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Swartz Creek Community Schools: An Action Research Study on MTSS Processes

Ashley Hetherton
Central Michigan University
EDL 710 - Action Research
Dr. Barbara Klocko
April 26, 2020
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Introduction

The success of a school district is dependent on a multitude of variables and an equally

wide range of criteria that hold leaders to high standards. Administration, as well as staff, in

PreK-12 face challenges when working without proven and data driven decisions. The purpose

of this study is, first, to determine the current flow of the Multi-Tiered Systems of Support within

Swartz Creek Community Schools, then to streamline interventions systems within the district to

support the reduction of suspensions in relation to specific demographic representation, increase

awareness and success of restorative practices, and to further develop trauma sensitivity and

responsiveness.

The significance of this study is to provide support resulting in data driven decisions to

create a district wide MTSS guidance handbook. This guidance document will help build a

shared understanding of the MTSS initiatives taking place among the schools, district, and state

personnel as well as communicate information to external stakeholders in the community, such

as parents. Effective guidance documents will clarify policies, describe best practices, and

provide resources and information (“Information Brief”, 2010).

MTSS History and Swartz Creek Community Schools Progress

Key Components of MTSS

The assessment model of IDEA pre-2004 was a “waiting to fail” approach, as students

were not identified for support until they had already experienced failure in the classroom

(Hughes & Dexter, 2013). In 2004, IDEA language evolved to include response to intervention.

Multi-Tiered Systems of Support, MTSS, a system of interventions, takes a proactive approach

to identifying students with academic or behavioral needs. Early assessment and intervention for

these students can help them catch up with their peers sooner. The key components of MTSS
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include universal screening of all students early, and throughout the school year. Tiers of

interventions are created within the system to respond to the varying needs of student support

(Hale, 2008). Data collection is continual and ongoing, so that student progress can be

monitored. The school as a whole takes a collective approach to behavior supports and

expectations, and parent awareness and involvement are key to supporting staff and students.

(MTSS, 2019)

Included in the Every Student Succeeds Act of 2015 and Individuals with Disabilities

Education Improvement Act of 2004, are written provisions that support school districts to

implement MTSS to improve student outcomes (Desai, 2019). MTSS is a prevention framework

that organizes building-level resources to address each individual student’s academic and/or

behavioral needs within intervention tiers that vary in intensity. MTSS allows for early

identification of learning and behavioral challenges and timely intervention for students who are

at risk for poor learning outcomes (Hayes & Lillenstein, 2015).

The MTSS framework outlines support to improve learning for all students based on their

specific needs. The base of this is Tier One Instruction, which serves 100% of the students in the

system (Gorski, 2018). Tier Two Interventions provide supplemental interventions for students at

the rate of 10-15% of the student populations, and the most intensive tier, Tier Three

Intervention, roughly supports 3-5% of students. (Fuchs & Fuchs, 2006).

The implementation of MTSS within a school district is not an easy task. It requires

substantial changes in educators’ practices. Some researchers have questioned whether educators

can implement the critical components (i.e., assessment, instruction, and data-based decision-

making practices across tiers) of this educational approach with fidelity (Fuchs & Vaughn,

2012).
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For over 10 years, Multi-Tiered Systems of Support has been common language, along

with its acronym MTSS, within Swartz Creek Community Schools. The district has established

teams within the buildings that include administration, teachers from each academic department

or grade level, social workers and counselors, teacher consultants, and parent representation.

Each team meets monthly to discuss Student Wide Information System data (SWIS), Early

Warning Indicators (EWI), PSAT/SAT Scores, as well as data from STAR testing. The same

testing schedule is applied to all students in the district as STAR, the district wide screening

assessment tool, is assessed three times per year (Hetherton, 2019).

The coordination of district processes and procedures in alignment with data collection

and staff engagement has been one of the biggest issues in MTSS within Swartz Creek. Effective

MTSS teams collect and analyze systems data just as systematically as they collect and review

student data. Only when educators follow these practices can there be assurance that MTSS is

carefully planned and implemented, efficient, and effective for our students (Metcalf, 2015).

Swartz Creek Community Schools has recognized the need for streamlined processes and

procedures within the district and the positive impact it will make for staff and students. To

realize this potential, collaborative teams at all levels and in all environments must commit to

collective inquiry, data-driven decisions, and ongoing professional development to obtain the

needed results for all involved (Sharratt & Fullan, 2009).

MTSS Impact on Suspension

The U.S. Government Accountability Office (GAO) is an independent, nonpartisan

agency that works for Congress (Young, 2020). Often called the congressional watchdog, GAO

examines how taxpayer dollars are spent and provides Congress and federal agencies with

objective, reliable information to help the government save money and work more efficiently
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(Young, 2020). In March of 2018, the GAO completed a study for discipline disparities for Black

students, boys, and students with disabilities. The study was completed because research has

shown that students who experience discipline that removes them from the classroom are more

likely to repeat a grade, drop out of school, and become involved in the juvenile justice system

(Nowicki, 2018). In this study, GAO reviewed the use of discipline in schools. Specifically, the

group was looking for patterns in disciplinary actions among schools, challenges districts

reported with student behavior and how they are approaching student discipline, and actions that

have been taken to identify and address disparities or discrimination within the school.

The framework for trauma-informed schools applies to Pre/K-12. It is rooted in the

Multi-Tiered System of Supports (MTSS) framework pyramid, which is a multi-tiered approach

for early identification and support of students with learning and emotional/behavior needs

(Sulkowski & Michael, 2014). According to Perfect, et. al, 2016, School environments that do

not recognize when externalizing behaviors and emotional dysregulation of a student are a result

of trauma and loss may respond in a punitive and potentially harmful way. Students who have

been exposed to trauma are at an increased risk of receiving out-of-school discipline (Perfect,

Turley, Carlson, Yohanna, & Gilles, 2016).

Out-of-school discipline also disproportionately affects African American students, who

are four times more likely than their White peers to be suspended, a trend that begins in

preschool (National, 2017). The issue of over suspension is a challenge that affects schools

across the United States. Black students, boys, and students with disabilities are continually

disproportionately disciplined in K-12 public schools. This pattern of disproportionate discipline

persists regardless of the type of disciplinary action, level of school poverty, or type of public

school the students attended (King, Lhamon, & Baines, 2016).

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Swartz Creek Community Schools has experienced all the above-mentioned challenges

within the district. For the second time in three years, the district has been cited for over-

suspension of African American that have Individualized Education Programs or IEPs. With this

data, the district immediately implemented the process to increase trauma informed care, TIC,

while simultaneously strengthening its MTSS program. Becoming a Trauma Informed school has

many layers and takes several years to fully achieve. Through this framework, which is closely

intertwined with MTSS, the district is working to better support all students.

Restorative Practices

One portion of MTSS that deeply supports students’ growth and social well-being is

through teaching and modeling with restorative practices (Gulbrandson, 2018). Restorative

justice as an approach to improving the school learning environment and student behavior is

based on three core principles: repairing harm, involving stakeholders, and transforming

community relationships (Macready, 2009). This type of practice is advocated as an alternative

to zero-tolerance and punitive exclusionary discipline, which has been identified as an area of

concern within Swartz Creek Community Schools.

The broad aim of restorative justice is to develop educational policies and practices that

are more responsive and restorative to the needs and concerns of the school community

(Morrison, 2007). Restorative justice models contribute to the goal of education by emphasizing

accountability, restitution, and restoration of a school community. Restorative justice values a

deliberative process because it facilitates mutual understanding, problem solving, and

expressions of remorse, compassion, apology, and forgiveness, which might lead to reparative

agreements and promote feelings of respect, peace, and satisfaction (Gonzalez, 2016).
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Diverse models of restorative justice have been implemented in schools across the United

States to address increasing concerns about the significant negative impact of exclusionary

discipline, particularly for African American and Latino students (Skiba et al., 2011). Research

showing that punitive discipline and zero-tolerance policies have resulted in a significant

increase in suspensions and expulsions for all students has also documented alarmingly

disproportionate rates at which African American and Latino students experience discipline

(Gregory, Cornell, & Fan, 2011).

This is no different than what has progressed in Swartz Creek for the past several years.

African American males have seen a higher rate of suspension in comparison to their Caucasian

counterparts, and the district has implemented restorative practices to support the reduction in

behaviors and improvement of overall school culture.

Trauma Informed Care Implementation at SCCS

Deeply intertwined within MTSS and Restorative Justice is another vital piece, Trauma

Informed Care. Supporting children’s mental health is critical to their success in school and life.

Mental health services for children and youth are most effective when provided as a continuum

of care that integrates schools, families, and communities (Vaillancourt, Cowan, & Skalski,

2016).

Another extension of TIC and MTSS is Positive Behavior Interventions and Supports,

PBIS, is just one example of an evidence-based multi-tiered system of support in which students

have access to a wide range of behavioral and mental health interventions by highly trained

school-employed and community-based personnel. This type of whole school intervention has

been shown to decrease behavior problems while improving academic success (Luiselli, Putnam,

Handler, M. W., & Feinberg, 2005). SCCS employs the trauma support alongside the already
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existing positions of school social worker and counselors. All staff have been trained to realize

that all students who receive social-emotional support and prevention services achieve better

academic outcomes (Greenberg, 2003). Improving school climate, student engagement, and

connectedness is associated with increased achievement in reading, writing, and math (Spier,

Cai, & Osher, 2007).

To ensure success within the scope of trauma and MTSS, the system will include regular

monitoring of student and program outcome data and analysis focused on continual improvement

(Vaillancourt, Cowan, & Skalski, 2016). Swartz Creek Community Schools holds data meetings

three times per school year in which teachers, administration, and teacher consultants meet to

discuss recent district testing, student behavior, attendance, and overall concerns. Within the high

school is a leadership team that meets weekly to deeply discuss matters involving students,

culture, and overall school progress.

Through all the work that the district has already started, the understanding that the

highest number of students achieving success will not be achieved without ensuring that services

and supports are truly collaborative and coordinated. These services should include investing in

the school’s infrastructure, while also supplementing the existing resources and services

available in the schools. Open communication, active coordination, shared decision making, and

shared accountability are all critical elements to effective collaboration (Vaillancourt, Cowan, &

Skalski, 2016). All this knowledge brings to light the intense and immediate need for a district

wide MTSS Handbook to be created for Swartz Creek Community Schools.

Introduction to Methods
The goal of supporting all students is a deeply embedded mindset for anyone involved in

education, and with that the processes for supporting students of varying academic and

behavioral levels has essentially been the same since the early 2000s. The evolution of the
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multitude of systems utilized has increased the impact that the wide range of programs have

made. The 1997 reauthorization of the Individuals with Disabilities Education Act, IDEA,

released the first glimpse of PBIS or Positive Behavioral Interventions and Supports (Ehlers,

2018). This system is a framework for actively teaching positive behaviors and implementing

evidence-based preventative/responsive interventions to support student academic achievement

and well-being.

In 2004, came another reauthorization of the Individuals with Disabilities Education Act,

which this time introduced RTI, or Response to Intervention (Ehlers, 2018). This systems

framework calls for research-based interventions to be implemented for struggling students.

These two systems are closely focused to reach struggling learners on a more in-depth level than

other programs in the past. The effectiveness of the programs had not yet reached their potential

until 2015 when The Elementary and Secondary Education/Every Student Succeeds Act,

ESEA/ESSA, was signed into law. This act calls for a “for a multi-tier system of support for

literacy services (Balow, 2018). Hence the beginning of MTSS.

MTSS is widely considered an umbrella framework to encompass “whole child” data:

achievement and growth as well as attendance, behavior, and social emotion, essentially

combining the previously separate PBIS and RTI processes (Ehlers, 2018). Swartz Creek

Community Schools had been immersed in the MTSS mindset long before 2015 when the title

was given to the system. The five elementary buildings were utilizing the strategies, identifying

and supporting struggling students, and finding success in the intervention program. While the

K-5 buildings were on board, the middle and high school buildings lacked behind. It was nearly a

decade after the elementary buildings began the work that the higher grades also joined in.
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The purpose of this study is, first, to determine the current flow of the MTSS system,

then to streamline interventions systems within Swartz Creek Community Schools to support the

reduction of suspensions in relation to specific demographic representation, increase awareness

and success of restorative practices, and to further develop trauma sensitivity and responsiveness.

The depth of needs for this study began with a qualitative approach to determine

perceptions, teacher input, and feedback from all involved stakeholders including administration

and teaching staff. Through guidance from central office administration, initial surveys,

structured interviews, School-Wide Information Systems review, and a review of the district’s

mission statement were formulated to drive the data collection.

The constructs of the study focus on the implementation and fidelity of the Multi-Tiered

Systems of Support, MTSS, at Swartz Creek Community Schools. Analysis of current

programming, 31A funding and law requiring districts to produce a guidance handbook, as well

as staff awareness, motivation, and readiness were all studied in great depth. The sub themes to

the construct include:

● An over suspension rate for African American, male, students with individualized

education programs, IEP.

● Awareness and readiness for implementation of restorative practices.

● Following the continuum of Trauma-Informed Care.

Research Methods
The survey and interview methods for this research were intentionally focused to

integrate current MTSS resources, while respecting and supporting the growth and vision of the
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district. The time constraints of these methods were limited to ten weeks due to additional

deadlines.

Research Questions
The overarching questions were formulated through an initial district survey to collect

data for overall understanding of current initiatives. Through the initial survey results, specific

areas were identified as needing additional action research to support district development. The

research questions include:

1. What are the perceptions held among district staff about racial over suspension? (Q1)

2. What is the level of readiness for restorative practices to be implemented in the schools

with the mindset that suspensions would be upheld only for major offenses? (Q2)

3. How have perceptions and buy-in changed as the district has progressed through the

Trauma Informed Care continuum? (Q3)

Context and Participants

Swartz Creek Community Schools has a long-standing history of small-town excellence,

dating back to it’s opening in 1929. According to the district transparency report, in the 2018-

2019 school year the district employed 196 certified teachers while educating approximately

3,739 students. The demographic breakdown of the employed staff is very minimal. Nearly all

staff fall into the category of middle-class and Caucasian. During the past decade, the overall

diversity of the staff has not changed with the same consistency of the student population. In the

2018-2019 school year, the student population ethnicity count reported 80% Caucasian, in

comparison to the 90% and higher in previous years. Another major change is represented in the

category of socioeconomic status. The percentage of students that receive free and reduced lunch
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has climbed above 60% for the district. The changes taking place in the community require a

shift in thinking and teaching within the classrooms.

This action research study was focused on teaching staff and administration perception

and awareness of the ever-changing district needs, as well as the initiatives aligned with them.

The initial MTSS survey was sent through an anonymous Google form to all teaching staff and

building administration in January 2020, as well as the follow-up surveys that were sent to

specific groups. Individual interviews were conducted during the month of February, also in

2020. School-Wide Information Systems, SWIS, data was analyzed during the same time frame,

along with a dissection of the district mission statement. The collected information was

combined and compared to create a baseline of understanding from the perspective of Swartz

Creek Community Schools staff.

Data Collection Instruments

To ensure the research questions were relevant to district needs, an initial MTSS initiative

survey was sent to all teaching and administrative staff. This provided feedback on general

awareness for current district initiatives. The use of a Data Sets Triangulation Matrix, shown in

Figure 1 below, supported the organization and process of accurate data collection throughout

the study.
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Figure 1: Data Sets Triangulation Matrix

Focus of the Action Research Study: Streamline Intervention Systems within the District
Overarching Data Source
Data Source 2 Data Source 3 Data Source 4
Question 1
What are the
perceptions held Structured, open
among district staff Initial MTSS Category Specific SWIS review and ended interview with
about racial over Survey survey questions data search SC Director of Student
suspension? (Q1) Services

What is the level of

readiness for
restorative practices
to be implemented in
the schools with the Initial MTSS Category Specific SWIS review and Review of District
mindset that Survey survey questions data search Mission Statement
suspensions would be
upheld only for
major offenses? (Q2)

How have
perceptions and buy- Structured, open
in changed as the ended interview with
district has Initial MTSS Category Specific Review of District neighboring district,
progressed through Survey survey questions Mission Statement with TIC fully
the Trauma Informed implemented, Director
Care continuum? of Student Services
(Q3)

Initial MTSS Survey

The researcher utilized a Google form that consisted of 20 topics that are relevant to

MTSS and district initiatives. The results were anonymous, however could be broken down to

show responses from each building. This allowed an overview of the basic knowledge base for

all teachers and certified staff members that participated in the survey. The survey simply listed
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the 20 categories and staff could click next to the categories that they felt they had been provided

adequate training. There were nearly 200 participants from all levels within the district in the

initial survey, which provided a strong data sample. The decision to only utilize one method of

response was to determine the largest need for additional support and training across the district.

The results from this survey laid the groundwork for the remainder of the study by pinpointing

the top categories of concern. The responses were calculated into a percentage of the number of

staff members that responded with confidence in each question, out of the total number of

participants. The initial survey, including percentage results, can be found in Appendix A.

Specific Follow-Up Surveys

Following the data collection of the MTSS survey, three separate follow-up surveys were

created. The follow-up survey for Q1 was sent to building administrators, and a slightly different

survey sent to teaching staff. These surveys focused on over suspension perceptions.

To gain additional insight into the level of readiness for the implementation of restorative

justice, the survey was sent to one randomly selected teaching staff employee per grade level, per

building. This gave a wide range of perception for the district as a whole.

Finally, the third survey was created to gain a deeper view of the understanding and

comfort of the high school teaching staff in the area of trauma informed care. These surveys

were sent to each of the four department chairs and were completed as a department during the

January monthly meeting. Each of these surveys, including results can be found in Appendix B.

School-Wide Information Systems Review

The 2019-2020 school year was challenging for Swartz Creek Community Schools in

terms of two state complaints within the special education realm, which led to progress
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monitoring by the local intermediate school district. In 2017/2018, and again in 2018/2019, the

district was cited for suspending African American students with Individualized Education

Programs at a much higher rate than students of other nationalities. The school district utilizes

the School-Wide Information Systems, SWIS, program to track a multitude of data including

major and minor referrals as well as in-school and out of school suspensions. The data was

dissected through a variety of categories. The Multi-Year Suspension Analysis, found in

Appendix C, clearly provides evidence that an over suspension rate has taken place in the

district. These findings supported the creation of the interview questions for the Swartz Creek

Director of Student Services and the neighboring district’s Director.

District and School Level Mission Statement Review

The mission statement of a school district provides a public declaration of its core values

and beliefs upon which the organization is founded. The mission statement for Swartz Creek

Community Schools was researched to determine if it encompassed the recognition of the ever-

changing local population. The purpose of this study revolves around current and future

restorative practices and the trauma informed care progression within the district. A mission

statement that supports these initiatives is necessary to bring to light the goals of the district.

Swartz Creek’s current mission statement is listed in Appendix D. This information was also

used to formulate effective interview questions for an additional source of data.

Structured Interviews
In order to achieve data driven information regarding the topics within the study, the

structured interviews were only utilized with central office district administration. The interviews

were completed separately with two different Director of Student Services, one from Swartz

Creek and the other from a neighboring district. These questions focused on the over suspension
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data for African American students and the growth of each district as it progressed through the

Trauma-Informed Care continuum. The questions for the administration were strategically

created to incorporate information regarding the history of the districts, community evolution,

awareness of staff response, and incorporating the information into the creation of a district

MTSS handbook. The responses collected were used to guide the handbook development,

determine areas needing further support, and catapult change within the district. The interview

questions can be found in Appendix E.

Methods Summary and Reflections

A qualitative study was developed to support the goals of this research study. The use of

a survey, structured interviews, data reviews, and mission statement review, were all specifically

chosen to produce the most in-depth data collection possible. Ethical standards were upheld that

would satisfy the Michigan Code of Educational Ethics throughout the entire research process.

The compilation of data and intentional implementation will, undoubtedly, support the creation

of a thorough and dynamic MTSS Handbook for Swartz Creek Community Schools.

Research Finding

The streamline of systems and the fidelity in which they are implemented is the driving

force behind the success of a school district. If there is a breakdown in vision, communication, or

intentionality the entire system will suffer. This study was intentionally developed to determine

the level of awareness of the current systems and to assess the next steps to move the Swartz

Creek Community School District to the next level of success. The action research focused on

three overarching questions and data was collected with numerous methods for each question. A
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broad survey, topic specific surveys, district data collection through School Wide Information

Systems, interviews, and a review of Swartz Creek Community School’s mission statement

created a clear picture for the district. The dissection of each method used in the study, as well as

conclusions, and plans for the future of the district will be discussed in the following sections.

Q1: What are the perceptions held among district staff about racial over suspension?

The purpose of this question was to gain baseline insight on the perceptions of the district

staff. The community has been greatly changing demographically and in socioeconomic status

for the past decade. However, the teaching staff in the district remains fairly homogenous.

The results from the initial MTSS survey touched on two areas of this concern. The first

was that only 54.5% of all staff are aware of the building wide SWIS and discipline data. Staff

are unaware of the reporting system and the detailed information it provides. The second piece

from the survey is in reference to the MTSS Behavior goal of the district. Only 28.8% of the staff

surveyed felt they could communicate the goal.

This data provided the awareness that staff needs more of an understanding of the

behavioral tracking and concerns within the district. From this data, a smaller follow-up survey

was sent to all building administrators and all district teaching staff. The results from this survey

were much smaller with only 50 responses overall. The responses from administration were clear

that there is a recognized change in the student and community population. An overwhelming

eight out of 10 administrators confirmed that they receive more referrals for students of one

nationality than another. The administration was split in response to receiving more referrals for

one gender in comparison to others. The survey trends from the teaching staff had similarities
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with all members surveyed also recognizing that the district is very different in make-up than it

was a decade ago. The surprising response from staff came in the question regarding behaviors in

students of one nationality over another. 75% of the responses agreed that the more disruptive

behaviors come from students of specific nationalities. In terms of behaviors relating to gender,

the staff was aligned with administration in nearly half agreed and half disagreed with the

discrepancy.

The next method used to dig into the issue of racial over suspension was holding two

separate interviews. The interviewee’s held the same title and position in two different school

districts. The first interview was with the Director of Student Services in Swartz Creek

Community Schools. The administrator has held this position for nearly 15 years and has been an

active member of the community for even longer. In the interview, it was noted that the Flint

water crisis has led to a drastic change in student economic and cultural diversity. With the crisis,

many families have moved out of Flint and into the school district. Families are seeking a safe,

small town environment away from the water issues, while still staying close to family and

friends. The number of students receiving free and reduced lunches has also skyrocketed in the

past decade and sits over 60% as of this school year. The Director also commented that while all

these changes have been happening in the community, the teaching staff in the district has not

seen major turnover. This longevity has created an environment where staff requires additional

opportunities for professional development and training to understand this changing culture.

Without a growth mindset, some staff are struggling and in turn are writing more referrals as an

attempt to gain control over their classrooms. All of this has led to the issue of over suspensions

of African American students with IEPs.

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The interview session with the second Director of Student Services held a range of

similarities and differences from the first. The topic of the Flint water crisis affecting student

success was also discussed. This district was opposite from Swartz Creek. This district is losing

students to smaller schools that are further away from Flint. The overall demographic make-up

has not had any major changes in the past decade, and with that the school has found ways to

support all students including those facing the most challenging of circumstances. With the

consistency of the community, when a staff member is hired into the district it is clear what type

of environment they are entering into. This awareness supports the staff transition and resilience

when faced with challenging situations. Overall, the district does not have concerns with over

suspension or other demographic issues.

The Student Wide Information System houses behavioral data that can be disseminated in

several different ways. The Multi-Year Suspension Analysis that is shown in Appendix C, breaks

down categories of concern within Swartz Creek Community Schools. Three school years are

used in this data collection. Two of those years were chosen because the district was cited for

over suspension of African American students with IEPs, and the final year listed is the current

school year through the end of February 2020. Students that are part of the over suspension are

cited whether it is from in-school or out-of-school suspensions. In the 2017-2018 school year,

Black students with IEPs were given in-school suspension nearly eight times more frequently

than their Caucasian counterparts, and out-of-school suspension at nearly four times more. The

statistics in 2018-2019 were only more alarming which ultimately led to the second citation

being filed. The most current data did show a decrease in the percentage gap, with ISS being four

times more, and OSS three times higher for African American students.
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Q2: What is the level of readiness for restorative practices to be implemented in the schools with

the mindset that suspensions would be upheld only for major offenses?

Swartz Creek Community School district has been cited for over suspension for African

American students with IEPs for two consecutive years. The data clearly supports the citations

with over suspension ranging between four and eight times more than Caucasian students with

IEPs. The district has been looking for solutions to this concerning problem, and one topic that

has been brought to the table is the use of restorative justice. To gain insight into where the staff

of the district stand on this matter, there were several resources utilized. The first was the broad

MTSS initiative survey that was sent to all teaching staff and administration in the district.

Within this survey were two areas of work that MTSS is building upon. The first was the

Michigan seven factors to consider before suspension, and the second a direct question about

awareness of restorative justice and practices.

Only 14.7% of the nearly 200 staff members that participated in the survey felt confident

in the professional development, programming, and communication about the seven factors. This

piece of data alone provides the foreshadowing that staff are in the dark about why students are

or are not suspended. If staff do not know the factors, the misunderstanding of why a student is

sent back to class, given an in-school suspension, or even out of school suspension are unclear.

The percentage of staff members that reported as being able to communicate and

facilitate restorative practices was also very low, at 37.2%. The seasoned outlook of the staff

continues to cloud the perception of restoring and growing in experiences, rather than dolling out

punitive consequences. This topic was also discussed in a follow up survey that was sent to one

teacher per grade level at each building in the district. This wide range of respondents gave a

solid overview of the staff as a whole. The survey was short with only five questions, and a space
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to comment, if desired. The responses were broken into Do Not Agree, Somewhat Agree, and

Strongly Agree. In terms of the confidence of the district’s process of appropriate corrective

disciplinary responses and the support in place to build into restorative agreements, none of the

staff surveyed strongly agreed. The other two categories were nearly split. However, the

comments from all levels included hopes for more intentional communication and written

procedures to build into the restorative pieces. These requests included implementation of

procedures for staff, parents, and students to request restorative practices, and staff training to

better understand using circles and conversations. Overall, 27/37 of the staff surveyed responded

that there is support for utilizing restorative justice rather than suspending for behaviors other

than fighting, drug use, and weapons while referring to the Michigan seven factors to consider

before suspension.

To achieve the collection of additional data for the initiative of utilizing restorative

practices, an analysis of suspensions was pulled from the School Wide Information System for

Swartz Creek Community Schools. The awareness of an over suspension has already been

brought to light within the district. This data search was to determine the nature of the actions

that lead to the said suspensions. For the 2018/2019 school year, the total number of in-school

suspensions for African American students with IEPs was 15, and out of school suspension

counted for 10 events. Of those specific 25 events, 19 of them were for fighting, drug

possession/use, and one for possession of a weapon. The other six suspensions ranged from

skipping and defiance to abusive language and a technology violation. The data search also

included Caucasian students with IEPs. This subgroup accumulated 34 suspensions for separate

events. From the 34 total events, 30 were due to fighting and drug use. The other four

suspensions were cited from tobacco use, truancy, and a technology violation.
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The final piece of data collection to support the determination of district readiness to

progress with restorative practices was the dissection of the mission statement. Of the five values

listed in the mission statement, Compassion is at the core of restorative practices. Teaching

students to have empathy for their classmates will drive the excellence, family, and integrity

pieces that the district has in its focus.

Q3: How have perceptions and buy-in changed as the district has progressed through the

Trauma Informed Care continuum?

At the start of the 2018-2019 school year, Swartz Creek schools began the journey

toward becoming a Trauma Informed Care district. This process started with training for all

district administration, social workers, counselors, teacher consultants, as well as selected

members to represent each building. The building representatives along with administration then

proceeded to hold professional learning sessions to pass along the information to all staff. The

first phase of the process is the awareness that trauma is impacting the students in the district,

and that the issues are real. With those intense conversations also came methods to utilize to

support students in need. The start of the 2019-2020 school year began with the introduction to

phase two of the continuum: Trauma Sensitive. This phase includes listening and giving empathy

to students and families that have faced trauma. For this study, five of the questions on the initial

MTSS survey were targeted toward this very initiative. The conversations and training have

taken place at all levels of the district, leading one to expect all five of the questions to have

responses of 100% awareness. This was not the case, the following are the questions in the

survey, the responses, and how the district has implemented the pieces of Trauma Informed

Care:
 23

● Wellness Rooms and/or Peace Corners - 56.5%

○ Every building in the district is required to have a Wellness Room. In this

room is a staff member that has been trained to handle students that are

dysregulated. The room may contain items to calm a student that is

overstimulated such as punching bags, mini-trampoline, or weighted

medicine balls. Also, in the room will be items to help a student who

needs peace and quiet such as coloring books, calm music, sand, or

comfortable seating.

● Trauma Aware to Trauma Sensitive - 55%

○ The first phase of trauma aware is just the realization that students within

the district are not immune or exempt from experiencing trauma. The

second phase is implementing support and systems for staff to use in

building relationships with students. Changing the language as part of the

school culture is vital in this phase. For example, referring to students as

dysregulated rather than disrespectful.

● ACES - 38.7%

○ Adverse Childhood Experiences is a survey that consists of questions

relating to abuse, neglect, and household dysfunction. The more disturbing

experiences a child has while growing up, the higher the trauma and

lifelong challenges that child will face.

● Mindfulness/Wellness - 55%

● Regulation - 27.2%
 24

○ Regulation happens when a person is calm and completely in control of

their emotions. One way to reach this is through meditation or

mindfulness.

The highest percentage of responses was still very low, at only 56.5%. At this phase of

the progression, the expectation is for all staff to be aware and able to communicate each of these

items. To determine where the breakdown in communication was happening, a second survey

was created. This survey was given to the department specialists at the high school level. This

group was chosen due to the high number of students that each staff member interacts with on a

daily basis. The breakdown in the process could be determined through this group, and then the

solutions could be adapted for each of the other levels. The department specialists were asked to

take this short answer questionnaire to the monthly meetings with their department colleagues.

The group was asked to discuss the questions and create a united response.

The first of the three questions was meant to determine the knowledge that the staff had

at the beginning of the 2018-2019 school year. The four departments responded very similarly

with little to no knowledge of Trauma Informed Care before it was presented to the district. The

second question asked for the groups understanding of TIC at this point, almost a year and a half

after it was initially introduced. The responses were filled with awareness of the meaning

attached to behaviors, ACES, and the deep realization of the power of building relationships.

Finally, the staff was given the opportunity to express their requests for additional

support. Each group responded with a different need including additional training, de-escalation

strategies, support for staff when overwhelmed, and a method of communication between

teachers to utilize daily.

 25

The next phase of the research in determining the perception and buy-in of the district for

this study was an interview with two different Directors of Student Services. The first interview

was held with the Director in Swartz Creek Community Schools. The response of the

administration’s view for staff buy-in was very positive. The Director commented that there has

been a shift in thinking and staff is now looking at the antecedents to behaviors rather than just

the behavior itself. This position in the district has been one of the lead spots in bringing Trauma

Informed Care to Swartz Creek. It was noted that there has been growth in the staff in building

deep and meaningful relationships with students, which has led to recognizing signs of trauma

early to implement increased support.

With all of the pieces of Trauma Informed Care being presented to the district staff, it

was necessary to include the school’s mission statement to complete the overall support for the

community. The values of family and compassion encompass the ideals of trauma informed care.

The school is not a stand-alone entity, the concern and support of the community are also pieces

of the intertwined support that all students deserve.

Conclusions

Swartz Creek Community Schools has been at the forefront of the Multi-Tiered Systems

of Support initiative for the past ten years. The district has implemented practices throughout all

levels to ensure students are identified early when academic challenges and behavior concerns

present themselves. To continue moving forward in strengthening the MTSS in SCCS, Trauma

Informed Care and the use of Restorative Justice should not be viewed as programs. Rather, the

whole-district implementation should reflect a paradigm shift that views these compassionate,

research-based, whole-child strategies as tools to effectively educate and heal students. The staff

mindset needs to view conflict or misconduct not as an opportunity to suspend or expel, but to
 26

teach and learn by promoting connections and positive communities (Gonzalez, 2016).

Restorative practices also emphasize the importance of relationships, which is also at the heart of

several other promising interventions for reducing the discipline gap (Gonzalez, 2016).

To continue to improve the overall culture of the district, professional development

training will need to be provided to administrators, teaching staff, and all support staff. Staff

must become more aware of the disproportionality of punitive out of school discipline that is

impacting African American students, with and without an IEP. Leaders must show how

connections and positive relationships create more positive student behaviors, which in turn

impacts attendance and academic outcomes.

The creation of a district wide MTSS handbook will put together research, philosophy,

strategies, and procedures for staff to understand and follow district wide protocols. The data

collection, surveys, reflection, and communication loops from such material will create an

increase in fidelity of implementation of all current systems of support at all buildings and grade

levels. This final product will not only be a summary of good practice, but a guide and resource

for new and veteran staff to use to understand the intentionality of the systems being put into

place. This understanding and awareness will create a broadened level of support for all students.

Action Plan

Multi-Tiered Systems of Support, MTSS, has been an impactful initiative at Swartz

Creek Community Schools for years. This system provides in-depth guidance in not only early

identification of struggling learners, but also structure to provide support for the whole child’s

success. Credible and in-depth research has thoroughly covered all aspects of MTSS and proven

its impact in education. Although Swartz Creek has employed this system for years, the process

is now required to move a step further. Section 31a of the State School Aid Act provides funding
 27

to school districts for instructional and support services for pupils who meet at-risk criteria (31A,

2019). Local Educational Agencies utilizing Section 31a funding are required to implement a K-

12 MTSS framework with fidelity (MDE, 2018). This comprehensive framework has not

previously been available in a developed and organized format within the district. This action

research study has focused on three key pieces to MTSS: over suspension and staff perceptions,

restorative practices and district readiness, and finally the progression through the Trauma

Informed Care continuum. The following action plan outlines a detailed approach for district

collaboration through the creation of a district wide Multi-Tiered Systems of Support handbook.

Tiered Approach

Throughout the study one underlying theme presented itself many times, a majority of the

staff in the district have accumulated a myriad of years of service. While many of these seasoned

staff members do employ a growth mindset and are open to new ideas, change is still an

intimidating and often overwhelming struggle for anyone. Due to this resistance, the

implementation of the handbook will have to be deliberate with intentionality for each calculated

step. The most effective group to start with in this process is the MTSS District team. This team

consists of Central Office and building administration, social workers, counselors, teacher

consultants, and other selected staff members. The action research will be presented to this group

at the Fall 2020/2021 kick-off meeting. The start of a new school year brings staff back

refreshed, excited, and enthusiastic about the opportunities ahead.

Step 1:

The MTSS team consisting of Central Office administration, building administration, and

building level coaches meets monthly to discuss current initiative progress for the district. This
 28

team will also begin meeting with the local Intermediate School District to receive guidance and

support in the creation of a handbook. The team will utilize the data collected in the study,

collaboration within the team, and additional suggestions to personalize the handbook for this

district. This team will also create a document sharing system to include current pieces that will

support the future model. One page that has been created for the document can be found in

Appendix F, which lists the contents of the handbook.

Step 2:

Utilizing the data collected through the action research, the need for additional

professional development in cultural awareness and responsiveness is vital and was requested by

staff. This will begin by providing initial training for Central Office staff, building

administration, and others that are part of the MTSS District Team. Through a learning series

presented by the National Urban Alliance based in Oakland County, Michigan, the staff will

grow through this professional development in understanding how culture impacts a school

district as well as how to build relationships with students outside of one’s own culture. As part

of the professional development meetings that are already held weekly in the district, one

meeting per month will be dedicated to communicating the information from the training to the

remaining staff members. This schedule will continue for one full school year. Additionally,

challenges will be given to each department to discuss at their monthly small group meetings.

During this same time period, the 2020-2021 school year, the utilization of restorative

practices will also be introduced. This initiative will also begin with the MTSS team; however,

the training will be provided specifically to social workers, counselors, and teacher consultants in

the district. Having more than one initiative and professional development at a time could lead to

burnout in teaching staff, which will result in lack of fidelity. To avoid this pitfall, the training
 29

will be provided to those positions that are not classroom bearing. Through the Michigan

Restorative Practices Trainers and Consultants, the small group will learn to improve the already

existing relationship between MTSS and restorative practices. This training is aimed at

increasing positive school behaviors through positive reinforcements and relationship building.

The trained staff will facilitate restorative circles when requested with the attendance of the

classroom teacher involved. This will provide firsthand opportunity for staff to learn the process

of restorative practices.

All components of the study intertwine with the Trauma Informed Care initiative. The

third phase of the continuum is Response, which through increased cultural awareness and

support in restoring relationships within the district, staff will naturally be provided tools to

support appropriate responses to trauma infused situations.

Part 3:

During the professional learning, administration and the Director of Student Services will

be closely monitoring the data of students sent to building administration with referrals, nature of

offenses, and the in-school and out-of-school suspensions assigned. The success of this action

research will partly be determined by the reduction of suspensions overall, especially for African

American students with IEPs, to meet the requirements of the citation monitoring.

The final piece in sustaining the action plan is to put focus on the utilization of the district

handbook to provide the best tiered processes for consistent decision making possible. Placing a

document in the hands of all staff members will provide a transparent process for behavior,

academics, suspensions, relationship restoration, forms for requesting support, and additional

resources. However, the document will only be as impactful as the district leadership team
 30

encourages it to be. Additional data will continue to be collected through surveys sent to staff,

students, and families about overall experiences in the district. The drive to continue and uphold

this initiative falls heavily on district administration. With intentional referencing, encouraged

use, and positive feedback when utilized, the handbook can support this district in its drive to

grow from average to great.

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 35

Appendix A
Initial MTSS Survey
Communication & Awareness Responses by Topic
Topics Total Selected (percent)

ALICE 185 (96.9%)

Wellness Rooms and/or Peace Corners 108 (56.5%)

Trauma Aware to Trauma Informed 105 (55%)

Mindfulness / Wellness 105 (55%)

Building Wide SWIS / Discipline Data 104 (54.5%)

Literacy Essentials 82 (42.9%)

Building Academic Outcome Data 78 (40.8%)

ACES 74 (38.7%)

Leadership (general) 73 (38.2%)

Feedback & Coaching  72 (37.7%)

Restorative Justice / Restorative Practices 71 (37.2%)

Brain Research 70 (36.6%)

Building MTSS Academic Goal 64 (33.5%)

 36

Building Attendance Outcome Data 56 (29.3%)

Building MTSS Behavior Goal 55 (28.8%)

3rd Grade Reading Law 53 (27.7%)

Regulation 52 (27.2%)

Building MTSS Trauma Goal 39 (20.4%)

Michigan Code of Ethics 38 (19.9%)

Michigan 7 Factors to Consider before Suspension 28 (14.7%)

Appendix B
Follow-Up Survey – Administrators (Q1)
*10
True False Comments
Participants*
“Our student population is no longer solely Caucasian, middle
class homes”

The diversity of
the student
“There are more students that qualify for free/reduced than
population has 9/10 0/10
ever in the past”
changed during
the last 10 years

“I have not been working in the district for 10 years to

accurately respond”
I receive more 8/10 “I receive more referrals for African American students than
referrals for any other nationality”
students of one
nationality than
another “There are fewer referrals being written for Caucasian students
than for students of other nationalities”
2/10

“I do not see any discrepancy between nationalities when

 37

comparing referrals sent to me”

“I receive more referrals for male students than female”

I receive more “I receive more referrals for transgender students”

referrals for
students of one 5/10 5/10
gender than “I receive the same number of referrals for students no matter
another their gender identification”

“Male students dominate the referrals that are sent to me”

Follow-Up Survey – Teaching Staff (Q1)

*40 Responses* True Fals Comments
e
“The student population 10 years ago was not diverse at all”
The demographic
diversity of the
student population 40/40 0/40 “10 years ago, I would not have guessed that this small town
has changed during would change so drastically”
the last 10 years

I notice more
“I notice increased behaviors in students that are school of
behaviors that
choice, particularly from the Flint district”
disrupt learning in
my class from 30/40 10/40
students of one
“I have less behavior issues with students that have parents who
nationality over
attended SC”
others
“Boys definitely have a lot more energy than the girls in my 1 st
I notice more
grade class”
behaviors that
disrupt learning in “There is not a significant difference in behaviors based on
23/40 17/40
my class from gender”
students of one
“Male students are primarily being caught vaping, skipping, or
gender over others
disrupting my class”
 38

Follow-Up Survey – Restorative Practices (Q2)

Do Not Somewhat Strongl
*37 Participants* Comments
Agree Agree y Agree
1. The school’s
mission “Our statement includes our values of
statement Excellence, Family, Integrity, Compassion,
reflects and Continuous Learning. This directly points
restorative 0/37 4/37 33/37 to our goal of teaching students’ skills to
mindsets and improve their overall lives”
integrates the
voices of all
stakeholders
2. SCCS has a
process of “Our Tier II/III and MTSS supports are
appropriate strong, there is always room for
corrective improvement”
disciplinary
responses as well 20/37 17/37 0/37
as strong Tier “Tier II/III is not clearly outlined in 9-12,
II/III behavioral there’s nothing written in stone”
supports to build
into restorative
agreements
3. Procedures are
in place for staff,
students, and
“I have not received formal training for
families to 33/37 4/37 0/37
restorative practices”
request
restorative
practices
4. Staff has been
provided ample
“Restorative circles were discussed and
training on how 36/37 1/37 0/37
modeled at the district level MTSS meeting”
to lead a
restorative circle
5. I am 10/37 21/37 6/37 “Student’s need consequences for their
supportive of actions”
utilizing
restorative
justice rather “Students cannot be sent out of class, coddled
than suspending by the TC or Social Worker, and then sent
for behaviors back to class. They will not learn their
other than behavior was wrong”
fighting, drug
 39

use, and weapons

(when
“Students have trauma that we are unaware
considering the
of, by using restorative practices we can help
Michigan 7
them learn skills to support their emotions and
Factors)
prevent future meltdowns”

Follow-Up Survey – Trauma Informed Care (Q3)

Responses from 4 Departments at SCHS
(Groups) 1,2,3. Our department did not have any
background or previous training prior to the school year.
My understanding of Trauma
Informed Care at the
beginning of the 2018/2019 (Group) 4. Two people in our department went to an ACES
school year: training through the ISD last year, they are the only staff
with prior knowledge.

(Groups) 1,3,4. We now recognize that behaviors have

meaning behind them. Students in our districts are facing
trauma, when in the past it was not an issue. Students in
our own community have experienced horrible situations,
have high ACES, and lack social skills to overcome these
setbacks.
My understanding of Trauma
Informed Care now:
(Group) 2. We have realized the importance of building
relationships with the students. Students we have had in
the past that would disrupt our class or disrespect us, now
come to us in confidence and seek support. That would not
have happened if we didn’t take the first step at getting to
know them better and finding out the “why” behind their
struggles.
-Additional/continuous training
-De-escalation strategies

What I still need for support: -Support for staff as we are overwhelmed with the issues
-A way to share information without violating privacy so
other teachers can know if a student is having a hard day
before they get to their class.
 40

Appendix C
Multi-Year Suspension Analysis

2017-2018 Events # Days # Students % of Population n=1168

ISS 53 20 39

Students w/IEP 19 6 12

Black 13 6 8 8/103= 7.8%

White 6 0 4 4/954= <1%

Students without IEP 34 14 27

Black 5 0 5 5/103= 4.9%

White 25 10 19 19/954= 2%

Multi-Racial 4 4 3 3/58= 5.2%

Hispanic/Latino 4 4 3 3/37= 13.3%

 41

2017-2018 Events # Days # Students % of Population

n=1168

OSS 103 328 75

Students w/IEP 22 54 13

Black 7 10 4 4/103= 3.9%

White 15 43 9 9/954= <1%

Students without IEP 81 274 62

Black 16 36 14 14/103= 14%

White 55 221 41 41/954= 4.3%

Multi-Racial 10 17 7 7/58= 12%

Hispanic/Latino 5/37= 13.5%

Black/White 2/58= 3.4 %

2018-2019 Events # Days # Students % of Population

n=1151

ISS 65 62 51

Students w/IEP 26 23 18

Black 15 16 9 9/107= 8.4%

White 11 8 9 9/932= 1%
 42

Students without IEP 39 39 33

Black 10 8 8 8/107= 7.5%

White 23 24 21 21/932= 2.3%

Multi-Racial 5 8 4 4/63= 6%

Hispanic/Latino 2 2 2 2/35= 5.7%

2018-2019 Events # Days # Students % of Population

n=1151

OSS 182 540 131

Students w/IEP 47 148 29

Black 16 42 8 8/107= 7.5%

White 26 90 17 17/932= 2%

Multiracial 5 16 4 4/63=6%

Students without IEP 135 392 102

Black 27 84 20 20/107= 18.7%

White 101 282 75 75/932= 8%

Multi-Racial 6 23 6 6/63= 9.5%

Hispanic/Latino 3 3/35= 8.6%

Black/White 3 3/63= 4.8%

Asian 1 3 1 1/9= 11%

 43

2019-2020 Events # Days # Students % of Population

As of 2/28/20
n=1086

ISS 28 31 25

Students w/IEP 10 10 9

Black 5 4 5 5/99= 5%

White 5 6 4 4/874= <1%

Students without IEP 18 21 16

Black 6 6 5 5/99= 5%

White 8 12 8 8/874= 1%

Multi-Racial 4 3 3 3/64= 4.7%

2019-2020 Events # Days # Students % of Population

As of 2/28/20
n=1086

OSS 34 117 31

Students w/IEP 16 60 14

Black 5 13 4 4/99= 4%

White 10 44 9 9/874= 10%

Multiracial 1 3 1 1/64= 1.6%

 44

Students without IEP 18 58 17

Black 3 12 3 3/99= 3%

White 14 45 13 13/874= 15%

Multi-Racial 1 1 1 1/64= 1.6%

Appendix D
Swartz Creek Community Schools Mission Statement
The Swartz Creek Community Schools staff, students, and administration have worked

collaboratively to develop the core values that are reflective of our district. We have worked

through questions like: “What is our mission? What we aspire to be and what do we truly value?

What do we want to instill in our students? As a collective body we have landed on the following

five core values: Excellence, Family, Integrity, Compassion, and Continuous Learning. These

values are driving our mission, vision, goals, and strategic plan. We are excited about this work

because it helps parents, students, staff, community members, and any stakeholder understand

very clearly who we are, how we operate, and what separates us from other school districts. We

are truly proud of our district and the many things our staff and students accomplish each day.
 45

Appendix E
Structured Interview Questions
Interview questions for Director of Student Services:
1. What changes have you observed during the past decade regarding the community and

school population? (Q1)

2. Do you see these changes as having an impact on the suspension rate of K-12? Would the

district have been in violation of demographic over suspension 10 years ago? (Q1)

3. How do you perceive staff in terms of adjusting to these changes? (Q1, Q3)

4. What administrative supports have been introduced that you have seen positively affect

the situation of over suspension? (Q1)

5. What level do you feel the district is in, in relation to the awareness of the growing

concerns? How does the mission statement tie into this? (Q1, Q3)

6. How do you see these initiatives represented in the MTSS handbook and how will this

support the district overall? (Q1, Q3)

7. How does your position support these initiatives (Trauma Informed Care, Restorative

Justice, over suspension) that will be represented in the MTSS handbook? (Q1, Q2, Q3)
 46

8. Do you have any other insight or comments to share regarding the mentioned initiatives,

district growth, or MTSS support? (Q1, Q2, Q3)

Interview Questions Responses

1. What changes have R1. The special education enrollment has changed
you observed during dramatically in the past decade. The diversity of our
the past decade students has increased greatly. Where we used to have
regarding the mainly Caucasian students, we now have a very diverse
community and school population. The same is true for socioeconomic status, our
population? district has over 60% of the students receiving free/reduced
lunch, our McKinney Vento students are rising, the trauma
that students are facing is also rising. Students are expected
to get themselves and siblings to school each day, and the
oldest students are usually the ones tardy, missing
assignments, falling asleep in class, it is challenging for
everyone. 10 years ago, we did not have a high population
of school of choice students. Now, with the Flint water
crisis, we have a growing count of students from Flint and
neighboring school districts.
R2. Our school district has had a consistent demographic
and socioeconomic make-up for years. We have not seen a
large change; however, we are enrolling more and more
students from Flint schools since we are so close to their
district. At the same time, we are losing students who are
moving to more rural areas. With all the movement, our
district has been working for the past 5 years to become a
Trauma Informed Care district. We recognize that our
students are facing new challenges that were unheard of in
the past. We need to do what we can to support the social
emotional aspect of growing up, alongside the academic
piece.
2. Do you see these R1. Absolutely. The students that are coming to us have
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changes as having an not been raised in the two parents, working, white picket
impact on the fence homes. Our district has been cited two years in a row
suspension rate of K- for over suspension of African American students with
12? Would the district IEP’s. This has not been an issue in the 20+ years I have
have been in violation been here.
of demographic over
R2. Our district has had to implement TIC and restorative
suspension 10 years ago
practices because our suspensions were getting out of
hand. We have changed our thinking to look at situations
with the antecedent and how the staff is responding. We
have found some success with these programs, and
hopefully the data will continue to show growth as a
district.
3. How do you perceive R1. Our staff is somewhat seasoned in all buildings and in
staff in terms of all levels. This is a strength and a weakness. The strength
adjusting to these comes in experience in knowing students and their
changes? families. The weakness comes in the old-school thoughts
of students always needing the most severe consequence
for their actions. It seems the younger staff are easier to
mold a growth mindset.
R2. Our staff has had quite a large turn over in the past
several years. Some staff are hired and then find that an
urban school is not for them, so they leave for another
district or leave the profession all together. The ones that
have stayed are resilient and the buy-in for the new
initiatives is strong.

4. What administrative R1. The staff has been immersed in training and our
supports have been building administration is leading the way to build a
introduced that you positive culture. Giving staff support through professional
have seen positively development, observations, and general positivity has
affect the situation of helped tremendously. Our Principals have instituted coffee
over suspension? meetings with anyone who wants to chat, open office
hours, and other options for staff to discuss concerns in a
welcoming environment.
R2. Our entire administration was trained in Trauma
Informed Care before the rest of the staff. This was a great
way to deepen the level of understanding to fully support
the teachers as they learned the process. We have also
introduced Restorative Justice training in our monthly
professional development sessions. We use role play,

5. What level do you
feel the district is in, in
relation to the
awareness of the
growing concerns? How
does the mission
statement tie into this?
6. How do you see these
initiatives represented
in the MTSS handbook
and how will this
support the district
overall?
7. How does your
position support these
initiatives (Trauma
Informed Care,
Restorative Justice,
over suspension) that
will be represented in
the MTSS handbook?
48
scenarios, and other interactive activities to help staff learn
how to respond in various situations.
R1. Our mission statement includes Compassion and
Continuous Learning. All the current district initiatives
align with our mission, especially those two pieces.
Learning how to better support students in all aspects in
using compassion. I think the district is moving in the right
direction. A lot of the situation’s teachers are facing, they
are facing for the first time in their careers. We are
continually working to provide more training and resources
on how to best support all staff and students.
R2. Our district is on the up and up in terms of recognizing
growing issues in the area. Our focus is to constantly seek
out best practices to ensure our students are receiving the
best educational experience possible. Our mission
statement alludes to our diverse community. It is no secret
that our students and families come from many different
cultural backgrounds and levels of socioeconomic status.
Our district is not one size fits all, we truly must consider
the needs of every student enrolled.
R1. Our district has been immersed in MTSS for over a
decade. We have worked with MiBLiSi and have strong
systems in place. We do not, however, have a handbook
for communicating the information. That is a task our
district is working diligently to create.
R2. Our MTSS handbook covers topics from Positive
School Culture, PLC’s, Tiered processes for Behavior and
Academics, Suspension Re-Entry, New Student Processes,
forms for staff to support communication, etc. We are still
working to update and determine additional information
that would be useful in the handbook. Even since its
original creation, it’s continued as an evolving project.
R1. As the Director of Student Services, my position is
deeply intertwined in all of these initiatives. Although
trauma effects everyone, students with disabilities are even
more effected because they often do not have the
processing or emotional skills to overcome troubling times.
Restorative Justice is similar, many circles happen between
students that do not have the skills to problem solve on
their own. All these scenarios are present in all classrooms,
the handbook will support staff in understanding how to
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handle situations as they arise.

R2. I was initially trained in Trauma Informed Care just
for my own personal knowledge as a social worker before I
came to this district. When I was hired here, I recognized
the need for additional support for both students and staff.
My position is incredibly supportive to the initiatives,
especially because of my background before working here.
8. Do you have any R1. Personally, I don’t think anyone anticipated the rapid
other insight or increase of students enrolling in the district through school
comments to share of choice. The Flint water crisis really had an impact on
regarding the everyone in the area. It is absolutely not an excuse, it’s a
mentioned initiatives, wake-up call that we need to evolve, and we need to do
district growth, or better. I am proud to work for this district. I see the hard
MTSS support? work and intentionality that our administration puts in
every single day. I see the work that our MTSS team is
doing to increase awareness to all staff, create and improve
systems, and to make this an ever more supportive district
overall.
R2. My district was not, originally, at the forefront of the
MTSS drive. However, through hard work and dedication
we have quickly caught up and are ahead of the game in
some respects. Since our creation of a handbook it has
been a simplified process for many different procedures.
This brings comfort to staff in how to handle situations.
We have a challenging student population, and we embrace
that with open arms. Instituting Trauma Informed Care and
Restorative Practices has created a culture of support and
growth for the entire community.

Appendix F
Sample of MTSS Handbook Page
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