Parent Resources

Webberville is currently developing school-wide instructional and intervention supports in Literacy, Mathematics, and Behavior.  With the help of national and statewide programs, Webberville is using data to drive many decisions throughout the district.

Multi-Tiered Systems of Support (MTSS)

MTSS is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying student response data to important educational decisions.” (G. M. Batsche et al 2005). 

The MTSS/RtI model focuses on leadership, professional development, and  empowering culture within the context of curriculum, assessment, and instruction. The Student Instructional Services (SIS) team provides technical assistance to over 90 buildings and 30 pre-school classrooms across all districts in the Ingham ISD service area. SIS supports preK-12 efforts in the areas of behavior, math and literacy for the implementation of the core components of Multi-Tiered System of Supports.

Positive Behavioral Interventions and Supports

Parents and family members are valuable partners in Positive Behavioral Interventions and Supports (PBIS) implementation within the school setting.

PBIS is improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes. More importantly, SWPBS is not a curriculum, intervention, or practice, but is a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. 

In general, SWPBS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices. 

Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi)

MiBLSi is an initiative through the Michigan Department of Education’s Office of Special Education and Early Intervention Services working in collaboration with the Office of School Improvement. MiBLSi is in its fourth year and has partnered with more than 250 schools throughout the State of Michigan.

MiBLSi helps schools create a “culture” where staff teaches academic success and behavior success side-by-side. The program does this by providing professional development that supports school leadership teams: 

• Monitor student reading and behavior performance
• Access dynamic data collection systems that provide staff with performance indicators in reading and behavior that are accurate and timely – for example, the School Wide Information System (SWIS™) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS™)
• Make decisions based on dataDevelop and implement reading and behavior interventions using student performance indicators
• Evaluate intervention effectiveness through ongoing data collection and progress monitoring
• Develop schoolwide instructional and intervention supports
• Use research-based interventions connected to the five essential components of a comprehensive reading program: phonemic awareness, phonics, fluency, vocabulary, and comprehension
• Use research-based interventions connected to the five essential components of a comprehensive reading program: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
• Improve behavioral success and reduce behavior problems through Schoolwide Positive Behavior Support
• Establish a continuum of prevention and support across different levels of student need
• Network with others and access local, regional, and state-wide support

BEHAVIOR

Secondary Schools Code of Conduct

Do Your Best.

Do What’s Right.

Honor the Team.
 

Discipline

It is important to remember that the school rules apply going to and from school, at school, on school property, at school-sponsored events, and on school transportation. In some cases, a student can be suspended from school transportation for infractions of school bus rules. Ultimately, it is the principal’s responsibility to keep things orderly. In all cases, the school shall attempt to make discipline prompt and equitable and to have the discipline match the severity of the incident.

Detentions

A student may be detained after school or asked to come to school early by a teacher after giving the student and his/her parents notice. The student or his/her parents are responsible for transportation. Detentions by a teacher are 30-60 minutes after school with the teacher who assigned the detention. Students are to bring enough homework for the duration of this period. Detentions assigned by the office are an hour in length and are served in the office.

Lunch Detention

Students are required to report to the AIR room immediately after they are released to lunch. A student missing any portion of his/her assigned time in lunch detention will be assigned additional consequences. Failure to be in attendance may result in a meeting with parents before coming back to school. The following rules shall apply to both in-school suspension and to after-school or lunch detention:

• Students are not to communicate with each other unless given special permission to do so.
• Students are to remain in their designated seats at all times unless permission is granted to do otherwise.
• Students are not allowed to sleep.
• No radios, cards, games, or other recreational articles shall be allowed in the room.
• No food or beverages shall be consumed during In-School Suspension.

In-School Suspension

In-school suspension will be in session from 8:00 a.m. to 3:00 p.m. Assigned students shall arrive with sufficient educational materials to be busy during the entire class day. The students will receive two five-minute breaks and will be sent to the cafeteria to get lunch, but must return to the ISS room immediately after getting their food. Any In-School Suspension will be in accordance with district guidelines on suspension and expulsion.

Out-of-School Suspension

Students who receive out-of-school suspension can be removed for a portion of a day or up to 10 days for violations of school disciplinary policies. Out-of-school suspension for less than 1 day are not subject to the appeals process.

Long-Term Suspension and Expulsion

Exclusion of a student of more than ten days is considered a long term suspension and must be administered by board action. Expulsion is the permanent prohibition of a student from the district and district functions.