations
      3. Monitor student behavior
      4. Acknowledge student engagement in behavior expectations
      5. Correct behavioral errors
      6. Establish classroom behavior systems
    2. Establish information systems
  5. Establish tier II (secondary) supports
    1. A team is identified to develop, implement, monitor, and evaluate tier II supports
    2. A process is developed and utilized for identifying students in need of tier II supports
  6. Establish Tier III (tertiary) Supports
    1. A team is identified to develop, implement, monitor, and evaluate tier III supports
    2. A process is developed and utilized for identifying students in need of tier III supports

Information taken from:

Focus on Math

Who’s a Math Nerd? *raising hand*

Ok so I didn’t come up with this idea out of nowhere. I was reading this awesome book–>Number Sense Routines by Jessice Shumway and I had this awesome class of students who were lacking in number sense.

I came up with this idea. You can read about ithere (THE BLAME GAME) and read through my #TMC13 presentation here. In a nutshell, I am unable to live with myself if I allow students to graduate high school (pass my class) without having mental math strategies.

So I start this idea with my high school class of 12 students who’s only relationship with mathematics was very negative. To be completely honest, these students’ relationship with school was very negative and they were kind of ready to give up on school all together.

Strategy published at


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Swartz Creek Community Schools MTSS Mission Statement

To develop support systems and sustained implementation of a data-driven, problem-solving model in our schools to help students grow academically with social skills necessary for success.

Each and every student will be successful in school in academics and social behavior.

District MTSS Implementation Team

District Cabinet -

Jeff Hall, Rod Hetherton, Adam Hartley, Derrick Bushon, Colleen Mansour, Jon Pachette

District Leadership Team -Rod Hetherton, Derrick Bushon, Adam Hartley, Jodie Morgan

District Liaison - Rod Hetherton

District MTSS Coordinator - Jodie Morgan

Dieck Representatives - Bruce Fuller, Michelle Culver

Elms Representatives - Jim Kitchen, Sandy Cook

Gaines Representatives - Lauren Hunter, Teresa Upcraft

Morrish Representatives - Michele Corbat, Becky Trent

Syring Representatives - Michele Telliga, Jamie Janowak

Middle School Representatives - Kevin Klaeren, Dave Simonsen

High School Representatives - Jan Kauzlarich, Tony Suchanek, Megan Gell, Kelli Pierscinski

Academy Representatives - Dave Simancek

Social Workers: Angela Moore and Danielle Lied