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The MTSS Toolkit for Teachers for the ‘22-’23 School Year

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School is just around the corner and planning for next year has already started. This year, your school may be introducing a Multi-Tiered System of Supports (MTSS) to better support all students. If you’re unfamiliar with MTSS, this new framework can at first appear daunting. 

Even if you are familiar with MTSS, you might be looking for ways to restructure your MTSS practice to be more aligned with best practices and research. We’ve compiled together a list of our top resources for classroom teachers to prepare them for MTSS in the 2022-2023 school year.

This toolkit includes guides, blogs, and on-demand webinars to help you get familiar with the MTSS framework, new terminology, help for delivering a strong core instruction, SEL and behavior supports, and intervention strategies.

MTSS Toolkit for Classroom Teachers 

What is mtss .

If this is your first year teaching within an MTSS framework, here are some helpful resources to get you started. 

A Multi-Tiered System of Supports is a framework that helps educators identify students’ academic, behavioral, and social-emotional strengths and challenges. This guide introduces educators to the essential components of MTSS, the three tiered system of support, meeting guidelines, and intervention planning. 

MTSS Glossary of Key Terms

Lost in all the new MTSS terminology? This glossary is an excellent reference source to learn about education terms related to MTSS. It is also a helpful refresher for those looking to brush up on their MTSS knowledge. 

MTSS Intervention Process Flowchart

This flowchart outlines the MTSS processes that many teachers and school teams will be utilizing during the school year. This is a great starting point to familiarize yourself with how MTSS provides targeted interventions for struggling students and the role that each stakeholder has in the process. You can also check out the guide to the intervention process flowchart here.

Preparing Your Core Instruction Practice 

Core instruction, or Tier 1, is the foundation of student learning. 100% of students receive instruction at the core level, and as classroom teachers, this is where you have the most impact on student learning. Ensuring that your core instruction is ready to meet the needs of incoming students is essential. Here are some helpful resources embedded with strategies and research to help with your core instruction planning. 

The MTSS Guide to Core Instruction

Core instruction is so important that we made an entire guide about it. This guide covers what core instruction is, how to use universal screening assessments to adjust core instruction, and how to ensure your core instruction is delivered equitably to meet the needs of all students. 

Recharging Core Instruction and MTSS

To say the last few years of education has been different would be a mass understatement. The students entering your classroom this fall have drastically different education experiences than the years that have come before them. This on-demand webinar covers how to create an adjusted core instruction that responds to the possibility that many students may not have all the skills they need to meet grade-level expectations. 

Top 10 Student Engagement Practices for Tier 1 in MTSS

Engagement is one of the essential components of a strong core instructional practice. This blog covers what engagement is and how to create a more engaging classroom for all learners. 

Preparing for Interventions 

MTSS creates a framework that allows educators to proactively intervene with students who are not meeting grade-level expectations with core instruction alone. These resources cover how to use data to identify these students and how to plan effective interventions to support struggling students. 

BLOG: Best Practices on Interpreting Student Assessment Data in MTSS

This blog covers the variety of assessment tools educators use to identify and support struggling students. This is a great starting point if you are unfamiliar with different forms of assessment and how to use assessment data. 

WEBINAR: Best Practice on Interpreting Assessment Data

Want to take a break from reading? Expanding on the blog listed above, this on-demand webinar unpacks MTSS assessments, the role of assessments, and how to use data to determine the impact of intervention plans. 

Aligning SMART Goals to the Just-Right MTSS Interventions

How do you plan an effective intervention plan to support your students? These plans start with the creation of a SMART goal. This blog discusses what a SMART goal is and how to create an effective intervention plan around this goal. 

Planning for Social-Emotional Learning (SEL) and Behavior Support 

MTSS does not just support students academically. This system also supports students’ social-emotional learning and provides reinforcement to encourage positive behavior. Both of these components can have drastic impacts on a student’s school and life success. These resources cover why SEL and behavior supports are important and how to include them in the classroom.

The Social-Emotional Learning Guide

New to SEL and behavior support? This guide explains what SEL is and how to include SEL in your MTSS practice. 

Best Practices for Using SEL Data in MTSS

Similar to academic areas, SEL can be measured using assessments. This on-demand webinar discusses what an SEL assessment is, how to interpret SEL assessment data, and how to use this data to develop SEL intervention plans. 

The Alphabet Soup of Behavior Support in MTSS

Know that positive behavior frameworks are important but don’t know where to get started? Don’t worry, you’re not alone. This blog breaks down the variety of the most commonly used behavior support strategies and systems in MTSS and how to use them effectively.  

[Guest Author] Mollie Breese

Mollie Breese is the former Content Manager at Branching Minds. She helped streamline the support library, so schools can identify and access the interventions they need to support student success. She researched the newest strategies, activities, and programs to add to the robust library, providing a wealth of resources for partner schools. Prior to joining Branching Minds, Mollie worked in the classroom as an English teacher, Reading teacher, and ESL instructor. Mollie earned her B.A. in Political Science from the University of Missouri, and her M.A. in English Literature from the University of Glasgow.

Connect with [Guest Author] Mollie Breese

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Tagged: MTSS Practice , MTSS Basics , Instituting MTSS

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Understanding MTSS: Powerpoint

Multi-Tiered System of Supports (MTSS) provides a more complete framework for student intervention that collects both academic and behavioral data for students. These slides cover what MTSS includes, and how it differs from RTI.

More Info on the Understanding MTSS PowerPoint Slides

Why download the Understanding MTSS PowerPoint Slides?

• Define MTSS and RTI
• Visualize intervention components that fall under the MTSS umbrella
• Identify commonalities between MTSS and RTI
• Highlight key differences between the MTSS and RTI frameworks

This short five-slide deck provides a comprehensive look at defining components of MTSS and RTI intervention frameworks. Its digestible presentation of key content makes it an ideal tool for individual or group professional development.

Fill out form to get access to download.

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MTSS: Everything You Need To Know About Multi-Tiered System of Supports (MTSS)

It’s part of everyday teaching.

It started as RTI (Response to Intervention) and PBIS (Positive Behavior Intervention and Supports) , and now it’s MTSS (Multi-Tiered System of Supports). MTSS is the standard for how schools tackle academic and behavioral concerns. It also plays a big role in how children are diagnosed with learning disabilities. Here’s everything you need to know about this acronym that’s a part of everyday teaching.

What does MTSS mean, exactly?

MTSS is a proactive framework of tiered instruction and support for all students. We think about MTSS as a triangle with three “tiers.” Every student in a school will fall somewhere on the MTSS triangle—either Tier 1, 2, or 3. MTSS is not a curriculum or program, but a way to think through how to best intervene and provide resources and interventions for students who are struggling with reading, math, or behavior.

How did MTSS start?

MTSS was introduced in the Every Student Succeeds Act (2015). It combined RTI (Response to Intervention) and PBIS (Positive Behavior Intervention and Supports) . RTI addressed academic interventions through tiered support, while PBIS addressed behavior and social-emotional interventions. MTSS rolls both up into one and incorporates an expectation that schools and teachers are using evidence-based or research-based approaches and programs.

After the Individuals With Disabilities Education Act (IDEA) (2004) was revised, MTSS became a part of how schools approach interventions and supports before they have an IEP . Put another way, IDEA allowed schools to match the support given a student with the demonstrated need, without waiting for special education diagnosis. This changed how learning disabilities were identified and was a shift from how learning disabilities were defined in the past. It focused more on how students responded to instruction rather than whether the student had a discrepancy between their IQ and performance. Now MTSS is the gold standard for how to address intervention in education.

What are the tiers?

Image: Bloom Township High School

There are typically three tiers in MTSS frameworks.

Tier 1: Universal Instruction (80% to 90%)

In Tier 1, students are provided with high-quality instruction and universal screening (assessments). Tier 1 also includes school-wide behavior management (like whole-school PBIS implementation). Typically, when Tier 1 instruction is going well, 80% to 90% of students are making expected progress—meaning that students are showing improvement on the universal screeners.

For example, a school may use a curriculum to teach math skills and monitor students’ progress using the NWEA MAP assessment or another formative assessment tool. If 80% of students are making progress or growing steadily, then the core instruction is effective.

Tier 2: Intervention (10% to 20%)

Tier 2 is the first level of intervention for students who do not show progress in Tier 1. Students are provided with Tier 2 interventions when they need support to meet academic or behavior goals. These interventions are delivered in a small group and are focused on helping students catch up with peers. It’s expected that when Tier 1 instruction is effective, about 10% to 20% of students will need Tier 2 interventions to address concerns that come up.

In the math example, after the NWEA or formative assessment , the school may identify 10% of students who are not mastering a core concept (maybe number sense or place value) and provide these students with a small group math intervention. While they’re in Tier 2 intervention, these students would receive additional progress monitoring in math to make sure they are making progress on that math skill. A portion of students in Tier 2 intervention will “graduate” once they’ve mastered what they missed and move back into Tier 1. Others will need Tier 3 intervention.

Tier 3: Intensive Intervention (<10%)

If a student does not make expected progress in Tier 2, they move into Tier 3. Tier 3 is intensive intervention, or intervention that is more frequent, individualized, and intensive. When the MTSS structures are working, and Tier 1 and Tier 2 are effective, fewer than 10% of student should need to be in Tier 3.

To finish out the math example, if a few students who are in the intervention group are not showing progress on the progress-monitoring tool, the interventionist may work with them one-on-one using manipulatives to see if the students respond to the additional intervention. The interventionist will continue to collect data that will give the team an idea of how the student progresses, or responds to, the additional intervention. After Tier 3 intervention, some students may master the skills and move back into Tier 2 or Tier 1. A few students may be referred for an evaluation to determine if they have a learning disability, based on how they responded to intervention.

What are the components of MTSS?

Since MTSS is not a specific curriculum, states and districts have flexibility. As long as they are using a tiered approach, data-based decision-making, along with evidence-based practices and interventions, they are following MTSS.

Universal Screening

MTSS is proactive, so students who need extra support are identified through universal screening fairly early in the process. Teachers use data from universal screening (like the NWEA MAP test or another assessment) to identify students who would benefit from intervention. This is more proactive than waiting for a child to fail before providing support.

Tiered Approach

MTSS incorporates three tiers of instructional support and intervention, depending on a student’s needs. Schools can set clear criteria for how students move between tiers and what interventions are provided at each tier.

Evidence-Based Interventions

Image: Branching Minds

In Tier 1, the idea is that all students get high-quality instruction using methods that have been shown to be effective. In Tiers 2 and 3, students receive evidence-based interventions using programs or strategies that have a strong research base. For example, a district may use a curriculum that provides students with a foundation in phonics and word reading. Students who are not making progress in Tier 1 may receive intervention using an evidence-based intervention, like Sound Partners , in Tier 2 or 3.

You can find evidence-based interventions and programs through the What Works Clearinghouse or Intervention Central .

Data-Based Decision-Making

Teachers collect and monitor data to make decisions about whether or not to move students between tiers. Data collection and analysis also means that teachers are collaborating around how to teach and intervene. Data-based decision-making is the way that teachers make decisions for whether or not to move a student from Tier 1 to 2, or back from Tier 3 into Tier 2.

Parent Involvement

Parents should be notified and involved as their child enters intervention and moves through the tiers. Sometimes, after a child has been in intervention, the team will refer them for a special education evaluation, so involving parents during MTSS helps the team communicate around special education as well.

Read more: What is special education?

How long does MTSS take?

MTSS will take a different amount of time for each student. Typically, a school will have protocols set up that determine how long an intervention “round” can take—usually six to eight weeks. Students may receive multiple rounds of interventions to track their progress and determine how they’re responding, so it’s not unusual for a student to spend a year or two in intervention before they either are back in Tier 1 or they are referred for special education.

Can a student be in multiple tiers at one time?

Short answer: yes. Because MTSS addresses social-emotional, behavior, and academics, a student may be in Tier 3 for reading but Tier 1 for behavior and math.

Challenges to Implementing MTSS

MTSS is the current “gold standard,” but there are still challenges.

• Personnel: MTSS takes personnel (interventionists, instructional coaches) to implement well.
• Data-Driven Decision-Making: Just having data doesn’t mean that it will be used in the best way to support students. Teachers have to know how to use data and be able to collect and monitor data regularly.

What’s the connection between MTSS and special education?

MTSS originally came from efforts to improve special education services, specifically in terms of identifying students who needed special education services for learning disabilities. IDEA (2004) incorporated the Response to Intervention model for identifying students with learning challenges. This was a shift from the previous “wait to fail” model or definitions of learning disabilities that relied on a discrepancy between a child’s IQ and their educational levels. This meant that students could receive supports in Tiers 2 and 3 before being referred for an evaluation for a disability.

Students with IEPs can be in Tier 1 for general education, receiving the same instruction and universal screening as their general education peers. But their specially designed instruction would be provided through their IEP, not necessarily the MTSS model.

Recommended Reading

For more information about MTSS, below are links to some recommended books for professional development.

(Just a heads up, WeAreTeachers may collect a share of sales from the links on this page. We only recommend items our team loves!)

The MTSS Start-Up Guide by Jessica Djabrayan Hannigan and John E. Hannigan

Best Practices at Tier 2: Supplemental Interventions for Additional Student Support by Bob Sonju et al.

10 Success Factors for Literacy Intervention: Getting Results With MTSS in Elementary Schools by Susan Hall

Conducting Behavioral and Social-Emotional Assessments in MTSS: Screen to Intervene  by Nathaniel von der Embse et al.

Do you have more questions about MTSS? Come discuss them in our WeAreTeachers HELPLINE group on Facebook .

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Multi-Tiered Systems of Support

Cooper MTSS Team

La Tonya Cruthird: Facilitator/Staff Comm.

Anu Johl: Parent Liaison

Erin Leggett: Notes/ Staff Communication

Diana Loza: Spanish Translator

Marcy Romo: PAW Shop

Rosie Romo: Hour Tracker

Rebecca Schlafer-Miller: SST/Data Analyst

Samantha Switzler: Data Analyst

• What is MTSS?

Multi-Tiered Systems of Support: A unifying system for high-quality, differentiated classroom instruction and p ositive behavioral support via integrated data practices so we can create systemic and sustainable change.

It’s all about...

Students feel they are welcomed and

wanted at school

Students feel safe at school

Students feel academic support is provided.

Students academic success increases

Teachers feel supported and valued

Students feel confident in tackling academic and social expectations

Parents feel a partnership

Group Activity

(Grade Level)

Next Steps for all Schools

• Year 1 Goal : Reflect and Celebrate on the systems that we have in place. This year our goal is to achieve Consensus Development by co-constructing our Vision of the MTSS Framework. Build on the systems already in place (RTI, PBIS, etc.) Collaboration within sites to share ideas and systems that have been implemented with success per domain.
• Year 2 Goal : Build the Infrastructures required to facilitate and support the continual implementation of the MTSS Framework model. (It’s not a one size fits all model)
• Training and Technical Assistance to build capacity of all educators
• Integration and Management of Data
• Identification of system wide continuum of supports across each domain
• Year 3 Goal : Full Implementation of MTSS Framework at each school
• On going support and technical assistance
• Continual Reflection of strategies and practices that support all Three Tiers

Support and assist your fellow staff members through this entire process.

Triangles of Support Activity

On each blank triangle, write one “gap” that you see for each triangle (one per triangle) and place it on the corresponding empty triangle in the designated Tier.

MTSS Professional Development - PowerPoint

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This professional development is for a school team to learn more about what MTSS is, analyze what systems are already in place and how to improve those systems. This product is the PowerPoint for the PD.

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Presentations

Using the PBIS Framework to Build Collaboration Across All Partners

Mental health cop—creating responsive systems through intentional recruitment and retention of diverse mental health providers, mental health cop—assessing current status: what are the needs how can a community of practice support you, what does it take to sustain effective practices in schools, making school behavior systems more culturally responsive and equitable, equity in universal at the start of the year, a review of fba-bip plans: implications for research and practice, reengaging youth from juvenile justice, extending the reach of pbis to novel environments, center on pbis ta approach for equity in school discipline, recommendations for enhancing social, emotional, behavioral and mental health support in programs and schools, using pbis to ensure racial equity in school discipline, addressing inequities in school discipline, equity-focused pbis approach reduces racial inequities in school discipline: a randomized controlled trial, implementing pbis with a racial equity mindset, effective classroom instructional & behavior management strategies, pbis and continuity of learning: getting systems back up and running, starting, stopping, or sustaining new empirical research on implementation of swpbis, implementing effective educational practices, core mtss and pbis practice and systems feature: avoiding misrules, pre-corrections, big ideas, and key investments, coaching & supporting high fidelity & sustained pbis implementation, overview of sctg sea ta support from pbis center, aligning initiatives in a multi-tiered system of support framework, keynote—integrating mental health within a school-wide system of pbis: systems practices, data, improving the effectiveness of tier 2 interventions, impacting classrooms for students with ebd, social skills instruction at tier 2, aligning and integrating sel and pbis, layering mental health interventions within pbis, positive and proactive classroom management: focus on positive classroom behavior supports (pcbs), integrating trauma-informed approaches within school-wide systems of pbis, neutralizing implicit bias in school discipline, integrated multi-tiered systems of support, integrating trauma informed support in mtss, effective use of positive reinforcement, promoting social emotional competence in the preschool classroom: powerful teaching practices that every early educator should know & use, pbis classroom management, using pbis to address the needs of students with internalizing problem behavior, tier 2 progress monitoring: using data for decision making, effective teacher instructional behaviors to decrease challenging student behavior, maintaining a positive learning climate in the aftermath of tragedy: lessons learned in the ferguson-florissant school district, an overview of pbis, bully prevention within pbis, engaging families in schools using school-wide positive behavioral interventions and supports, restorative practices in pbis, tier 1 elementary school example, reducing the effects of implicit bias in school discipline, implementation action planning, implementing pbis in high schools, using the pbis tiered fidelity inventory (tfi), two strategies to increase high school success: academic seminar and freshman success curriculum, preparing students for graduation and post-high school success: linking pbis with college and career readiness, school-wide screening for at-risk students: best practices and school examples, measuring and supporting classroom management: focus on outcomes, systems and data, prevention and systematic intervention to address social behavioral problems: school-wide positive behavior support, teaching expectations and reinforcement systems, advanced pbis coaching: building solutions that promote and sustain evidence based practices, supporting students with challenging behavior in the classroom, bully prevention: in positive behavior support, look who’s behavin', using rewards within school wide pbis, teaching function of behavior to all staff, check in check out:a targeted intervention, family and community engagement in tiered systems of support.

This website was developed under a grant from the US Department of Education, #H326S230002. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Mohamed Soliman.

Jan 05, 2020

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MTSS. An Introduction to VCS Multi-Tiered System of Supports. Multi-Tiered SYSTEM of SUPPORTS. SYSTEM (singular) SUPPORTS (plural) Move from a System of Schools (and Departments) to a SCHOOL SYSTEM. RtI or MTSS?.

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Presentation Transcript

MTSS An Introduction to VCS Multi-Tiered System of Supports

Multi-Tiered SYSTEM of SUPPORTS • SYSTEM (singular) • SUPPORTS (plural) Move from a System of Schools (and Departments) to a SCHOOL SYSTEM

RtI or MTSS? • RtI is the practice of 1) providing high-quality instruction/intervention matched to student needs and 2)using learning rate over time and level of performance to 3) make important educational decisions. (NASDSE, 2006) • MTSS is a system where resources and services are organized efficiently on a continuum of intensity based on students academic and behavioral needs, whatever those needs might be. (FLDOE, 2011)

Underlying Principles and Practices

Core Beliefs of MTSS • Every child learns and achieves to high standards • Learning includes academic and social (behavioral) competencies  • Every member of the learning community continues to grow, learn and reflect • All leaders at all levels are responsible for EVERY child • Change is intentional, coherent and dynamic

What are our barriers to MTSS? • Reluctant Intervention Providers (R.I.P.) Solutions: Statutory requirements Rule 6A-6.0331: General Education Intervention Rule: Evidence-based interventions addressing the identified area of concern must be implemented in the general education environment. The interventions selected for implementation should be developed through a process that uses student performance data to, among other things, identify and analyze the area of concern, select and implement interventions, and monitor the effectiveness of the interventions. Interventions shall be implemented as designed for a reasonable period of time and with a level of intensity that matches the student’s needs.

More solutions to R.I.P. & MTSS Reauthorization of ESEA? State Commitment Florida Educator Accomplished Practices (FEAP- 3h) • Teacher differentiates instruction based on an assessment of student learning needs and recognition of individual differences in students. Volusia System for Evaluating Teachers (VSET- 1e) • Designing Coherent Instruction: Teacher coordinates knowledge of content of students, and of resources, to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable to all students and likely to engage them in significant learning. The lesson or unit’s structure is clear and allows for different pathways according to student needs.

VSET supports MTSS…(and MTSS supports VSET) • 1d: Demonstrating knowledge of resources • 1e: Designing coherent instruction • 1f: Assessing student learning • 2d: Managing student behavior • 3d: Using assessment in instruction • 4d: Participating in a professional community

Where are we and where are we going?

What It’s All About… MTSS Data-Based Decision Making Integration & Sustainability

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West Michigan Middle School Identified as Awardee for MDE READS Initiative

June 07, 2024

Newaygo County’s Grant Middle School Gets Visit from MDE

LANSING, MI – The Michigan Department of Education (MDE) recently identified Grant Middle School in Newaygo County as the awardee of the 2024 MDE READS initiative. Of 24 schools that submitted entries, Grant Middle School was selected at random for sharing March Is Reading Month activities.

“Schools like Grant Middle School do a wonderful job of getting children excited about literature during March is Reading Month,” said State Superintendent Michael F. Rice. “At MDE, we emphasize the importance of reading and having diverse classroom libraries in schools so that students can see themselves and others in what they read. Children need to read in March, during the rest of the school year, and during their summer break.”

Ms. Sandy Morris, librarian, and Ms. Danette Gesler, fifth-grade English Language Arts teacher at Grant Middle School, responded to MDE’s Michigan READS call for entries by sharing information about school activities that included a “Look Who Got Caught Reading” activity in which staff gave cards to students who were found reading when it was appropriate but not expected. The students could then turn in the cards for a treat and a drawing for a pizza party with friends.

Students also designed bookmarks about what reading meant to them and participated in a book face contest in which they replaced pictures of their own faces on the covers of books that had existing faces.

Recently MDE staff members Dr. Corinne Edwards, director of the Office of Educational Supports; Mrs. DeNesha Rawls-Smith, Literacy Unit manager; and Ms. Katy Dennis, literacy consultant, visited Grant Middle School to present a banner, a certificate, and 50 diverse books that school staff had selected to add to the school library. Following an awards ceremony, the MDE employees met with Grant district staff to learn more about other exciting education initiatives being implemented in Grant Public Schools.

In celebration of March is Reading Month and reading all year round, the Michigan Department of Education would like to thank and acknowledge additional Michigan schools that also submitted entries:

Berrien Springs Success Virtual Academy

Riverview Elementary School

Groves High School

Seaholm High School

Chesaning Middle School

Colon Elementary School

Detroit Community Elementary/Middle School

Eagles Nest Academy

Lybrook Elementary School

Grant Middle School

Southwest Elementary Academia Bilingue

Hillsdale Intermediate School District

Monroe Intermediate School District

Kalamazoo Regional Educational Services Agency

Scripps Middle School

Masonic Heights Elementary School

Rodgers Elementary School

Violet Elementary School

Northwest Kidder Middle School

Old Mission Peninsula School

Reese Public Schools

Tekonsha Elementary School

Indian Lake Elementary School

Whiteford Agricultural School

MDE encourages all students, families, educators, and administrators to continue to engage in interesting and diverse reading throughout the summer months and looks forward to more opportunities to share a love of reading in the coming school year.

Students at Grant Middle School are pictured with prizes that the school received from the Michigan Department of Education READS Initiative.

• Grant MS.jpg

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