Bellevue Jr/Sr High's ELA department is piloting a literacy intervention for high school students this semester using Read 180. Fifteen students were selected based on NWEA data, early warning indicators, and teacher recommendations to join a targeted literacy and comprehension class.

Led by Angel Haubert and Kylie Thompson, the course began after winter break, fostering a supportive classroom culture to enhance student success across subjects.

"Angel and Kylie are paving the way for future interventions and multidisciplinary teams,” said Cortney Coats, District MTSS Coordinator.

Using the How to Identify and Intervene document along with NIRN’s Hexagon Tool, teacher teams identified the need for additional interventions, and gained approval for the pilot from the district’s implementation team. Through bi-weekly data-driven meetings, Angel and Kylie will tailor instruction to boost proficiency and reduce dropout risk.

It is unrealistic to expect students to learn at grade level if they are pulled from class or placed in below-grade-level remedial coursework while essential grade-level curriculum is taught.

For this to happen, students cannot be pulled from class for additional support while essential grade-level curriculum is taught or be deemed too “low” to learn grade-level curriculum, so instead are placed in below-grade-level remedial coursework during Tier 1 core instruction.

As teacher teams identify the Essential Standards, the Guiding Coalition can begin focusing on creating a purposeful and strategic master schedule that ensures every student has certain access to essential grade-level curriculum, with time and space built in to provide Tier 2 and 3 interventions as needed. If a student needs Tier 3 intervention, they also should have certain access to Tier 1 and 2.

Below is a resource from Taking Action to help the Guiding Coalition create an action plan for this work.

The MTSS for Social, Emotional, Behavioral Health document is a compilation of resources and guidance developed by the CISD Culture and Climate Team.

The document is a step-by-step approach to the development of robust universal Tier 1 strategies along with steps to intervene with students who need more.

If you have any questions regarding the document or practices outlined or would like support with implementation, please contact Jessica Hackworth (hackworj@calhounisd.org) or Sarah Stawowy(stawowys@calhounisd.org).

March Professional Development

• SPED CPI Refresher Training: 3/3, 8:00-12:00, Calhoun ISD
• Sex Education Workshop: 3/5, 8:30-3:00, Calhoun ISD
• Health and Physical Education Champions Meeting: 3/13, 8:30-12:00, 12:00-2:30 optional collaboration time, Kalamazoo RESA
• Youth Mental Health First Aid: 3/13, 8:30-4:30, Virtual
• CPI Full Training: 3/14, 8:00-4:00, Calhoun Area Career Center
• aimsWeb Plus Training: 3/17, 8:30-3:30, Calhoun ISD
• HIV Online Certification 2024-2025: 3/18, 9:00-11:00, Virtual
• Integrating SEL Into Your Everyday: 3/20, 8:30-11:30, Calhoun ISD
• Evidence-Based Practice Briefs, Supporting Yearly Transition: 3/21, 12:00-12:30, Virtual
• Principal's Network: 3/25, 8:30-11:00, Calhoun ISD
• Time to Chill: De-Escalation & Conflict Resolution: 3/27, 8:30-3:30, CACC

April Professional Development

• CPI Refresher Training, 4/11, 8:00-12, Calhoun Area Career Center
• Principal's Network: 4/22, 8:00-11:00, Calhoun ISD

CISD employees are always continuing to grow their knowledge in the field. Every month we will share professional books we are reading to become experts in our areas.

The Dorito Effect: The Surprising New Truth About Food and Flavor

By: Mark Schatzker

The Dorito Effect explores how modern food has lost natural flavor while processed foods use artificial flavors to make us overeat, contributing to obesity.

Metabolical: The Lure and Lies of Processed Foods, Nutrition and Modern Medicine

By: Robert Lustig

Metabolical examines how processed foods and modern medicine contribute to chronic disease. He argues that the food industry prioritizes profit over health, promoting ultra-processed foods that disrupt metabolism. Lustig connects diets to conditions like obesity, diabetes and heart disease, advocating for whole foods and systemic change to improve public health.

-Jonah Curtis, Nutrition and Physical Activity Educator

Following the theme of: "Standardize the process and customize the implementation", our hope is that this document will help districts simplify the complex work of MTSS. Think of this structure as the "gold standard" for MTSS.

The How to Identify and Intervene (HII) guidance document outlines an 11 step process that details how to identify students who are at risk and require intervention.

The Calhoun ISD MTSS Consultants are focused on creating a common language and structure for MTSS across the ISD, county and districts that we serve and have created an MTSS Glossary. This is a living document and we will add to it as we continue on with our work in the county.

St. Joe County developed a MDE MTSS At a Glance document with definitions of each part of the MTSS Pinwheel.

The Taking Action pyramid outlines the roles of guiding coalitions, teacher teams and intervention teams across all three tiers of support in an MTSS framework. It emphasizes a culture of collective responsibility to ensure all students achieve at or above grade level.

Alicia Gomez: gomeza@calhounisd.org; Jennifer Johnson: johnsonja@calhounisd.org; Katie Gilding: gildingk@calhounisd.org