Multi-Tiered System of Supports

Grandville Public Schools uses a Multi-Tiered System of Supports (MTSS) to ensure every student receives the academic, behavioral, and social-emotional support they need to succeed.

MTSS is a comprehensive framework that helps schools identify student needs early, provide appropriate support, and monitor progress over time. Through a team-based, data-informed approach, Grandville staff work together to support the whole child.

The two types of support include:

MTSS-A: Academic Support

Reading and mathematics support includes high-quality core instruction, universal screening, diagnostic assessments, targeted intervention, and progress monitoring. Reading supports are grounded in structured literacy and the Science of Reading.

MTSS-B: Behavioral and Social-Emotional Support

Grandville uses PBIS for universal behavior support and matched Tier 2 and Tier 3 interventions for behavioral and social-emotional risk. The district philosophy is that behavior is learned, behavior communicates needs, and behavior can be taught.

Diagram showing the five essential components of Michigan’s Multi-Tiered System of Supports framework: Team-Based Leadership, Selection and Implementation of Instruction, Interventions, and Supports, Comprehensive Screening and Assessment System, Continuous Data-Based Decision Making, and Tiered Delivery System.

How MTSS Works at Grandville

Our MTSS framework is built around five key components:

Component 1: Team-Based Leadership

District Leadership

The District Implementation Team provides oversight of MTSS implementation.
The District MTSS Coordinator supports implementation across the district.
District goals and action steps are developed through ongoing data review.

Building Leadership

Building Implementation Teams review schoolwide data.
SEL and MTSS coaches support implementation within each building.
Building goals and action steps are developed through ongoing data review.

Grade-Level Teams

Grade-level teams review benchmark and progress-monitoring data.
Teachers and intervention staff form groups and plan instruction.
Classroom data informs support decisions and next steps.

Student Support Teams

PBIS or Tier 1 Data Teams monitor schoolwide behavior and the effectiveness of Tier 1 systems.
SEB Intervention Teams monitor student progress and the effectiveness of intervention supports.
Individual Support Teams develop individualized Tier 3 plans when needed.

See the flowchart for a visual representation of Grandville's MTSS Teams.

Component 2: Selection and Implementation of Instruction, Interventions, and Supports

Component 3: Comprehensive Screening and Assessment System

Universal screening, diagnostic assessments, behavior documentation, school climate surveys, and outcome assessments help identify strengths and needs early.

Fall Screening

Acadience Reading (Grades K-4)
Acadience Math (Grades K-6)
Student Risk Screening Scale (SRSS) for behavior and social-emotional indicators (Grades K-12)

Winter Screening

Acadience Reading (Grades K-4)
Secondary Dyslexia Characteristics Screening (Grades 4-12)
Acadience Math (Grades K-6)
Student Risk Screening Scale (SRSS) (Grades K-12)

Spring Screening

Acadience Reading (Grades K-4)
Secondary Dyslexia Characteristics Screening (Grades 4-12)
Acadience Math (Grades K-6)
Student Risk Screening Scale (SRSS) (Grades K-12)

Additional Data Sources

To develop a complete picture of student needs, teams also review:

SWIS: Year-round behavior documentation and pattern review
Early Warning Indicators (EWI): Attendance, course failure, and suspension data
VOICE & Climate Surveys: Student, family, and staff perception data
Outcome Measures: NWEA MAP, M-STEP, PSAT/SAT, and classroom formative assessments

When screening indicates a concern, teams may use additional diagnostic tools, such as PASI and PSI, to identify specific skill needs and determine appropriate supports and interventions.

Screening means students don't have to wait for a referral. When screening data indicates a student may benefit from additional support, teams respond directly to that data. Families may hear from the school even if they haven't raised a concern — that's the system working as intended.

Component 4: Continuous Data-Based Decision Making

Grandville uses a layered data review process so decisions are made from evidence rather than guesswork.

Layered Data-Based Problem-Solving Process

Classroom

Teacher observations
Classroom data
Referrals

Grade Level

Benchmark and progress-monitoring meetings

Building

Building Implementation Team data review
PBIS data review

District

District Implementation Team data review three times per year

Meeting Cadence

District data review: Late fall, winter, and end of school year
Elementary building review: After each universal screening
Secondary building review: After 20-day data pull, semester one, and end of year
Monthly Tier 1 behavior data meetings
Elementary benchmark problem-solving: Three times per year
Elementary progress monitoring: Two times per year
Tier 2 and Tier 3 SEL/behavior intervention team: Biweekly at elementary and middle school; weekly at high school
Individual Support Team meetings: Scheduled based on student need

Component 5: Tiered Delivery System

Supports are layered to meet student needs. Tier 2 and Tier 3 supports are provided in addition to Tier 1, not as a replacement for Tier 1 instruction and support.

Tier 1: Universal Support for All Students

Core instruction
Schoolwide PBIS
Social-emotional learning (SEL) lessons

Tier 2: Targeted Small-Group Support

Reading and math intervention groups
Check-In/Check-Out
SAIG, TRAILS, and grief/loss groups (Parent permission required)

Tier 3: Intensive Individualized Support

Individualized reading and math intervention
Functional Behavior Assessment (FBA) and Positive Behavior Support Plans (PBSP)
Individualized social-emotional support plans

See this diagram for a visual representation of the process.

Note: Students who receive special education services through an IEP remain eligible for Tier 2 and Tier 3 MTSS supports. These supports work alongside, not instead of, an IEP.

How to Request Support for Your Student

1. Start with your student's teacher. Share observations or concerns. An informal email can start the process.

2. Contact the principal. The principal can help identify available MTSS supports and next steps.

3. Contact a counselor or SEL coach. For behavior or social-emotional concerns, these staff members can review data and available supports.

4. Student self-referral. Middle and high school students can ask about support groups or SEL services.

What happens after a request: Staff will review available data along with input from teachers, families, and other sources to determine whether a student meets the criteria for a specific intervention or support. The goal is to match the right support to the student's identified need.

SEL Coach Support — Parent Permission Required: Support provided by SEL Coaches always requires parent or guardian permission. Families will be contacted by their child's teacher or the school's SEL Coach before any services begin.

Requesting a special education evaluation: Families may request a special education referral at any time. You do not need to wait for a student to go through Tier 2 or Tier 3 MTSS supports before making that request. Speak with your school's principal or contact Student Services to initiate the process.

District MTSS Recognition

When Grandville earns both the Gold Award and the Data Use Award, independent state reviewers have verified that our district is not only implementing MTSS correctly — we are using student data to continuously improve. Every major decision about instruction and support in Grandville is backed by evidence.

List of Awards

Gold Award

2020-21
2021-22
2022-23
2023-24
2024-25

Grandville earned the highest level of recognition for demonstrating strong implementation of MTSS practices and measurable positive outcomes for students.

Note: Grandville also received MTSS Recognition in 2017-18 and Silver Recognition in 2018-19.

Data Use Award

2018-19
2019-20
2020-21
2021-22
2022-23
2023-24
2024-25

Grandville also earned recognition for effectively using student data to guide decision-making and improve outcomes across the district.

Staff

Jason Glerum District MTSS Coordinator

Email Jason Glerum 6743