Multi-Tiered Systems of Support

Byron Center Public Schools continually strives for high academic performance and enhancement of social and emotional wellbeing for all students. By following the Professional Learning Community (PLC) process, staff regularly assess and collaboratively analyze student data to determine the best ways to support students. Assessments measure student learning, as well as drive instruction and intervention.

Academic Assessments

• PSAT/SAT: The PSAT 8/9, PSAT 10 and SAT are assessments offered by the College Board that are given each spring to students in grades 8-11. The PSAT / NMSQT is given to grade 11 students each fall.  It is used to determine a student's aptitude in reading, writing and math and is a qualifier for the National Merit Scholarship.

• Michigan Student Test of Educational Progress (M-STEP): The State of Michigan utilizes the M-STEP once a year as a summative assessment. The test is designed to measure student growth in the following subject areas and grade levels: English language arts and mathematics (Grades 3-7), science (Grade 5, 8 & 11) and social studies (Grade 5, 8 & 11). The assessments include both open-ended response and multiple-choice questions. Open-ended questions challenge students to explain their answers by providing written responses.

• Northwest Evaluation Association (NWEA) Measure of Academic Progress (MAP): The MAP is a computer-adaptive test given in grades DK-8 to determine instructional level based on grade-level academic standards. This test is given three times during the school year to monitor student progress. 

• Acadience:  Acadience is a universal screening tool that is given three times per year to all students in grades K-4 and select students in grades 5-6. The Acadience battery of assessments help to determine a student's reading aptitude in areas such as letters, sounds, text fluency and text comprehension. Each test is short, yet yields valuable information.

• CORE Phonics: The CORE Phonics screener is given three times per year to students in grades K-3. This assessment measures understanding of letters, sounds and various decoding skills.

• Fountas and Pinnell (F&P) Benchmark Assessment: The F&P running record is an extensive assessment that is given in a 1:1 setting to determine specific reading behaviors, such as fluency and comprehension. It is administered to all students in grades K-4 and produces a reading level for each student.  

• Common Formative Assessments (CFAs): BCPS teachers utilize assessments that directly align with district curriculum to determine mastery of certain standards. 

Culture and Climate Assessments

• Stakeholder Surveys: Surveys are administered annually to students in grades DK-12, as well as staff and parents/guardians. Data gathered from these various stakeholder groups helps drive district supports for the improvement of student wellbeing, as well as the overall climate and culture of BCPS. 

What is Response to Intervention?

All parents want to see their child succeed. It can be very frustrating if a child falls behind in reading, math, writing, or other subjects.

Response to Intervention (RTI) is a process that provides intervention and educational support to all students at increasing levels of intensity based on their individual needs.  The goal is to prevent problems and intervene early so that students can be successful.

RTI is a process designed to help schools focus on interventions that are matched to student needs. The information gained from the RTI process is used by school personnel and parents to adapt instruction and to make decisions regarding educational support. 

What Does RTI Look Like?

The RTI process has three tiers that build upon one another.  Each tier provides a more intense level of support:

• Tier I includes high-quality instruction.
  • The school provides all students with access to high-quality curriculum, instruction, and behavioral supports in the general education classroom.
• Tier II includes additional targeted, supplemental instruction/interventions.
  • The school provides interventions to individuals or small groups of students who need more support than they are receiving through Tier 1.
• Tier III includes intensive interventions.
  • The school develops and implements intensive interventions to meet the individual needs of students.

Byron Center Public Schools is a proud "Leader in Me" school. Across the district, at every grade level, BCPS focuses on developing the 7 Habits of Highly Effective People.

• Be proactive
• Begin with the end in mind
• Put first things first
• Think win-win
• Seek first to understand, then to be understood
• Synergize
• Sharpen the saw

Students get the opportunity to demonstrate their leadership skills with classroom jobs, being kind to others and through academic success. 

In 2016, the Michigan Legislature passed the Third Grade Reading Law to ensure that students exit third grade reading at or above grade level. The law requires districts to assess K-3 students' reading level and provide extra support for students who are not reading at grade level. 

If a student is reading below grade level, parents will be provided information about intervention options. The student will receive reading intervention until they no longer have a reading deficiency.

Title I funding is used to offer support services to students who need extra time and instruction to master grade-level curriculum. Title I schools are identified by a state formula each year.

The following is a brief description of the manner in which schools are identified, the target population selected and the program implemented.

Identification of Target Schools

Title I schools are determined by federal government guidelines.

Selection of Target Population

Children are selected for Title I support on the basis of a needs assessment, recommendations of the teacher, and objective data. 

Program Design

Title I employees are employed within the qualifying schools that are involved in the Title I Program. These employees provide supplemental instruction to meet the needs of students. Title I services may be short term or long term depending on the needs of each individual student.

Evaluation Design

Each Title I student is monitored each marking period on their academic progress.